Course Syllabus

Contact Information

Dr. Kelly Feille

Associate Professor

ILAC

Office Hours: 1 hour prior to class, and by appointment

Email: feille@ou.edu

Class Session: Wednesdays 4:25-7:15

 

Course Description

This course will introduce students to the philosophical foundations of outdoor and place-based education and facilitate the development of a personal philosophy of outdoor education. Through engaging with contemporary research related to outdoor education, students will explore developing trends and issues in the scholarship. Finally, the course will examine curricular approaches related to outdoor and place-based education as students design learning experiences intended for teaching and learning beyond the walls of the classroom. 

LAND ACKNOWLEDGEMENT STATEMENT PROVIDED BY OU’S TRIBAL LIAISON OFFICE:
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.

We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations.  Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people. The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgement is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
JRCOE DIVERSITY STATEMENT
The Jeannine Rainbolt College of Education is committed to identifying and rectifying our own tacit and explicit practice of harm and exclusion as we strive toward a culture that recognizes, affirms, and reflects diverse backgrounds, experiences, knowledge traditions, viewpoints, and beliefs. 
PERSONAL TEACHING STATEMENT
I believe that each learner brings unique and valuable experiences to the classroom. My commitment is to support the learning of every student in any way that I can. I believe that we learn best when we learn from one another. Therefore, I strive to understand who my students are and build learning experiences that contribute to a community of learners. 

Course Objectives 

1. Understand philosophical foundations of outdoor and place-based education
2. Explore contemporary research, trends, and issues related to outdoor and place-based education
3. Examine curricular approaches to outdoor and place-based education

Learning Outcomes 

1. Develop a personal philosophy of outdoor and place-based education
2. Summarize and synthesize theoretical and empirical work related to outdoor and place-based education
3. Design learning experiences for outdoor education

Course Materials

COURSE TEXTS: 
Wattchow, B. and Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Monash University Publishing
Sobel, D. (2008). Childhood and nature: Design principles for educators. Stenhouse Publishers. 

Grades

Breakdown

Course activities and grades listed for each activity

Activity	Description	Points/Percentage
Reflections on Place	Each week you will select from a provided list of tasks that engage you in the act of observation and reflection in nature. Additionally, you will have assigned readings that you will be responsible for throughout the semester. Each week, prior to the start of class, you are asked to submit a Reflection on Place where you describe how your nature observation and course readings have helped to shape your understanding of place as it relates to outdoor and place-based education.	25%
Philosophy of Outdoor Education	Drawing upon course readings and class discussion, you will develop a personal philosophy of outdoor education. The purpose of this task is to describe the ways in which you personally adapt, expand, challenge, and/or reject the philosophical foundations of outdoor and place-based education.	15%
Summary & Synthesis Paper	After examining current approaches, issues, and trends in scholarship related to outdoor and place-based education, you will select a thread, topic, or issue of professional interest and construct a summary and synthesis paper. The structure and approach of this paper should be to inform relevant stakeholders and highlight opportunities for outdoor and place-based education in a variety of contexts or content areas as appropriate. The paper should include both theoretical/philosophical foundations as well as relevant empirical support and follow APA 7th Edition format guidelines. You will present this work in a 3-minute-thesis format during finals week.	35%
Design of Student Learning	Informed by philosophical foundations and contemporary scholarship of outdoor and place-based education, you will design a comprehensive plan for student learning to occur beyond the four walls of the classroom. This learning plan should be written such that any educator could easily implement the learning experience. You are encouraged to connect your student learning plan to your Summary and Synthesis Paper topic.	25%
Student-Led Discussion	At two points during the semester, the discussion of the course will be led by students and based on chosen readings related to the topic. You will select one reading from the provided list of optional texts for Philosophical Emphasis for the Philosophical Foundations student-led discussion class and Practitioner Emphasis for the Place-Based Curriculum student-led discussion class. Each student is expected to provide for the class a one-page infographic summary of their chosen text and three discussion questions that the class can engage in (without having read the text). This means, you are tasked with connecting your chosen reading to class activity, discussion, and assigned readings.	Not Graded
	Total	100%

Scale

Grade Scale

Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

Tentative Schedule

Week & Date	Class Topic	Reading Required prior to start of class	Assignment(s) Due by start of class
1 1/17	Introduction	Preface & Introduction (Wattchow & Brown, 2011); & (Potter & Dyment, 2016)	Syllabus Annotation
2 1/24	Philosophical Foundations: Starting with Place	Ch 1-3 (Wattchow & Brown, 2011); & (Gruenewald, 2003)	Reflections on Place
3 1/31	Philosophical Foundations: Outdoor Education	Ch 4-6 (Wattchow & Brown, 2011); & (Smith, 2013)	Reflections on Place
4 2/7	Philosophical Foundations: Looking Ahead	Ch 7-9 (Wattchow & Brown, 2011); (Hutson, 2011); & (Lynch & Manion, 2021)	Reflections on Place
5 2/14	Student-Led Discussion: Philosophical Foundations	Philosophical Emphasis Choice Reading (see options on Canvas)	Reflections on Place
6 2/21	Contemporary Research: Problems and Questions	(Ayotte-Beaudet et al., 2017); & Three Empirical Readings	Personal Philosophy of Outdoor Education
7 2/28	Contemporary Research: Methodologies	(Deringer, 2017); & Three Empirical Readings	Reflections on Place
8 3/6	Contemporary Research: Findings	(Dean, 2021); & Three Empirical Readings	Reflections on Place
9 3/13	Contemporary Research: Looking Ahead	(Jordan & Chawla, 2019); & Three Empirical Readings	Reflections on Place
3/20	Spring Break
10 3/27	Place-Based Curriculum: Design Principles	Ch 1-3 (Sobel, 2008); & (Aucoin, 2011)	Summary & Synthesis Draft Due
11 4/3	Place-Based Curriculum: Animal Allies	Ch 4 & 6 (Sobel, 2008)	Reflections on Place
12 4/10	Place-Based Curriculum: Maps & Paths	Ch 5 & 7 (Sobel, 2008)	Reflections on Place
13 4/17	Place-Based Curriculum: Fantasy and Imagination	Ch 8-9 (Sobel, 2008)	Reflections on Place
14 4/24	Place-Based Curriculum: Small Worlds	Ch 10-11 (Sobel, 2008)	Reflections on Place
15 5/1	Student-Led Discussion: Place-Based Curriculum	Practitioner Emphasis Choice Reading (see options on Canvas)	Design of Student Learning
16 5/8	Final Exam Week Student Summary & Synthesis Presentations		Summary & Synthesis Final Paper Due 11:59 pm 5/8

Course Policies

I understand that many of us may be faced with unforeseen circumstances that can prevent us from completing our work on time or attending every session. Our late work and attendance policy exist, however, because your participation is crucial not only to your own success, but also in contributing to the success of your peers who are able to learn from what you bring to the classroom.

Attendance Policy

If you miss class, you are expected to contact me. In order to fully benefit from our class activities, you are expected to attend class and actively participate in the exercises and discussions. In cases of sickness, I want to work with you to identify alternative arrangements, but you must alert me before the class period you miss. Three absences without prior communication may result in counsel to withdraw from the course.

Late Work

Deadlines within this class have been created to allow for: peer engagement, me to be able to assess if everyone is understanding the course material or if we need to revisit some of the subjects, and to provide me with time needed to grade so that you can receive feedback as quickly as possible. As such, it is very important that you strive to meet all deadlines within this course. However, if something is preventing you from submitting work on time, I ask that you contact me as soon as you realize there may be an issue so that we can discuss options, including if it would count as an excused late submission. Late work that is submitted without a conversation with me and an excused reason will receive feedback when I am able to do so, which may not be timely, and may be deducted one letter grade for each day it is tardy.

Office Hours

If you have questions about assignments or readings, you are welcome to set up a conference with me or to come by during my office hours. To schedule a time to meet visit https://outlook.office365.com/owa/calendar/KellyFeillePhD@ou.edu/bookings/

Also, please note that I am an on-campus LGBTQ Ally, one of many resource people on campus who provide an open door for individuals seeking information or assistance regarding sexual orientation, gender identity, harassment, and/or discrimination. LGBTQ Allies have gone through training and you can see which campus folk are allies by the stickers on their office doors or windows. Feel free to talk to me any time if you or someone you know has questions or concern.

 

Plagiarism 

Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 

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University Academic Policies and Student Support

Land Acknowledgement

Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.

We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.

The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.

Course Catalog 

Search the OU Course Catalog.

Student Handbook

Please familiarize yourself with the OU Student Handbook.

Online Library

Access digital materials and other resources at OU Libraries.

Copyright Statement

Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.

Academic Integrity

As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity. 

Academic honesty is incredibly important within this course. Cheating is strictly prohibited at the University of Oklahoma, because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct. 

In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook. 

Religious Observance

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].

Reasonable Accommodation for Disabilities

The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they are able to enjoy equal access to all components of their education. This includes your academics, housing, and community events.

If you are experiencing a disability, a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.

To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.

Title IX Resources  

Anyone who has been impacted by gender-based violence, including dating violence, domestic violence, stalking, harassment, and sexual assault, deserves access to resources so that they are supported personally and academically.

The University of Oklahoma is committed to offering resources to those impacted, including: speaking with someone confidentially about your options, medical attention, counseling, reporting, academic support, and safety plans. If you would like to speak with someone confidentially, please contact OU Advocates (available 24/7 at 405-615-0013) or another confidential resource (see "Can I make an anonymous report?").

You may also choose to report gender-based violence and discrimination through other means, including by contacting the Institutional Equity Office (ieo@ou.edu, 405-325-3546) or the police (911).

Because the University of Oklahoma is committed to the safety of you and other students, I, as well as other faculty, Graduate Assistants, and Teaching Assistants, are mandatory reporters. This means that we are obligated to report gender-based violence that has been disclosed to us to the Institutional Equity Office. This includes disclosures that occur in class discussions, writing assignments, discussion boards, emails, and during Student/Office Hours.

For more information, please visit the Institutional Equity Office.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.

Mental Health Support Services

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.

Final Exam Preparation Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.

Required Policies for Students On Campus

Emergency Protocol

During an emergency, there are official university procedures that will maximize your safety.

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:

1. Look for severe weather refuge location maps located inside most OU buildings near the entrances
2. Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
3. Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.
4. Get in, Get Down, Cover Up.
5. Wait for official notice to resume normal activities.

Severe Weather Refuge Areas

Severe Weather Preparedness Video

Armed Subject/Campus Intruder

If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

1. Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
2. Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
3. Defend: As a last resort fight to defend yourself. For more information, visit:

OU's Emergency Preparedness site

Shots Fire on Campus Procedure

Fire Alarm/General Emergency

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:

1. Leave the building. Do not use the elevators.
2. Know at least two building exits
3. Assist those that may need help
4. Proceed to the emergency assembly area
5. Once safely outside, Notify first responders of anyone that may still be inside the building due to mobility issues.
6. Wait for official notice before attempting to re-enter the building.

OU Fire Safety on Campus Video