CSS 387
Environmental Communication Skills
Fall 2006
Instructor: Troy Hall TAs: Allison La Duke & Nancy Patterson
Office: CNR 19i Office: CNR 18A (Allison) 20B (Nancy)
Phone: 5-9455; home: 285-1926 Email: ladu8523@uidaho.edu
Email: troyh@uidaho.edu patt7800@uidaho.edu
Office hours: Th 9:00-11:00, appt Office 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
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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 interpretation
artistic design front-end evaluation non-sequential interpretation
attention - selectivity, holding power norm
capacity
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.
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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.
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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
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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 Percent
Individual (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.
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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) http://www.useit.com/papers/webwriting/writing.html
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
due
Aug. 21 Introduction & course overview. What is
M environmental communication?
Aug. 23 Principles of interpretation Ham Ch. 1 Bring ex. to
W class
Aug. 25 Overview of Term Project
F Group Assignments
Aug 28 Human information processing and Lindauer 2005; HW 1: 15
M learning styles Sylwester & Cho principles
1992/93
Aug 30 Planning/Audience Analysis Brochu 2003, Ch. 5
W Kohl 2002
USA Today 1005
Sept. 1 Themes Ham Ch. 2
F Lundberg 1997
Sept. 4 No Class- Labor Day
M
Sept. 6 Observation and interviews – field day HW 2: Evaluate
W a class
Sept. 8 Group discussion of interviews
F
Sept. 11 Communication Theory – attitudes & Ajzen website GRP: overview,
M behaviors Griffin Ch. 14 audience,
interviews
Sept. 13 Communication Theory – applications Christensen & Dustin
W 1989;
Ham & Krumpe 1996
Sept. 15 Non-personal communication – Ham Ch. 8
F principles
http://www.interpretivesigns.qut.edu.au/
Sept. 18 Conceptual design – text Bitgood 2000
M Scottish Museum guidelines TGZ Ch. 4
Sept. 20 Conceptual design – brochures, warnings
W
Sept. 22 Group work – themes & concepts – turn HW 3 –
F in group concept ideas in class conceptual
design
Sept. 25 Artistic design TGZ Ch. 2, 3
M
Sept. 27 Artistic design
W
Sept. 29 Self guided trails Ham Ch. 9 HW 4 – artistic
F TGZ Ch. 6, 8 design
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Oct. 2 Develop SGT
M
Oct. 4 Exhibits – considerations, design Hinton 2001
W
Oct. 6 Exhibits – interactives, materials TGZ Ch. 5 GRP – themes
F & design
Oct. 9 EXAM
M
Oct. 11 Museums, visitor centers
W
Oct. 13 Museums, visitor centers
F
Oct. 16 Personal communication – principles Ham Ch. 3, 5
M
Oct. 18 Guest Speaker
W
Oct. 20 Talks Smith 2000 HW 5: outline
F Kriesberg 2001 of talk
Oct. 23 Stories DeYoung & Monroe
M 1996
Oct. 25 Visual Aids Regnier et al. Ch. 5;
W Ham Ch. 4
Oct. 27 Work on talks in class GRP: Prototype
F materials
Oct. 30 Student Talks
M
Nov. 1 Student Talks
W
Nov. 3 Student Talks
F
Nov. 6 Student Talks
M
Nov. 8 Evaluation Screven 1990 Critique of
W others’ design
Nov. 10 Effectiveness of Interp (attitudes & Selected readings
F knowledge) – examples
Nov. 13 Effectiveness of interp (behavior) - Selected readings
M examples
Nov. 15 Effectiveness of interp (behavior)
W
Nov. 17 Communicating about wildlife
F
Nov. 27 Interpreting scientific data GRP:
M Formative eval
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Nov. 29 Web/Tech Morkes & Nielsen
W 1997
Angus 2000
Dec. 1 Web/Tech
F
Dec. 4 Communicating with diverse groups Nicholson 1995 HW 6: web
M Stuckey 1995 evaluation
La Mere 1993
Dec. 6 Group Presentations
W
Dec. 8 Group Presentations
F
Dec. 11 Final Exam 10:00
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