ABOUT THIS BOOK

Taking students out of the classroom and into a variety of settings, ranging from remote wilderness sites to urban or built environments is now recognized as a valuable means of teaching ecological concepts and environmental values. But field studies are also a way of encouraging explorations across the curriculum, enhancing the teaching of life sciences, literature, and creative writing.

Teaching in the Field is the first volume to specifically survey field studies conducted through colleges and universities. The essays, arranged into three sections, offer rationales, pedagogical strategies, and foundational advice and information that broaden and strengthen the collective knowledge of this increasingly popular means of instruction. The essays present theoretical information within engaging, candid narratives that report on various aspects of field experiences, whether hour-long excursions or month-long trips.

Teachers of environmental studies, of English, composition, and creative writing, and of allied humanities and science disciplines, will find here a wealth of success stories and cautionary tales to guide them in envisioning their own outdoor classrooms.

AUTHOR BIOGRAPHY

Hal Crimmel is assistant professor of English at Weber State University in Ogden, Utah.

REVIEWS

"Teaching in the Field is a wonderful resource, filled with good advice and uncommon wisdom, bound to become a staple in the library of every instructor involved with environmental studies."—W. Scott Olsen, Concordia College

"For all of us who venture out under the sky with our classes, Teaching in the Field is an invaluable book. It combines a wealth of practical information about syllabi, assignments, and logistics with reflections on the ways in which field-based courses can transform a community of learners."—John Elder, author of Reading the Mountains of Home

TABLE OF CONTENTS

Contents
  Acknowledgments. . . . . . . . . . . . . . . . . . . . . .vii
  
  Teaching in the Field: An Introduction
  Hal Crimmel. . . . . . . . . . . . . . . . . . . . . . . . .1
  
  Part I: Why Go?: Justifying Teaching Outdoors
  Introduction . . . . . . . . . . . . . . . . . . . . . . . 00
  
       "To See Things in Their Wholeness": Consilience, Natural History, and Teaching
       Literature Outdoors
  Robert E. Burkholder . . . . . . . . . . . . . . . . . . .00 
  
       Teaching the Desert: The Literature of Landscape in and out of Place
  Charles Mitchell . . . . . . . . . . . . . . . . . . . . . 00
  
       Going to Bash 's Pine: Wilderness Education for the Twenty-First Century
  R. Edward Grumbine . . . . . . . . . . . . . . . . . . . . 00
  
       Where Passions Intertwine: Teaching, Literature, and the Outdoors
  Alan Brew. . . . . . . . . . . . . . . . . . . . . . . . . 00
  
                                v
  
       Engaging Nature: A Canadian Case Study of Learning in the Outdoors
       Brent Cuthbertson, Janet Dyment, Lesley P. Curthoys, Tom G. Potter, and Tim
       O'Connell. . . . . . . . . . . . . . . . . . . . . . . . . 00
  
  Part II: Strategies for Teaching
  Introduction . . . . . . . . . . . . . . . . . . . . . . . 00
  
       Can't See the Forest or the Trees: Finding Focus
  Katherine R. Chandler. . . . . . . . . . . . . . . . . . . 00
  
  Writing the Watershed
  Laird Christensen. . . . . . . . . . . . . . . . . . . . . 00
  
       Teaching Environmental Values through Creative Writing with School Children
  Terry Gifford. . . . . . . . . . . . . . . . . . . . . . . 00
  
       Going Out as a Way In: Social, Cultural, and Ecological Learning and the University
       Field Trip
  Liz Newbery and Bob Henderson. . . . . . . . . . . . . . .00 
  
       On the Path, Off the Trail: Teaching Nature Writing as a Practice of the Wild
  Fred Taylor. . . . . . . . . . . . . . . . . . . . . . . . 00
  
       Road Trip: Self-Directed Field Work as a Learning Journey 
  Andrew Wingfield . . . . . . . . . . . . . . . . . . . . . 00
  
       Part III: Field Considerations: Issues to Consider in Planning and Execution  
  Introduction . . . . . . . . . . . . . . . . . . . . . . . 00
  
       Facing the Challenge: Overcoming the Common Obstacles to Running a Successful Field
       Studies Course 
  Corey Lee Lewis. . . . . . . . . . . . . . . . . . . . . . 00
  
  In Thoreau's Wake on the West Branch
  Allison B. Wallace . . . . . . . . . . . . . . . . . . . . 00
  
       Woodswomen and "Super Studs": Gender Issues in a Northwoods Environmental Studies
       Program 
  Britain A. Scott and Steven M. Hoffman . . . . . . . . . . 00
  
  Building Community on a Budget in the Big Bend of Texas
  Barbara "Barney" Nelson. . . . . . . . . . . . . . . . . . 00
  
  Urban Nature as a Scene of Instruction
  John Tallmadge . . . . . . . . . . . . . . . . . . . . . . 00
  
  Annotated Bibliography . . . . . . . . . . . . . . . . . . 00
  Contributors . . . . . . . . . . . . . . . . . . . . . . . 00
  Index. . . . . . . . . . . . . . . . . . . . . . . . . . . 00
  
 

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