EDU-X721P 1 Semester Unit - Travel, Learn, Teach: Exploring National Resources for Learning I
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Travel, Learn, Teach:
Exploring National Resources for Learning I
EDU-X721P
1 Semester Unit
Course Description: Explore the country by visiting a specific place, actual or virtual trip, to acquire
new knowledge and resources to enhance your teaching. This course allows K-14 educators to
purposely discover the richness of our nation’s resources and turn those findings into valuable
teaching enhancements to promote the real world connection with students. It can also be taken in
preparation to and upcoming student trip or in preparation for a guest presenter, or to add to a virtual
class lesson/presentation. This course encourages the concept of lifelong learning via exploration
and self-motivation. This course requires either creating a new lesson plan or augmenting a current
one that combines your newfound knowledge and/or materials. Museums, national and/or state
parks, businesses, memorials, presidential libraries, and cultural learning centers are just a few ideas
that can help maximize learning opportunities for you and your students. Discover America by
bringing meaning to your travels! This course can be taken multiple times by choosing a subsequent
course number each time, and a different location (in person or virtually) to visit for each course.
Examples: Newseum, Washington D.C.; Yosemite National Park, California; A Nature Reserve,
Florida; Martin Luther King Jr. National Historic Site, Georgia; One of the Spanish Missions,
California. Many of these locations also host online tours and videos so that course assignments can
be completed from home.
Learner Outcomes:
• Recognize how your travel learning aligns with teaching standards
• Rejuvenate or add to content knowledge in a particular subject matter by visiting
resourceful locations throughout the country
• Research and add primary resources and experiences into the classroom
• Design or augment a lesson plan that incorporates newly discovered teaching
resources to complement curriculum
• Document your travel learning
• Use explorational resources to promote lifelong learning and travel with students
Travel, Learn, Teach: Exploring National Resources I EDU-X721P © 2020 University of San Diego Page 1
03/18/2020Travel, Learn, Teach: Exploring National Resources for Learning I is part of the Travel, Learn,
Teach Series, which allows participants to explore resources throughout the United States, reflect on
their applicability in the classroom, and promote life-long learning through travel. If you enjoy this
professional growth opportunity and would like to take this course again by visiting another location
within the United States, enroll in the subsequently numbered course. Other opportunities in this
series include Exploring Community Resources for Learning and Exploring International
Resources for Learning. To view other course offerings in the Travel, Learn, Teach Series, visit
University of San Diego's Division of Professional and Continuing Education website
(http://PCE.sandiego.edu).
Required Materials:
• Access to a digital camera, webcam, or camera phone to upload images to document your
travel experiences.
• Any travel expenses or entrance fees are your responsibility.
Optional Resources (for your travels and to complete assignments):
• How to Travel Well:
o The 7 Fundamentals of Documenting Your Travels
o 20 Ways to Travel Better
o 7 Tips to Travel Well on the Road and in Life
• Resources for assembling an age/grade appropriate bibliography
If it is age appropriate, you may want to give your students a bibliography of the resources you cite in
your lesson plan. The Purdue Online Writing Lab (OWL) is a respected source for writing styles and
formats.
***
Travel, Learn, Teach: Exploring National Resources I EDU-X721P © 2020 University of San Diego Page 2
03/18/2020How to Proceed:
• Read the Course Description, Grading & Scoring Rubric.
• Read Coursework.
• Read the Frequently Asked Questions (FAQ).
• Complete and clearly label all parts of coursework, placing a cover sheet and checklist on top with all
assignments in listed order. Cover sheet should include your:
o Full Name (which you are registered under)
o Your Student ID# (USD-X_____________)
o The full course title and course number (listed on Page 1)
o Your email address (grader needs this to provide feedback to you)
• Please note that the coursework must be double-spaced using 12 pt. font
• Combine these and all assignments into one electronic document and then convert to a PDF file in
order to minimize file size. Upload the PDF file to your account at http://PCE.sandiego.edu. Save to
your computer. Note: There is a 10,000KB (or 10MB) maximum file size limitation. Make sure that
your file does not exceed this amount. When naming your PDF file, do not use any spaces and/or
special characters (#, ?, %, etc.) in the file name. This can prevent the instructor from opening up your
file. Recommended format for naming your file would be: FirstnameLastname_EDUX721P (ex.
JohnSmith_EDUX721P.pdf).
• Submit your completed course work through your student account at http://PCE.sandiego.edu under
this course. Log in with your User Name and password. Go to “My Courses” (located on the left side
navigation). Find this course, and under Coursework File, click on “Browse” to find your coursework file
that you just saved on your computer. Highlight it and hit “SAVE”. Make sure this is the file you want
to upload, and then click on “Upload” to send to USD for grading. Please note that your file size cannot
exceed 10,000KB (or 10MB) to upload successfully under your account. If you are experiencing
difficulty due to file size, contact USD’s Enrollment and Student Services Center at
continuinged@sandiego.edu. Once a file has been submitted you cannot undo it to submit another file.
Please contact USD if you submitted the wrong file or an incomplete file. Keep electronic and/or hard
copy of all of your coursework for your records, as your coursework will not be returned to you.
• Keep electronic and/or hard copy of all of your coursework for your records, as your coursework will not
be returned to you.
You will receive one complimentary official transcript from the University of San Diego within three to four
weeks of submitting satisfactory coursework. Complimentary transcripts are mailed to your home address on
file only. After the grade is posted, additional transcripts can be ordered online at http://PCE.sandiego.edu or
by mail for a fee:
USD Professional and Continuing Education
Attention: Transcripts
5998 Alcala Park
San Diego, CA 92110‐2492
Completed coursework will not be accepted at this address.
After 3 to 4 weeks, questions regarding transcripts can be answered at the USD PCE Student Services Center
at continuinged@sandiego.edu; or (619) 260-4585 or (888) 321-6658 (during normal business hours).
USD allows a total of 18 units of combined courses to be completed during any one semester. Information
about other USD courses is available at: http://PCE.sandiego.edu .
Travel, Learn, Teach: Exploring National Resources I EDU-X721P © 2020 University of San Diego Page 3
03/18/2020Evidence of Learning:
Grading
Final course grade will be determined using the following percentages.
A 100 – 90 %
B 89 – 80 %
C 79 – 70 %
D 69 – 60 %
F 59 – 0 %
Scoring Rubric
100 – 90 % 89 – 70 % 69 – 0 %
Criteria/Assignment Meets or Exceeds Acceptable Below Expectation or
non-performance
Participant's lesson plan Participant's lesson plan
Lesson Plan reflects a substantial and reflects an attempt to Participant's lesson plan is
meaningful engagement engage with his or her missing or does not reflect
with his or her visit/travel, visit/travel, actual or virtual, any engagement with his or
actual or virtual trip, to to enhance teaching and her visit/travel, actual or
enhance teaching and adds adds to the primary content virtual, to enhance teaching.
to the primary content knowledge in the particular
knowledge in the particular subject matter.
subject matter.
Rationale and Evaluation The Rationale and The Rationale and The Rationale and
Letter Evaluation Letter include Evaluation Letter include Evaluation Letter includes
significant critical thinking moderate critical thinking or minimal or no critical thinking
and reflection, and reflection, and few analytical or reflection. Analytical
numerous analytical points points regarding connections points regarding connections
regarding connections between teacher resources between teacher resources
between teacher resources from visit/travel, actual or from visit/travel, actual or
from visit/travel, actual or virtual, and curriculum. virtual, and curriculum.
virtual, and curriculum.
Multi-Media Enhancement The images, video, or travel The images, video, or travel The images, video, or travel
log are clearly presented log are mostly good quality log are significantly
and substantially support and somewhat support the ambiguous as to how they
the stated learning stated learning outcomes of support stated learning
outcomes of the lesson the lesson plan. outcomes of the lesson plan.
plan. Presentation of media Presentation of media is Presentation of the media
is thoughtful and well organized. compromises the value of
executed. the lesson.
Quality of Submitted The writing of submitted The writing of submitted The writing of submitted
Coursework coursework demonstrates coursework, is approaching coursework does not
exceptional quality. All acceptable quality. There demonstrate acceptable
assignments are thoroughly are some errors in grammar, quality. One or more
completed and well- punctuation or mechanics. assignments are incomplete
organized. There are or missing with little or no
virtually no or infrequent organization. There are
errors in grammar, numerous errors in
punctuation, or mechanics. grammar, punctuation or
Travel, Learn, Teach: Exploring National Resources I EDU-X721P © 2020 University of San Diego Page 4
03/18/2020mechanics.
Frequently Asked Questions (FAQ):
Q. Whom do I contact if I have a question about the content of this course?
A. You can e-mail questions to your instructor, Karen Krzystof-Bansley, at
kkrzystof-bansley@sandiego.edu.
Q. How much time do I have to complete this course?
A. You have nine months from the time that you register to complete all
coursework.
Q. What if an emergency occurs and I need more than nine months to complete my
coursework?
A. Please contact USD’s Enrollment and Student Services Center at
continuinged@sandiego.edu or (619) 260-4585 to request an extension. If an
extension is granted, it is final.
Q. What if I change my address after registering?
A. Login to your account at http://PCE.sandiego.edu and edit your student profile
information as soon as possible.
Q. Can I send completed work via e-mail or by mail?
A. No. All completed coursework must be uploaded under your student account at
http://PCE.sandiego.edu in the required format (PDF). For your own protection,
please make sure to keep copies of ALL your work. Your submitted coursework
will not be returned to you.
Q. Can I send in each assignment as I complete it?
A. No. All coursework must be uploaded as one PDF file upon completion of the
entire course and submitted at once.
Q. Is there a required sequence for taking the program of courses?
A. You can take multiple sections of this course by enrolling in the subsequent
numbered course each time, and choosing a different location to visit each time.
Q. What do I do when I have completed all the required course work?
A. Check to make sure you have completed and included all coursework
assignments. A cover sheet including required contact information should be
placed at the beginning of your completed work, with assignments in the order
given. Convert your work into one PDF file that does not exceed 10,000KB
(10MB) in size. Upload the PDF file under this course in your account at
http://PCE.sandiego.edu.
Travel, Learn, Teach: Exploring National Resources for Learning I EDU-X721P Page 5
03/18/2020 © 2020 University of San DiegoTravel, Learn, Teach:
Exploring National Resources for Learning I
EDU-X721P
Assignments:
1) Rationale
Before the Trip: Describe your prior knowledge and experiences with this location, in
academic, professional, and/or personal contexts, if applicable. In addition, explain why
you selected this actual or virtual location to motivate inquiry and engagement within your
students. Explain how you will incorporate this travel learning experience and further
develop real world connections in the classroom. In your rationale also outline how this
learning will support the teaching standards set by your school’s standards and
curriculum. This assignment should be completed before embarking on your travels and
considered pre-trip preparation. (approximately 300 words)
2) Photo Essay/Video/Travel Log
During the Trip: Choose one of the following:
a) Actual Trip: Take pictures of your experiences to augment your lesson plan in
Assignment #4. Your assignment will include curated images from your trip with
captions/descriptions of each photo.
Virtual Trip: Provide url(s) for your virtual exploration, and capture images
(photos, diagrams, charts, etc.) that will augment your lesson plan in Assignment
#4. Provide captions/descriptions of each photo.
b) Actual Trip: Take video of your experiences to create a classroom video to
augment your lesson plan in Assignment #4.
Virtual Trip: Provide video found on the Internet during your exploration that
would augment your lesson plan in Assignment #4.
c) Actual Trip: Maintain a travel log with daily entries that include anecdotes about
your experiences as well as considering how these experiences can be used to
illustrate the content you teach. Begin to write what you would say to your class
as you try to share the exciting and broadening experiences you are having, and
how to engage them in life-long learning so they can have similar experiences.
Excerpts or the entire travel log will be used to augment your lesson plan in
Assignment #4.
Virtual Trip: Create a visit log as if you were taking an actual trip to this location,
with daily entries that include anecdotes about your experiences as well as
considering how these experiences can be used to illustrate the content you teach.
Begin to write what you would say to your class as you try to share the exciting and
broadening experiences you are having, and how to engage them in life-long
learning so they can have similar experiences. Excerpts or the entire visit log will
be used to augment your lesson plan in Assignment #4.
Travel, Learn, Teach: Exploring National Resources for Learning I EDU-X721P Page 6
03/18/2020 © 2020 University of San Diego3) Travel Learning Evaluation Letter
After the Trip: Review your pre-trip expectations in Assignment #1. Compose a letter
directed to the person and/or organization that operates the location that you have
chosen. This evaluation letter could be written to the museum curator, the
mayor/governor of the city/state, the park ranger, the owner or CEO of a business, the
head librarian, or other person in charge. Comment on your overall learning experience
during the trip. How did the trip meet your initial expectations? In addition, this letter
should include the location’s strengths, any comments on the location’s value to
classroom learning, any bias that you perceived, suggestions for improvement and the
impact of this trip on your future teaching. Reference any newly established relationships
that will carry through to the classroom or a potential field trip with students, if applicable?
(provide examples). This letter will be submitted to the university as part of your
completed course work. You can decide whether or not to actually send the letter to its
intended recipient. (approximately 300 words)
4) Lesson Plan
After the Trip: Create a lesson plan for your classroom that incorporates your travel
learning experiences. This does not need to be an entirely new lesson plan, but can be a
current plan that is now augmented with your new findings, teacher resources, or real
world examples to illustrate the content you teach. If you are augmenting a current
lesson plan, explain that in your rationale and emphasize where you added it to the
lesson.
The lesson plan should contain the typical elements (Overview, Objectives, Materials,
Activities, Rubrics) plus one of the following multi-media projects (from Assignment #2) to
augment your lesson:
o Curate your pictures from the trip, brochures, pamphlets, tickets, postcards, or
maps – into a wall display, presentation, or handout. If you took a virtual trip,
include captured pictures, diagrams, charts, etc. that you have found on the
Internet during your exploration that will add to your lesson. Each image or
scanned document should include a caption that explains the context of the
media as well as its significance in supporting the rationale of this lesson plan.
o Create a video for classroom use from video taken on your visit that will
enhance your lesson. Due to file size limitation, all videos must be uploaded to
YouTube. Follow instructions on how to upload your video to YouTube and
then provide the link within your completed course work PDF.
Instructions for how to upload a video to YouTube and set up the video so it is
unlisted and only available to those who have the hyperlink you will share in the
classroom:
• How to upload to YouTube
• Change privacy settings to make a video unlisted
Travel, Learn, Teach: Exploring National Resources for Learning I EDU-X721P Page 7
03/18/2020 © 2020 University of San Diegoo Consider sharing your travel log with your students. Edit it down to the
elements that will support the underlying objective of fostering student inquiry
and engagement and attach to your lesson plan.
Upload your Cover Sheet Rationale, Evaluation Letter, and Lesson Plan with multi-media
presentation as a single PDF document. If you have video as part of your multi-media to
support your lesson plan, upload the video to YouTube and include the link to the video in
the PDF. Keep in mind that the PDF is limited in file size to not exceed 10,000KB or
10MB.
Travel, Learn, Teach: Exploring National Resources for Learning I EDU-X721P Page 8
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