CSS 387
Environmental Communication Skills
Fall 2006
Instructor: Troy HallTAs: Allison La Duke & Nancy Patterson
Office: CNR 19iOffice: CNR 18A (Allison) 20B (Nancy)
Phone: 5-9455; home: 285-1926Email:
Email:
Office hours: Th 9:00-11:00, apptOffice Hours:
Texts:1. Environmental Interpretation by Sam Ham
2. Signs, Trails, and Wayside Exhibits, by Trapp, Gross, and Zimmerman (TGZ)
3. Readings as assigned (see schedule). Available at the CNR copy center.
Note:
Any student with special learning needs should see me as soon as possible to make necessary arrangements.
Purpose of this course:
Professionals working in natural resource fields need to understand how to communicate with the public. The primary purpose of CSS 387 is to give you basic skills and experience using a variety of communication techniques. We will cover a wide range of topics and material this semester. Although we’ll focus on communicating about natural resources and environmental issues, the general points will be relevant to almost any kind of communication. Hopefully this will help you in whatever career you choose.
Sometime during your career you may be called upon to help design or implement interpretation or another form of communication. Successful planning involves understanding your audience, developing reasonable goals and objectives, and knowing what types of communication strategies work for what purposes. Therefore, the first major goal of CSS 387 is for you
To understand and apply principles of planning and evaluation, and to describe examples demonstrating how where communication has effectively addressed various resource management problems.
There are many ways to communicate, and scholars and practitioners have developed extensive guidelines about what works best. Therefore, the second major goal of CSS 387 is for you
To understand the practical elements required for successful interpretation, and to demonstrate your skill through designing and presenting effective communication materials and programs, orally, visually, and in writing.
Although all of us communicate with others every day, there is more to being a good communicator than you may think. As professionals, you will need to understand how to communicate with diverse publics who hold different values and attitudes. Many communication campaigns are ineffective or poorly implemented. Therefore, the third major goal of CSS 387 is for you
To understand the theoretical principles of communication, in order to do a better job of creating and evaluating communication materials.
Whenever possible, it is a good idea for classes to incorporate real, hands-on projects for actual clients. This gives students practical experience, produces something that can be put on a resume, and benefits managers. Therefore, the fourth goal of CSS 387 is for you
To develop a professional interpretive project or communication campaign for an actual client.
Specific course objectives:
Students perform better in classes where the instructional objectives are clearly explained. The following describe the knowledge, skills, and abilities you will need to demonstrate to earn a high grade in the class. Exam questions will be based on these objectives.
1.Define the key terms associated with environmental/cultural communication, explain why they are important, and be able to apply or give examples of the following:
2-3-1 rule / formative evaluation / non-personal interpretationartistic design / front-end evaluation / non-sequential interpretation
attention - selectivity, capacity / holding power / norm
attitude / hot interpretation / perception
attracting power / interpretation / pragnanz
audience / learning context / progressive disclosure
awareness of consequences / learning theories / satiation
balance / levels of exhibit design / sensation
belief / Maslow’s hierarchy / sequential interpretation
cognitive map / memory / summative evaluation
conceptual design / moral reasoning / theme
emphasis / motivation / thesis
foreshadowing / narrative structure / topic
2. Explain and defend 15 principles of good interpretation. Analyze an example of communication for adherence to the 15 principles.
3.Explain how interpretation as a communication technique differs from formal education, in terms of goals, audience, materials, and techniques.
4.Determine what communication techniques and media/materials are most appropriate for a variety of situations (settings and audiences) that resource managers might encounter; defend your recommendations on the basis of principles of effective communication.
5. Demonstrate the ability to
* select a theme and develop thematic interpretive messages for eye and ear
* plan an effective, but inexpensive exhibit on a natural resource topic
* create and present an informative illustrated talk, using a variety of visual aids
* deliver a persuasive group presentation
* communicate effectively and creatively
6. Using guidelines for content and design features, evaluate written documents, interpretive exhibits, exhibition designs and layouts, self-guided trails, interpretive talks, and other communication materials to determine how likely they are to be effective. Make suggestions for improvement.
7.Write an interpretive plan - including a discussion of objectives, audiences, materials, designs, and costs - for an actual client.
8.Describe the procedures you would use to conduct front-end, formative, and summative evaluation of different types of interpretation. Conduct a formative evaluation of a design you create.
9.Discuss principles from cognitive psychology, attitude change, and learning theories that influence the way communication should be done. Give an example of how theory has been used to develop interpretive messages. Critique a communication campaign from the perspective of the Elaboration Likelihood Model of persuasion and the Theory of Planned Behavior.
10. Explain how communication can be used as a management tool, as a public relations device, and as a vehicle to enhance public understanding of natural resource management. Discuss examples illustrating circumstances when communication has been effective (or not) in accomplishing management objectives.
11.Explain why it is important to be aware of ethnic and other types of audience diversity. Give examples of communication programs that were effective in addressing ethnic concerns.
12.Discuss the issues involved in “hot” interpretation. Using an example of your choice, develop and defend a position about how to address these issues.
Class policies:
I think learning should be fun, interactive, informative, and relevant. I appreciate interaction, including questions and discussion. I also expect every student to take responsibility for his or her own learning and to meet group obligations. Several course policies will help ensure that we meet the learning objectives of the class and that everyone has an equal and fair opportunity to contribute.
The university honor code applies to this class. Be sure you understand what it entails. I observe a strict no-plagiarism policy, which means if you plagiarize, you will fail the course. If you have questions about what might be considered plagiarism (using materials developed or written by someone else without giving credit to the author), please see me. Sources should be cited properly in written assignments.
Attendance is mandatory. Much of what you will learn will be from interaction with other students, so it is important that you come to class. You may have two unexcused absences during the semester without penalty. After that, I will deduct points (maximum 10%) from your grade for absences. If an emergency arises and you must miss class, please contact me as soon as possible beforehand. I will expect documentation (e.g., a note from your doctor, airline ticket, note from professor for mandatory field trips). Trips for concerts, recreational activities, etc. do not qualify as legitimate absences.
Participation is important. We all have different experiences and insights to share. This is an interactive course, and you will be expected to participate in class discussions as well as make various presentations. Likewise, we must all be respectful and attentive to each others’ views.
Field trip:
One of the best ways to learn about interpretation and natural resource communication is to get out and see how it’s done. You will be expected to make one trip to an interpretive facility to describe and evaluate its communication efforts.
Assignments:
Learning by doing is a great way to develop understanding and abilities. However, practicing communication takes more work and time than just reading about it. So this class will take quite a bit of your time. You need to plan accordingly.
Readings must be completed before class. I will often quiz students about topics and points from the readings, and you will be expected to be able to answer. Inability to answer will affect your participation grade. I have tried to provide all assigned readings in the course schedule; however, I may occasionally add or subtract readings. It is your responsibility to know and understand all assignments, including what readings are required. Email, drop by my office, or call if you have any questions.
Homework assignments are due in class on the date they are due. There is no credit for late homework. Homework is designed to help you process materials more interactively, and hopefully you will find the assignments enjoyable and productive. They will be graded on a scale of √+ (fully and creatively addressed the questions and added personal insight or drew linkages between different elements of the class), √ (met the minimum requirements, but did not add creative elements or linkages to other ideas), √- (did not complete all parts of the assignment or did not address major points adequately), and 0 (did not turn in the assignment).
Group project. In teams, you will develop an interpretive project or communication campaign for an actual client. The final product will be the completed materials and an accompanying report. This semester our clients are the UI Arboretum staff. You will have $20 per person to spend on materials for your project. The project will be developed throughout the semester with parts due at different times (see schedule). The final project may not contain any errors of spelling or grammar and must be professionally produced.
Evaluation:
Assignment / Points / PercentIndividual (70%) / Participation & attendance / 25 / 5
Exam 1 / 75 / 15
Exam 2 (final) / 75 / 15
6 homeworks / 50 / 10
Field trip evaluation / 50 / 10
Interpretive talk / 75 / 15
Group Project (30%) / All parts / 150 / 30
Total / 500 / 100
Natural Resources Communication Lab
At the time of registration, each of you paid a $20 course fee that allows you access to the Natural Resources Communication Laboratory (NRCL) located in CNR 19C and most of its photographic and audio equipment. To complete projects required in this course, you may need to work in the NRCL. To do this, you will need to arrange your work schedule with Nancy, Allison, or Troy.
Reading Packet References
Angus, J. (2000). Building a web site. Museum International, 52(1), 17-21.
Bitgood, S. (2000). The role of attention in designing effective interpretive labels. Journal of Interpretation Research, 5(2), 31-45.
Brochu, L. (2003). Interpretive planning: The 5-M model for successful planning projects. Fort Collins, CO: InterpPress.
Christensen, H. H., & Dustin, D. L. (1989). Reaching recreationists at different levels of moral development. Journal of Park and Recreation Administration, 7(4), 72-80.
De Young, R., & Monroe, M. C. (1996). Some fundamentals of engaging stories. Environmental Education Research, 2, 171-187.
Griffin, E. (2003). A first look at communication theory (5th ed.). Boston: McGraw Hill.
Ham, S. H., & Krumpe, E. E. (1996). Identifying audiences and messages for nonformal environmental education - a theoretical framework for interpreters. Journal of Interpretation Research, 1(1), 11-23.
Hinton, M. (2000). Museum text: Some North American examples of good practice. Museum Management and Curatorship, 18(3), 309-234. [Note: look at this one on-line for the color images]
Kohl, J. (2002). Ecotourism's conservation connection. Parks & Recreation, September, 94-100.
Kriesberg, D. (2001). Tips for Leading Walks. Legacy, 12(1), 32,34.
La Mere, K. (1993). American Indian interpretation from an Indian perspective. Legacy: Journal of the National Association for Interpretation, 4(2), 22-23.
Lindauer, M. (2005). From salad bars to vivid stories: Four game plans for developing "educationally successful" exhibitions. Museum Management and Curatorship, 20, 41-55.
Lundberg, A. (1997). Toward a thesis-based interpretation. Legacy: Journal of the National Association for Interpretation, 8(2), 14-17, 30-31.
Morkes & Nielsen (1997)
Nicholson, C. J. (1995). Advisors to partners: Bridging the cultural gap. History News, 50(4), 10-13.
Regnier, K., Gross, M., & Zimmerman, R. (1992). The interpreter's guidebook: Techniques for programs and presentations. Stevens Point, WI: UW-SP Foundation Press.
Screven, C. G. (1990). Uses of evaluation before, during and after exhibit design. ILVS Review: A Journal of Visitor Behavior, 1(2), 36-66.
Smith, R. (2000). How not to give a presentation. BMJ, 321(1570-1571).
Stuckey, M. (1995). Interpreting controversial issues: Sensitivity and awareness. Legacy: Journal of the National Association for Interpretation, 6(5), 12-14.
Sylwester, R., & Cho, J.-Y. (1992/3). What brain research says about paying attention. Educational Leadership, 50(4), 71-75.
Trotter, R. T., II. (1989). Monster time and other ethnographic insights at Wupatki National Monument. In G. Machlis & D. R. Field (Eds.), On Interpretation (pp. 129-149). Corvallis, OR: Oregon State University Press.
USA Today. (2005). "Grossology" is stinky, oozy, and educational. USA Today, 8/3/05 p. 08d.
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SCHEDULE
Date / Topic / Reading completed / Assignment dueAug. 21 M / Introduction & course overview. What is environmental communication?
Aug. 23 W / Principles of interpretation / Ham Ch. 1 / Bring ex. to class
Aug. 25 F / Overview of Term Project
Group Assignments
Aug 28 M / Human information processing and learning styles / Lindauer 2005; Sylwester & Cho 1992/93 / HW 1: 15 principles
Aug 30
W / Planning/Audience Analysis / Brochu 2003, Ch. 5
Kohl 2002
USA Today 1005
Sept. 1 F / Themes / Ham Ch. 2
Lundberg 1997
Sept. 4 M / No Class- Labor Day
Sept. 6 W / Observation and interviews – field day / HW 2: Evaluate a class
Sept. 8 F / Group discussion of interviews
Sept. 11 M / Communication Theory – attitudes & behaviors / Ajzen website
Griffin Ch. 14 / GRP: overview, audience, interviews
Sept. 13 W / Communication Theory – applications / Christensen & Dustin 1989;
Ham & Krumpe 1996
Sept. 15 F / Non-personal communication – principles
/ Ham Ch. 8
Sept. 18 M / Conceptual design – text
Scottish Museum guidelines / Bitgood 2000
TGZ Ch. 4
Sept. 20 W / Conceptual design – brochures, warnings
Sept. 22 F / Group work – themes & concepts – turn in group concept ideas in class / HW 3 – conceptual design
Sept. 25 M / Artistic design / TGZ Ch. 2, 3
Sept. 27 W / Artistic design
Sept. 29 F / Self guided trails / Ham Ch. 9
TGZ Ch. 6, 8 / HW 4 – artistic design
Oct. 2 M / Develop SGT
Oct. 4 W / Exhibits – considerations, design / Hinton 2001
Oct. 6 F / Exhibits – interactives, materials / TGZ Ch. 5 / GRP – themes & design
Oct. 9 M / EXAM
Oct. 11 W / Museums, visitor centers
Oct. 13 F / Museums, visitor centers
Oct. 16 M / Personal communication – principles / Ham Ch. 3, 5
Oct. 18 W / Guest Speaker
Oct. 20 F / Talks / Smith 2000
Kriesberg 2001 / HW 5: outline of talk
Oct. 23 M / Stories / DeYoung & Monroe 1996
Oct. 25 W / Visual Aids / Regnier et al. Ch. 5;
Ham Ch. 4
Oct. 27
F / Work on talks in class / GRP: Prototype materials
Oct. 30 M / Student Talks
Nov. 1 W / Student Talks
Nov. 3 F / Student Talks
Nov. 6 M / Student Talks
Nov. 8 W / Evaluation / Screven 1990 / Critique of others’ design
Nov. 10 F / Effectiveness of Interp (attitudes & knowledge) – examples / Selected readings
Nov. 13 M / Effectiveness of interp (behavior) - examples / Selected readings
Nov. 15 W / Effectiveness of interp (behavior)
Nov. 17 F / Communicating about wildlife
Nov. 27 M / Interpreting scientific data / GRP: Formative eval
Nov. 29 W / Web/Tech / Morkes & Nielsen 1997
Angus 2000
Dec. 1
F / Web/Tech
Dec. 4 M / Communicating with diverse groups / Nicholson 1995
Stuckey 1995
La Mere 1993 / HW 6: web evaluation
Dec. 6
W / Group Presentations
Dec. 8
F / Group Presentations
Dec. 11 / Final Exam 10:00
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