COURSES

The Union Institute, based in Cincinnati, Ohio, offers a fully-accredited undergraduate college degree program in a variety of disciplines. Visit their site: WWW.TUI.EDU

I am an adjunct professor at The Union Institute. For those of you who are considering one of my courses offered through The Union Institute, a sample Learning Agreement appears below. All courses taught by me follow the format in the sample Learning Agreement. However, course content is modified to suite the specific needs of each learner.

COURSES

I offer courses in the following subject areas through The Union Institute:

• Earth Sciences

Geology

Meteorology

Hydrology

• Life Sciences

Biology

Microbiology

Mycology

Botany

Zoology

Ecology

Nutrition

• Philosophy

Philosophical Psychology

Phenomenography

• Business

Small Business Management

Entrepreneuralship

LEARNING AGREEMENT

CONCEPTS IN ECOLOGY

CONTENTS

General Course Description

l. Learning Agreement Description

ll. Learning Results

III. Learning Experiences

IV. Learning Documentation

V. Learning Evaluation

Academic Integrity

Concept Tables

Materials List

Concepts In Ecology is a one-semester, upper level course intended to satisfy a 4-unit requirement in the content area of natural science. This course is concept-driven and designed specifically for non-science majors.

This course is designed to instruct the learner how to study life sciences and physical sciences quickly and effectively without prior training in science and/or mathematics. The learner will discover 3 fundamental questions that will render seemingly complex scientific paradigms comprehensible.

This course will make a variety of research and documentation methods available to the learner, many of which the learner may find very useful in other academic contexts.

Upon completing Concepts In Ecology, the learner should expect to have developed valuable and versatile research and documentation skills. Utilizing these skills, the learner will explore the concepts that define the field of natural science.

Each learner participating in Concepts In Ecology should uncover a wide range of useful information derived from newly developed research skills. The learner will then have the opportunity to select from a pool of demonstration and documentation methods to express the new learning that has occurred.

The learner will also be expected to map connections between the ideas studied in Concepts In Ecology. Accordingly, the learner can also be expected to identify and describe many relevant applications of new learning.

Participants in Concepts In Ecology will be engaged in identifying, describing, and experimenting with various kinds of research techniques involving texts, field observations, and the network of relationships connecting the body of natural science knowledge.

A broad selection of methods for demonstrating new learning is available to the learner. This selection allows the learner to match his or her learning style with an appropriate format for expressing what has been learned.

Once the learner has selected his or her preference for researching and demonstrating new learning, which will be required during the first week of this course, the learner will begin a cycle of recording descriptions of field observations and text research readings. Every fourth week during this cycle, the learner will submit a demonstration of new learning utilizing one of several available techniques. There will be three repetitions of this cycle during the course. Therefore, three demonstrations of new learning will be required for this course. Additionally notes documenting the learning process will be submitted each Tuesday.

The final week of this course will be reserved for the learner to reflect and evaluate new learning outcomes.

Concepts In Ecology is a one-semester, upper level course intended to satisfy a 4-unit requirement in the content area of natural science. This course is concept-driven and designed specifically for non-science majors.

This course is designed to instruct the learner how to study life sciences and physical sciences quickly and effectively without prior training in science and/or mathematics. The learner will discover 3 fundamental questions that will render seemingly complex scientific paradigms comprehensible.

This course will make a variety of research and documentation methods available to the learner, many of which the learner may find very useful in other academic contexts.

This course will be arranged in 5 sequential blocks. Coursework may be completed at any pace that the learner deems appropriate. An outline of the coursework blocks, the sequence of completion, and the time required to complete each block appears below.

1) Orientation Block (3 hours): document selection of research and demonstration methods for new learning.

2) Static Block (3 units = 12 hours; 4 units = 17 hours; 5 units = 22 hours): the first of three cycles of research, observation, and demonstration of learning focused on the objects or structures considered by this discipline (e.g. soils, habitat, organisms, etc.)

3) Dynamic Block (3 units = 12 hours; 4 units = 17 hours; 5 units = 22 hours): the second of three cycles of research, observation, and demonstration of learning focused on the processes that change structures over time (e.g. energy flow, materials cycling, bioenergetics, etc.)

4) Relational Block (3 units = 12 hours; 4 units = 17 hours; 5 units = 22 hours): the final cycle of research, observation, and demonstration of learning focused on the network of relationships connected with this discipline (e.g. symbiosis, trophic levels, carrying capacity, autopoiesis, etc.)

5) Summary Block (6 hours): assessment and evaluation of learning outcomes.

 

List Learning Results including knowledge, understanding, skills, and attitudes, as appropriate. Write Learning Results in a manner that can be demonstrated when achieved.

Upon completing Concepts In Ecology, the learner should expect to have developed valuable and versatile research and documentation skills. Utilizing these skills, the learner will explore the concepts that define the field of natural science.

Each learner participating in Concepts In Ecology should uncover a wide range of useful information derived from newly developed research skills. The learner will then have the opportunity to select from a pool of demonstration and documentation methods to express the new learning that has occurred.

The learner will also be expected to map connections between the concepts studied in Concepts In Ecology. Accordingly, the learner can also be expected to identify and describe many relevant applications of new learning.

Anticipated results of course completion are summarized below:

1. Develop new research and demonstration methods;

2. Document text information research techniques in science;

3. Record field observations;

4. Describe tasks, procedures, and routines involved in scientific text information research and field observations;

5. Improve techniques for demonstrating new learning in science;

6. Integrate the ability to reflect on new learning and evaluate the relevancy and application that the information may have in one’s overall educational plan and, ultimately, life plan.

List Learning Experiences for achieving Learning Results. Include specifics of resources and activities with titles of books, articles, films, lectures, workshops, work experiences, travel, and the resource persons interviewed.

Participants in will be engaged in identifying, describing, and experimenting with various kinds of research techniques involving texts, field observations, and the network of relationships connecting the body of natural science knowledge. The format of the course requires that the learner first define the concept of habitat, and then describe specific niches occupied by organisms within a particular habitat. The learner will then be required to described processes effecting change in the habitat. Finally, the learner will be asked to identify and discuss conspicuous relationships within the habitat.

Once the learner has selected his or her preference for researching and demonstrating new learning, which will be required during the first week of this course, the learner will begin a cycle of recording descriptions of field observations and text research readings. Every fourth week during this cycle, the learner will submit a demonstration of new learning utilizing one of several available techniques. There will be three repetitions of this cycle during the course. Therefore, three demonstrations of new learning will be required for this course. Additionally, notes documenting the learning process will be submitted each Tuesday.

The final week of this course will be reserved for the learner to reflect and evaluate new learning outcomes.

A brief summary of learning activities follows:

1. Select research and demonstration methods for new learning (250-word written preview);

2. Document text information research sessions (submit copies of research notes each Tuesday);

3. Record field observations (If applicable, submit copies of field notes each Tuesday);

4. Describe tasks, procedures, and routines involved in text information research and field observations (submit copies of journal notes each Tuesday);

5. Submit 3 demonstrations of new learning from pool of approved methods;

6. Submit self-assessment of learning experience (350-word written review).

List research papers, reports, presentations, and creative products in support of Learning Results. Also include exams and other documentation of Learning Evaluation as Learning Documentation.

A variety of techniques are available to the learner for the purpose of demonstrating new learning. A representative list of acceptable demonstration techniques, followed by a brief explanation for each, appears below.

Essay: all single-topic essays must be a minimum of 1000 words.

Concept Dialogue: an electronic dialogue between learner and professor.

Concept Map: any graphic or written form of identifying, briefly explaining, citing information sources, and illustrating the relationship between concepts and the course topic.

Concept Drawings: any graphic representation depicting artifacts, processes, and/or relationships relevant to the course topic.

Dialectic Journal: a chronological record of the learner formulating a question relevant to the course topic followed by the learner’s response to his or her question based upon research findings.

Field Notes: notes taken in the field involve (1) an observation framed within (2) a context, consisting of (2.1) date and time, (2.2) location, (2.3) biotic description, and (2.4) weather conditions.

Research Flow Chart: a graphic illustration, fully annotated, depicting the research process during a specific course block.

Context Map: any graphic or written form of identifying, explaining, and illustrating the relationship between topical concepts, their application, other academic content areas, and the learner’s life.

Proctored Exam: a conventional essay exam administered by The Union Institute or assignee of The Union Institute.

Collections: a systematically organized collection of artifacts relevant to the course topic.

Single-Question Research Inquiry: learner’s response to research question formulated by the learner and approved by Dr. Bree.

Phenomenographic Description: for any specific phenomenon, describe its relationship to the context in which it was observed, its structure, what processes cause the phenomenon’s structure and relationships to change over time, and how this change occurs.

Dr. Bree will consider alternative proposals to the methods listed above. Proposed alternative methods must be documented, submitted, and approved during the course orientation block (the initial 3 hours of the course).

All documentation will be required to conform to either M.L.A. or A.P.A. standards for writing research papers.

List means of Learning Evaluation in support of all Learning Results. Include discussions with faculty, oral and written exams, critiques, and evaluation of Learning Documentation.

The learner will be required to write a 350-word essay describing his or her learning experiences during this course. Additionally, the essay will include a component of reflective analysis, wherein the learner will assess and evaluate the usefulness and relevance of the course in the context of the learner’s overall educational plan.

Dr. Bree will evaluate the learner in accordance with the following criteria.

Attitude

Completion of all required demonstrations of new learning

Participation and effort

Growth and development

Ability and potential

 

Learners are expected to conduct themselves in a manner that is consistent with the Learner Code of Conduct as published in The Union Institute’s catalog (ff. 67). It is not difficult to obtain term papers and other works through Internet access. Conversely, it is not difficult to identify acts of plagiarism utilizing the same methods with which the works of other authors were obtained. Be advised that learners must complete and submit their own work. Violations of this policy will immediately be brought to the attention of the Dean.

The following tables contain randomly selected, fundamental concepts that contribute to the way in which this discipline is generally defined and studied. The arrangement of the concepts is unconventional, although in accordance with the learning approach used in this course. The purpose of these concept tables is to provide the learner a reference from which research interests can be identified and themes that will guide the learner’s course of study can be developed.

The following materials will be required or suggested for this course.

Required:

Ecology; Pratt, Carl R.; Applied Science Review, Springhouse, PA; 1995; 1^st edition; ISBN 0-87434-689-4; QH541.235.O98P73 1995 574.5 – dc20

Suggested:

Concepts of Ecology; Kormondy, Edward; Prentice Hall; 1995; 4th edition; ISBN 0-13-478116-3

Texts and computer software may be purchased online through The Union Institute bookstore.

Research notes journal

Field notes journal

Description journal

Sketch Pad (18" x 12")

Top of Page