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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Environmental Health in Schools
EEND and MSED-735

  • Template 2016
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/29/2100
  • Modified 07/20/2020

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Examines the human impact upon our world and how, in turn, the environment impacts humans. Candidates will analyze contemporary environmental problems and issues related to public health. Topics will include principles of environmental toxicology, environmental risk assessment and communication, food safety, air quality, water contamination, solid and hazardous waste management, occupational injuries and diseases, and environmental health legislation and policy. The course will provide a strong emphasis on factors and influences that result in true environmental literacy.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will develop skills to further their knowledge of environmental health issues related to various ecosystems ranging from local to global communities.

Serving the Community

Candidates will develop an understanding of what their community provides for environmental awareness this process will enable them to become environmentally conscience of how their personal actions can affect their local community.

Finding Our Professional Selves

Candidates will develop a strong understanding of content area to enhance future curriculum development as it relates to Environmental Health. Candidates will also collaborate with their peer educators and share various viewpoints on topics related to environmental health

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of this course, each participant will be able to do the following:

  1. Identify the major environmental topics within Environmental Health and how humans can influence them. (ISBE Health Education Content Area Standards – 1F, 2D, 2H)( IPTS 1,2,3,4,5,6,7)
  2. Evaluate the impact of the population growth of animal and human species on the environment. (ISBE Health Education Content Area Standards – 1C, 1D, 1E, 1F, 2B, 2C, 2D, 2E) (IPTS 1,2,3,4,5,6,7)
  3. Compare how conservation organizations work in conjunction with the community to support the reduction of pollution in Specific biodomes. (ISBE Health Education Content Area Standards – 1E, 2B, 2D, 2E, 2H, 3A, 3B, 3D, 8A, 8B) (IPTS 1,2,3,4,5,6,7)
  4. Evaluate the following
    1. (A) various environmental toxins within the home and community (ISBE Health Education Content Area Standards - 1C, 1D, 1E, 1F, 1G, 2B, 2D, 2E, 2F, 3A) (IPTS 1,2,3,4,5,6,7)
    2. (B) Evaluate safe and natural remedies to decrease the toxins in your own home or school. (ISBE Health Education Content Area Standards – 1C, 1E, 1G, 2B, 2H, 3A, 3B, 3D) (IPTS 1,2,3,4,5,6,7)
  5. Describe how human behavior impacts air quality. (ISBE Health Education Content Area Standards – 1C, 1D, 1E, 1F, 1G, 2D, 2H, 3A, 3B, 8A) (IPTS 1,2,3,4,5,6,7)
    1. (A) Explains how human behavior contributes to air pollution.
    2. (B) Compares policy-driven and nonpolicy-driven approaches to reducing air pollution
    3. (C) Assesses how a lack or absence of environmental regulations contributes to air pollution.
  6. Formulate solutions to combat water shortage and reduce waste production. (ISBE Health Education Content Area Standards – 1C, 1D, 1E, 1F, 1G, 2D, 2H, 3A, 3B, 8A) (IPTS 1,2,3,4,5,6,7)
    1. (A) Students will be able to develop various strategies to conserve water usage in their local community or schools
    2. (B) Student will be able to develop various ways reduce waste production in their local community or schools.
  7. Describe how humans can minimize the depletion of these resources through the use of alternative energy production. (ISBE Health Education Content Area Standards –1C, 1D, 1E, 1F, 1G, 2C, 2D, 2E, 3A, 8A) (IPTS 1,2,3,4,5,6,7)
  8. Explain the influence of economic, urban, and environmental policies on social behavior. (ISBE Health Education Content Area Standards – 1C, 1D, 1E, 1F, 1G, 2D, 2G, 2H, 3A, 3B, 8A, 8B) (IPTS 1,2,3,4,5,6,7)
    1. (A) Summarize the various ways human beings can change the environment.
    2. (B) Predict challenges posed by environment policy.
    3. (C) Predict positive influences resulting from environmental policy.
    4. (D) Predict environmental damage resulting from human behavior.
    5. (E) Predict environmental improvements resulting from human behavior
  9. Design activities and/or lessons related to multiple aspects of environmental health that can be implemented into the classroom setting on a daily basis.

Materials

Cunningham, W. (2017). Principles of Environmental Science.  (9th ed.). McGraw-Hill.

Assignments

Weekly Discussion
Candidates will respond to weekly discussion and reflection prompts

  • Course outcomes 1,2,3,4,5,6,7,8,9
  • Standards - ISBE Health Education Content Area Standards 1, 2, 3, 8; IPTS 1,2,3,4,5,6,7

Weekly Assignment
Candidates will respond to different environmental issues in and around their community

  • Course outcomes 1,2,3,4,5,6,7,8,9
  • Standards - ISBE Health Education Content Area Standards 1, 2, 3, 8; IPTS 1,2,3,4,5,6,7,8

Final
Candidates will reflect upon the course content and create a unit on Environmental health

  • Course outcomes 1,2,3,4,5,6,7,8,9
  • Standards - ISBE Health Education Content Area Standards 1, 2, 3, 8; IPTS 1,2,3,4,5,6,7,8

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Additional Items

Course References

Mission 2015. Mission 2015: Biodiversity. Retrieved August 28, 2015.
http://web.mit.edu/12.000/www/m2015/2015/icb.html

Conservation International. “Nature is Speaking”. (2014) Retrieved August 28th, 2015.
https://www.youtube.com/watch?v=WmVLcj-XKnM

Environmental Protection Agency. (n.d.) http://www.epa.gov/

Centers for Disease Control. “National Center for Environmental Health”. (2015) Retrieved August 28th, 2015. http://www.cdc.gov/nceh/

National Institute of Environmental Health Sciences. (n.d.) http://www.niehs.nih.gov/

Additional Websites:

https://www.youtube.com/watch?v=WmVLcj-XKnM&list=PL5WqtuU6JrnXjsGO4WUpJuSVmlDcEgEYb&index=1

http://www.huffingtonpost.com/alon-tal/in-praise-of-chinas-one-c_1_b_8020038.html

https://www.youtube.com/watch?v=D0BPWFnL_jY

http://web.mit.edu/12.000/www/m2015/2015/icb.html

https://www.youtube.com/watch?v=uJhgGbRA6Hk

http://www2.epa.gov/learn-issues/learn-about-chemicals-and-toxics

http://www.globalhealingcenter.com/health-hazards-to-know-about/top-10-hazardous-household-chemicals

http://www2.epa.gov/learn-issues/learn-about-air

https://www.youtube.com/watch?v=B1M894GH4q4

http://www2.epa.gov/learn-issues/learn-about-water

http://www2.epa.gov/learn-issues/learn-about-waste

http://www.livescience.com/51916-lake-mead-drought-photo.html

http://ngm.nationalgeographic.com/2009/03/energy-conservation/miller-text

https://www.youtube.com/watch?v=GMynksvCcUI

http://epa.illinois.gov/topics/pollution-prevention/fact-sheets/going-green/index

http://www3.epa.gov/