Environmental Studies - Antioch University New England by yaosaigeng


									   The Department of

Because the world
   needs you now.
Environmental Studies
Master’s and Doctoral Degree Programs
            MS in Environmental Studies with concentrations in:
              Advocacy for Social Justice and Sustainability
              Conservation Biology
              Environmental Education
              Science Teacher Certification in General Science or Biology
              Self-Designed Studies
              Sustainable Development and Climate Change
            MS in Resource Management and Conservation
            PhD in Environmental Studies

The Department of Environmental Studies at Antioch University New England was founded in
1971 and is one of the largest graduate environmental studies programs in the country. This is
Antioch University New England’s forty-sixth year as an institution of higher education. Located
in Keene, New Hampshire, AUNE offers rigorous, practice-oriented, values-based master’s, doctoral,
and certificate programs to more than one thousand students. Degrees in education, leadership and
management, environmental studies, and psychology reflect a dedication to activism, social justice,
community service, and sustainability. Antioch University New England is the oldest and largest of
Antioch University’s graduate campuses. For more information about Antioch University New England
visit our web site at: www.antiochne.edu

Front cover: Conservation biology graduate student Jesse Wheeler measures invasive Phragmites (reeds) at Hatches Harbor,
a restored salt marsh on Cape Cod National Seashore in Massachusetts. Photo by ES core faculty member Rachel Thiet.
Department of Environmental Studies
     The world needs you now—to preserve biodiversity, work for
     environmental justice, reinvigorate science education, guide
     communities in planning for climate change, and promote
     sustainable practices in schools and businesses. The Department
     of Environmental Studies, with its thirty-nine year history of
     delivering visionary, progressive, and interdisciplinary programs,
     can help you contribute to solving some of today’s complex
     environmental challenges.
     AUNE’s Master of Science in Environmental Studies is a 42-credit program that
     takes five semesters to complete. The 30-credit Master of Science in Resource
     Management and Conservation can be completed in four semesters.
     AUNE has conferred the environmental studies degree on more students than any
     other graduate school in the nation and produces some of the brightest scientists,
     managers, educators, and activists in the field. Your journey and hard work will
     be as rewarding as the benefits of your degree.
     Faculty in the Department of Environmental Studies are committed, first and
     foremost, to creating great learning opportunities. Small class sizes, interactive
     teaching, and a combined focus on rigor and creativity allow faculty to create a
     rich, effective learning environment. You’ll find our faculty working side-by-side
     with students in the field and in the classroom, digging soil pits, mapping forest
     composition, tracking wildlife, and creating self-sustaining miniature biospheres.
     Connect theory with practice by completing six credits of internship and a three-
     credit capstone project in the field. Create and install a loon-nesting platform,
     research the spread of an invasive species, teach ecology at a residential learning
     center, meet with stakeholders on the siting of a new mall, or student teach AP
     science classes—the possibilities are endless.
     Study wolves at Yellowstone, tropical ecology and conservation in Costa Rica, alpine
     flora in the White Mountains, and forest and tundra ecology on Mount Desert
     Island. Optional field study trips provide expanded opportunities for learning.
Advocacy for Social Justice and Sustainability
        The best way to effect change in any area is to advocate on behalf of
        your cause. Advocacy for Social Justice and Sustainability trains talented
        public-interest advocates and grassroots organizers who work for
        environmental protection, corporate accountability, and social justice.
        Our activist training curriculum focuses on ecological literacy and the science of
        sustainability; big-picture political analysis, vision, and strategy; organizing and advocacy
        skills; nonprofit management and social entrepreneurship; and personal transformation
        and self-renewal.
        In this program, you will hone your ability to organize dynamic campaigns that win
        significant reforms, mobilize increasing numbers of citizens, and build stronger progressive
        organizations and coalitions. You also learn to be a collaborative nonprofit leader
        managing people, time, and money in effective and empowering ways.
        At Antioch University New England, you will develop a strong story to tell future
        employers. Grounded in your growing knowledge of environmental science and advocacy
        skills, you engage in two professional internships working directly for activist organizations.
        You will also have the chance to work with other students to complete a collaborative
        service project for real-life organizational clients.
        42 credits, begins in fall. Classes two days a week plus an internship, or one day
        a week plus weekends. Five semesters (fall, spring, summer, fall, spring).
        Visit www.antiochne.edu/es/eao for Advocacy for Social Justice and Sustainability
        course descriptions.

                                   HILARY FRENKEL, MS ’07
                                   ADVOCACY AND ORGANIZATION
                                 On any given day, Hilary Frenkel might be found planning
                                 a fundraising event or mobilizing others in her role as
                                 community organizer for the League of Young Voters
                                 in Portland, Maine. Most recently, she spearheaded the
                                 Maine Alliance for Sustainable Transportation, a coalition
                                 of environmental and alternative transportation
                                 organizations that promotes affordable and sustainable
                                 transportation for state residents.
                                     “When I was much younger, I used to think, ‘We’re
                                 going to change the environment. People don’t matter.’
                                 But, if you want to change the environment, you need to
                                 change things through policy. You need to work with
                                 people because they’re the ones who vote.”
                                     Hilary, 31, launched her career as an activist more than
                                 a decade ago and worked at various times as a canvass
                                 director for Clean Water Action and Working America.
When she wanted to advance her career beyond door-to-door canvassing, AUNE offered
the training she sought. “At AUNE, I learned that I could stay in the field I was passionate
about and expand my skills. I learned ways to do advocacy work that weren’t canvass-
related …like strategy planning and the importance of relationship building.”
                                             DAVID MALLARD, ES ’08
                                             CONSERVATION BIOLOGY
                                          Watching and tracking the local effects of climate
                                          change sent Antioch University New England
                                          conservation biology student David Mallard to the
                                          slopes of New Hampshire’s Mount Monadnock.
                                          David’s research into the forest communities
                                          gracing the mountain’s slopes provides baseline
                                          data for a larger program called the Monadnock
                                          Ecological Research and Education Project (MERE).
                                          Helmed by Antioch University New England faculty
                                          member Peter Palmiotto, MERE aims to educate the
                                          public about the local effects of climate change.
                                              For his master’s thesis project, David established
                                          eighty-eight permanent research plots on the
                                          mountain. To establish these permanent plots,
                                          he had to approach all the park and community
                                          stakeholders and obtain their blessings. “I’m
                                          really fortunate that Peter Palmiotto got behind
this project wholeheartedly. Instead of just me… trying to pitch these people, having a
PhD in forest ecology who is core faculty at AUNE made a huge difference.”

Conservation Biology
         What is a conservation biologist? Someone who loves to be outside looking
         at animals and plants, but who’s also competent in front of a computer
         doing GIS and statistical analyses; someone who likes to grapple with
         tough ecological concepts, but whose research priorities center on questions
         with practical, immediate application; someone who delights in nature,
         and is committed to understanding the rigorous science needed to save it.
         Our Conservation Biology concentration gives students the research and field skills to
         understand the links between ecology and conservation issues. Central to the program
         is the capstone. You can verify your master’s level skills by conducting thesis research,
         producing an applied project, or by engaging in a collaborative service learning initiative.
         These capstones help you demonstrate your knowledge on how to plan, design and
         implement, and report a substantial project. All capstones allow you to define research
         questions, collect conceptual and background information, identify protocols for appropriate
         data collection and analysis, and follow the work through to its completion.
         The Conservation Biology concentration emphasizes the importance of practical field
         experience. Core requirements include a mix of conceptual and practical classes, research,
         and practica. Graduates leave with a well-rounded education, and are able to do rigorous
         science and understand the social perspectives essential to forging effective conservation
         initiatives. By learning to link science to the conservation and management goals typical
         of nonprofit groups, state and federal wildlife agencies, and commercial consulting firms,
         conservation biology students are well prepared to make a real difference in the world.
         42 credits, begins in fall. Classes on Thursdays and Fridays or Fridays and weekends.
         Five semesters required to complete coursework (fall, spring, summer, fall, spring);
         thesis or project work variable in duration, depending on topic.
         Visit www.antiochne.edu/es/conbio for Conservation Biology course descriptions.
Environmental Education
     Environmental educators translate the complex web of earth systems
     science, sustainability, environmental issues, and environmental change
     for the public. The work of an environmental educator is to lay bare
     the interface between humans and the planet to facilitate ecological
     literacy and ecologically responsible behavior.
         At AUNE, we assist people in becoming more sensitive to and
     aware of earth systems and environmental change, we also provide
     the knowledge, skills, and motivation for sustainable living. We help
     students become holistic systems thinkers who are able to make
     interconnections across differences and seek solutions to the complex
     environmental challenges we witness today. We train adaptive leaders
     who are creative, open to new ideas, and able to work in a variety of
     community contexts. We build a more ecologically literate population
     that makes decisions with the earth in mind, empowered by the
     knowledge and skills to work individually and collectively toward
     the solution of current environmental problems, and the prevention
     of new problems through sustainable living.
     An effective environmental educator has a working knowledge of natural history and
     a foundation in ecological principles, earth systems science, and global environmental
     change. Environmental education requires an understanding of the social, political, and
     economic aspects of human systems and how they impact the ecological system. Being
     an environmental educator means understanding how people learn and what motivates
     and compels people to change. This specialization balances knowledge about the learning
     process with a solid foundation in environmental science and acquisition of effective
     teaching methodologies and educational designs.
     The best educators help people make meaning out of the world by challenging them to
     think critically, understand deeply, and translate knowledge into action. Our integrated,
     experience-based program exposes you to a variety of techniques, educational settings, and
     curricular designs. You learn environmental interpretation techniques, school-relevant
     design, exhibit development and evaluation, research processes, and environmental
     communication approaches.
     Each student develops an educational philosophy and program direction based on personal
     interests and professional goals that reflect clear values and knowledge of how people
     learn. Throughout the program, you develop a portfolio of educational approaches that
     identify and direct you to the best possible professional application of your education.
     42 credits, begins in fall. Classes two days a week, plus a capstone project. Four to
     five semesters (fall, spring, summer, fall, and possibly spring).
     Visit www.antiochne.edu/es/ee for Environmental Education course descriptions.
While a student at AUNE, Environmental Education graduate Katie Stoner coordinated
the 10 Percent Challenge service learning project with fellow student Sarah Harpster. The
successful initiative helped four local businesses identify their energy consumption and
reduce their energy emissions by up to ten percent. Katie and Sarah adopted the initiative
as an AUNE Advocacy Clinic project. Katie is currently the assistant director for the Tompkins
County Climate Protection Initiative in Ithaca, New York.
    The initiative is a local cross-sector coalition that aims to reduce greenhouse gas emissions
eighty percent by 2050. Currently the organization is working to create a strategic plan
for how this goal can be reached through energy audits, setting reduction goals/strategies,
implementing energy efficiency projects, innovative renewable energy financing, and
launching a community-wide education/communication campaign to increase awareness
and participation.
    According to Katie, the environmental education field is constantly growing and
changing and opportunities arise all the time. “Throughout my life and my time at
Antioch University New England, education has been an avenue for raising awareness,
building community, creating change, and stirring things up. I not only believe that these
tactics are key as we work toward a more sustainable and just world, but I also know
that my personal gifts and skills are best utilized as an educator.”
Wanjun Guo longs to help solve a critical environmental problem that faces his home-
town province in China. His initial efforts at addressing desertification issues through
work as a forestry technician proved unsatisfactory, both from a scientific and personal
perspective. After an enlightening four-year experience, Wanjun turned to Antioch
University New England to learn more about resource management and how he might
apply community-based techniques to improve his efforts in China.
    “I think that the most valuable benefit of being a student in the RMC program is the
insight I've gained into what's wrong with our conventional approach in desertification
control and how can we improve it. In China, combating desertification is designed and
conducted by government agencies in a top-down manner... I support a community-based
natural resource management program as an alternative model and would seek public
participation to address the situation. The RMC program at AUNE is helping me develop
the analytic and critical thinking skills to figure out a solution for the future.”
Resource Management and Conservation
    The Master of Science in Resource Management and Conservation is
    designed for the professional who seeks an effective leadership role
    in twenty-first century environmental management. The impacts of
    development on ecosystem and community health under conditions
    of rapid climate change require the scientific know-how to understand
    complexity and the management savvy to balance multiple objectives.

        The RMC program’s unique design of relevant theory and real-world application
        enables you to develop the skills you need to stay ahead of the curve in managing
        complex environmental projects and planning for climate change. Complete your
        degree in 16 months through Friday afternoon and weekend courses that generally
        meet once a month.
        Learn climate change science, risk assessment, and energy sustainability along with
        organizational and social leadership, financial administration, and project management,
        all within the context of socioeconomic sustainability.
        Faculty have years of relevant practice in regional, national, and international
        environmental problem solving, which informs their teaching and course design.
        Enhance your résumé through hands-on projects as part of your degree. Learn with
        other RMC students eager to build their know-how and share their diverse experience.
        Join a cohort of regional and international students who seek to advance their careers
        as scientists, planners, policy-makers, consultants, and resource managers.
        30 credits, intensive monthly classes are held on Friday afternoons and weekends.
        Four semesters (fall, spring, summer, fall).
        Visit www.antiochne.edu/es/rmc for Resource Management and Conservation
        course descriptions.
                      Science Teacher Certification
                              This concentration is the only science teacher certification graduate
                              program in the country that is housed in an environmental studies
                              department. Consequently, our graduate students want to infuse their
                              general science (grades 5–9) and biology classes (grades 7–12) with
                              ecology, environmental science, and natural history.
                              Because you are earning an MS in Environmental Studies along with your science teacher
                              certification, you can pursue both formal and informal education careers. You can be
                              successful in either public school science classrooms or informal educational settings
                              like science museums, nature centers, and environmental learning centers. The Science
                              Teacher Certification concentration values active classrooms where students and teachers
                              work together to solve compelling classroom and community-based problems. They are
                              playful, messy, and yet very rigorous places, where students design their own scientific
                              inquiries to answer intriguing questions even their teachers cannot answer. Teachers act
                              more like coaches, facilitators, provocateurs, and guides.
                              LEARN BY WALKING THE TALK
                              Our science teacher courses are hands-on, minds-on, student-centered, and inquiry based.
                              Our faculty engage students in a variety of classroom and field-based problems—involving
                              simple machines, self-sustaining biospheres, and microscopic life—as a means to immerse
                              students in the challenges and rewards of teaching through problem solving.
                              PROGRAM DELIVERY
                              42 credits, begins in fall. Classes two days a week, plus summer or fall internship. Five
                              semesters (fall, spring, summer, fall, spring). Full-time student teaching, final semester.
                              Visit www.antiochne.edu/es/tc for Science Teacher Certification course descriptions.

                                                                      DAVID MOON, MST ’90
                                                                      SCIENCE TEACHER CERTIFICATION
                                                                      After graduating from AUNE with a master’s
                                                                      degree in science teaching, David Moon
                                                                      went on to become an environmental
                                                                      educator and advocate, not only in New
                                                                      Hampshire, but in the rain forests and cloud
Photo: Byard Miller

                                                                      forests of tropical Costa Rica.
                                                                          In Costa Rica he served as academic
                                                                      director for short programs at the
                                                                      Monteverde Institute, a community-owned,
                                                                      nonprofit, sustainable education center.
                      There he taught semester-long classes in forest ecology and natural history for high school
                      groups, teachers, and college students. Today he works in Keene, New Hampshire as
                      executive director of the nonprofit Ashuelot Valley Environmental Observatory (AVEO),
                      which he founded in 2003. The environmental science and education center joins community
                      members with professional scientists in participatory environmental science projects. Projects
                      range from vernal pool and invasive plant documentation, to bird banding and creating
                      salamander crossing brigades. “AVEO is science-focused education,” he said. “It’s field
                      exercises for students, inquiry-based teaching to show students how science really works.”
                          David has served on the boards of the New England Environmental Education Alliance
                      and New Hampshire Environmental Educators, and on the education committee of the
                      Appalachian Mountain Club. He credits AUNE for much of his success. “AUNE was the
                      pivotal experience for me to continue as a professional naturalist and educator.”
                                      DIANA DUFFY, MS ’03
                                      SELF-DESIGNED STUDIES
                                     Every day Diana Duffy makes life easier for thousands
                                     of people throughout New England. As senior program
                                     manager for National Grid—an electricity and natural
                                     gas provider—she oversees fuel assistance and energy
                                     efficiency services for income-eligible residents in
                                     Massachusetts, New Hampshire, and Rhode Island.
                                     Last year alone, says Diana, the program helped
                                     about 6,000 people.
                                         Before finding AUNE, Diana taught high school,
                                     interned at Penn State’s Shaver’s Creek Environmental
                                     Center, worked as a park ranger, and managed
                                     educational programs in the science department of
                                     the Boston Children’s Museum. A former colleague
  suggested that she investigate AUNE, where Diana learned that she could individualize
  her master’s program. She was instantly impressed.
      “It's easy to find a grad school, but most schools try to fit the students into their
  programs,” she said. “AUNE had a willing and welcoming approach.” Diana tailored
  her program to prepare for a new career. “I focused on management classes so I would
  have the work skills I needed to go into any number of different business environments.”
  Because of her positive AUNE experience, in spring 2009 she accepted an invitation to
  serve on the university’s founding Board of Trustees. “I feel blessed that I can continue
  being involved with the school and be connected with such smart, thoughtful people.”

Self-Designed Studies
      When your career goals transcend the academic boundaries of our
      existing Environmental Studies programs, you may consider a more
      individualized approach. Students engage in a rigorous and rewarding
      process of crafting an academic framework that reflects their particular
      professional goals, while providing a structured and disciplined approach
      for achieving academic depth and meaningful practice.
      Self-Designed Studies provide an avenue for students whose interests lie at the intersection
      of disciplines, such as nature and writing, conservation and communications, agriculture
      and community, ecology and psychology, art and environment. Those choosing this
      option must have a predominantly environmental focus, a strong academic background,
      experience in their proposed field of study, and clearly articulated professional goals.
      Name and describe the program you envision. Then work with an advisor to craft a program
      of study that integrates advanced coursework in your area of interest with foundation
      courses in environmental studies. Antioch University New England has a longstanding
      tradition of providing unique educational opportunities. Self-Designed Studies allow
      you to blend your academic strengths and professional experience to create a curriculum
      that goes beyond traditional boundaries.
      42 credits, begins in fall. Classes two days a week plus practicum. Five semesters
      (fall, spring, summer, fall, spring). Note: Admission is limited to a select group of
      students and a detailed proposal is required with the application.
      Visit www.antiochne.edu/es/ind for Self-Designed Studies course descriptions.
Sustainable Development and Climate Change
     Our Sustainable Development and Climate Change (SDCC) concentration
     prepares you to deal with multi-issue, multi-stakeholder environmental
     challenges. This interdisciplinary program integrates courses in environmental
     and social sciences, policy, communication, and organizational leadership.
     As a graduate, you are prepared for a variety of careers in the public and
     private sector including environmental regulation and compliance, local and
     regional planning, environmental consulting, and nonprofit leadership.
     Gain the skills you need to manage change in today’s complex world. Learn and apply
     knowledge from key areas such as ecological and climate science, and policy formulation
     and implementation.
     Classes meet one day a week plus three to five weekends per semester for five semesters. The
     concentration requires 42 credits of courses, professional internships, and a capstone project.
     Environmental problems are complex and multi-faceted. This concentration provides
     opportunities for you to work with experienced professionals to connect theory and
     practice and learn with students from a variety of disciplinary backgrounds and skills.
     You also develop group collaboration and project management skills, so you can address
     interdisciplinary environmental challenges through teamwork and effective communication.
     Integrate classroom learning through internships and a capstone project that help you
     apply your knowledge and develop your professional résumé. Community engagement
     offers the opportunity to contribute to on-the-ground change and to build your
     professional network before you graduate.
     42 credits, begins in fall. Classes meet one day a week plus three to five weekends
     per semester. Five semesters (fall, spring, summer, fall, spring).
     Visit www.antiochne.edu/es/sdcc for Sustainable Development and Climate Change
     course descriptions.
The Doctoral Program in Environmental Studies
     AUNE’s PhD in Environmental Studies challenges environmental
     professionals and independent scholars to find solutions for contemporary
     and future environmental concerns. Our curriculum addresses systems-
     based analyses and solutions for contemporary and future environmental
     problems. The program’s delivery model meets the needs of the
     experienced environmental professional and features an integrated
     emphasis on the ethical, moral, and leadership questions that surround
     environmental issues. The program is broad enough to provide a rigorous
     foundation of environmental knowledge, and flexible enough to facilitate
     individualized, action-oriented research and scholarship.
     Our dynamic learning community of environmental scholars and practitioners combines
     scope and vision with depth and precision, conceptualizing and implementing research

                                                                                                  Photo: Paul Blackmore/Cape Cod Times
     strategies and designs that:
     • contribute to solving regional, national, and global environmental problems and
       respond to critical community and institutional needs;
     • develop and evolve discourses of ecological thought, using ecological principles and
       systems thinking as the foundation for multidisciplinary approaches to knowledge
       and learning;
     • lend an epistemological dimension to professional practice and scholarship, encouraging
       engaged research, intellectual challenge, conceptual insight, and practical action;
     • engage, evaluate, and implement diverse research designs and strategies, what we
       call methodological pluralism;
     • articulate and delineate the boundaries of knowledge and information within the
       context of a specific, complex problem, with local and/or global parameters.
     Our program has been designed to meet the needs of active environmental professionals
     and scholars. Students attend classes at AUNE for a summer session during four phases
     of the program. During fall and spring semesters, classes are held Friday through Sunday.
     First phase students come four times a semester, second phase come three times, and
     phase three and four come twice a semester. The program also requires a weekly online
     commitment for specific classes. Students typically complete the program in five or six
     years. Program design and coursework can be viewed in detail at

The Doctoral Curriculum: An Overview of Key Elements
     Phase One (Foundation Courses) provide the framework for interdisciplinary
     environmental scholarship. Organized around intensive, integrative, theoretical courses,
     students develop the conceptual foundations to understand research themes, topic areas,
     information sources, scientific inquiry, and controversial issues in the following realms:
     research philosophies, ecological thought, the principles of ecology, global environmental
     change, political economy of environmental issues, and environmental history.
         All students proceed together through this required sequence of courses.
David Wiley, the first graduate of Antioch University New England’s
environmental studies doctoral program, received the U.S. Commerce
Department’s Gold Medal—its highest award for distinguished service—in
2009. His award-winning research examined whale behavior, ocean currents,
the ocean floor, and the traffic patterns of ships going into and out of Boston
Harbor. During his study, he identified a smaller shipping lane, safer for
whales, and brought agreement from shippers to use the new lane. Use of
the new lane now reduces the risk of ships striking whales by approximately
81 percent.
    David, who serves as research coordinator for the Stellwagen Bank National
Marine Sanctuary in Scituate, Massachusetts, has studied whales for nearly
thirty years. His current career started after he landed a job as a naturalist on
a whale-watching boat at an outdoor education center. This was followed in
1989 by work as a senior scientist at the International Wildlife Coalition, where
the organization’s marine mammal research influenced The Marine Mammals
Protection Act.
    Instead of affecting legal changes, he believes that “conservation requires
a change in behaviors,” a principle that brought him to AUNE. “I knew that
behavioral change involved social conflict. Antioch University New England’s
PhD program allowed me to fuse biology and sociology, the interdisciplinary
approach I was looking for. At the same time, the program changed how I was
seeing things. I thought I knew what I was going to do, but the learning and
excellence of instruction taught me to approach the nexus of biology and
sociology in a totally different way.”
For more about David’s research visit: http://stellwagen.noaa.gov
Phase Two (Research Strategies and Learning Domains). Here
students participate in an individualized learning program reflecting
their academic and professional orientation, consisting of a two-semester
research seminar focused on methodologies and literature that are
appropriate to their work. In combination with selected courses,
tutorials, and independent studies, they construct individualized
academic strategies in collaboration with their advisors. During
Phase Two students develop an individualized learning contract
called the Learning Domain—a constellation of ideas, approaches,
theories, cultures, and methodologies that comprise the student’s
learning interests. www.antiochne.edu/es/phd/domain.cfm

Phase Three (Candidacy Projects) is organized around three major
projects: the Integrated Essay, the Service Project, and the Dissertation
Proposal, which represent the Candidacy Phase of the program.
Students cannot move into Phase Four until they have accomplished
these projects. For each student, the timing and sequence of the
Service Project will be different. Therefore, the Service Project and
Integrated Essay may occur at any time during Phase Three, but
must be completed before the Dissertation Proposal.
    The Integrated Essay—the culmination of the Learning Domain—
provides an opportunity to synthesize knowledge; contribute new
ideas to an emerging field of study; critique the seminal theoretical
perspectives; and suggest further scholarship, research, and/or
professional practice. www.antiochne.edu/es/phd/essay.cfm
    The Service Project is an opportunity to collaborate with a
specific institution, organization, or community group to address
concerns relevant to the student’s academic work, providing a
public context for the student’s scholarly interests, lending expertise
to a project, and allowing the student to learn from the experience
of the community. www.antiochne.edu/es/phd/service.cfm
    In the Dissertation Proposal, the student chooses a topic for
research that emerges from the Learning Domain, poses challenging
research questions, and constructs comprehensive frameworks and
strategies for addressing those questions. During the spring of Phase
Three, students participate in a Dissertation Proposal Seminar that
allows them to formulate their ideas, consider research models, and
develop their dissertation proposals.

Phase Four (the Dissertation Process) is devoted to the
formulation and execution of the Doctoral Dissertation. We
encourage research that has direct social, environmental, political,
and educational impact, that can be used by environmental groups
and organizations, and that contributes to knowledge about urgent
contemporary issues.
The Prospective Doctoral Student
     AUNE’s PhD in Environmental Studies is designed for individuals who
     wish to design, implement, and evaluate research on crucial environmental
     issues. These are risk-takers, people willing to participate in a mixture of
     classroom and online learning, alternative delivery models, and an innovative
     approach to doctoral education. AUNE PhD students are involved in creating
     an academic, reflective, interdisciplinary, and scholarly approach to
     professional environmental issues.
     Some come from environmental jobs. These students have significant work experience
     in the environmental field. They have a master’s degree, but are looking for new academic
     and professional challenges, are interested in scholarship and research, but have the
     orientation of the reflective practitioner.
     Some come from field biology. This group includes experienced field biologists from
     state, federal, and nonprofit organizations, and professional conservation biologists from
     non-governmental organizations from the U.S. and internationally. These individuals have
     worked in the field, bringing to the program a depth of practical international and local
     field ecology and conservation experiences. These individuals typically seek positions in
     academic settings or research institutions.
     Some come from academia. These students include college faculty who have not yet
     attained a doctorate, and independent scholars, freelance writers, naturalists, conservation
     biologists, environmental educators both locally and globally, and recent graduates of
     master’s level ecology and environmental studies programs. These are people interested in
     college-level teaching, educational and policy consulting, writing, or directing research programs.
     Some are independent scholars interested in the psycho-spiritual aspects of
     environmental studies. This group includes educators, therapists, writers, and artists.
     They work in the fields of outdoor and adventure education, social work, ecopsychology,
     and are interested in using environmental studies as the basis for new approaches to
     learning, teaching, healing, and organizational change.

Applying to the Environmental Studies Doctoral Program
     Applications are due in early February. Students are accepted for entry in the summer
     term. The complete process and application criteria can be viewed at
Research Specializations of Our Doctoral Faculty and Students
•   Theoretical and applied ecology                •   Common property resources
•   Theory and practice of conservation biology    •   Adaptive management
•   Natural resource management                    •   Risk analysis and communication
•   Indigenous knowledge systems                   •   Public participation
•   Tropical ecology and conservation              •   Community-based natural resource management
•   Community-based conservation                   •   Local knowledge
•   Land use policy and conservation of            •   Policy analysis
    biological diversity                           •   Critical social theory
•   Physical geography                             •   Land use policy
•   Soil science                                   •   Coastal area management
•   Primate ecology and conservation               •   Public health
•   Protected areas management                     ECOLOGICAL IDENTITY AND MEANING
ENVIRONMENTAL HUMANITIES                           • Biospheric perception and existential
•   Environmental history                            dimensions of global environmental change
•   History of science and technology              • The origins of ecological perception
•   Spirituality and ecology                       • The dialogue between humans and wild nature
•   The nature-writing tradition                   • Landscape and language
•   Poetry, story, and myth                        • Ecological scale and human perception
•   Art and ecology                                • Ecological identity development
•   Natural and cultural diversity                 • Environmental perception and global change
•   Place and diaspora                             • Environmental autobiography
•   Endangered languages and the environment
• Environmental attitudes and behavior
  (environmental psychology)
• Constructivist and democratic perspectives
• Context-appropriate pedagogy
• Community-based education
• Participatory-action research
• Significant life experience research
• Experiential learning: purpose and practice
• Children and nature; children and cities
• Ecological literacy and sustainability studies
• The naturalist way of knowing

                             Abigail Abrash Walton,                                    Jon Atwood, PhD
                             MSc                                                       Core Faculty
                             Associate Core Faculty                                    PhD, University of
                             MSc in Political Theory,                                  California, Los Angeles;
                             London School of                                          MA in Biology, California
                             Economics; visiting Fellow,                               State University, Long
                             Harvard Law School                                        Beach; BA in Environmental
                             Human Rights Program;                                     Biology, University of
                             BA in International                                       California, Santa Barbara;
                             Relations, University of                                  research associate,
                             Pennsylvania; assistant                                   Manomet Center for
                             to the president for                                      Conservation Sciences;
                             sustainability and social                                 elected member, American
                             justice, and chair,                                       Ornithologists’ Union;
Sustainability and Social Justice Committee, Antioch       author of more than thirty technical publications
University New England; founder and principal,             on avian biology and conservation; professional
ActionWorks, a Keene-based public interest consulting      interest areas include the use of behavioral studies
firm; program director, New Hampshire Citizens             of rare and endangered bird species, specifically the
Alliance; program director, Robert F. Kennedy              California Gnatcatcher, to inform regional habitat
Memorial Center for Human Rights, Washington,              conservation planning activities; ecology and
D.C.; commentator on various human rights and              conservation of Least Terns; factors affecting
foreign policy issues for national media outlets;          neotropical songbird populations; and practical
vice chair, City of Keene Planning Board; member,          applications of the U.S. Endangered Species Act.
NH State Task Force on Citizen-Funded Elections;
professional interest areas include building capacity
for effective advocacy and sustainable organizations,                                    Steve Chase, PhD
highlighting connections between human rights                                            Director of Advocacy
and environmental concerns, and advancing our                                            for Social Justice and
collective understanding that successfully addressing                                    Sustainability Concentration
these challenges is fundamental both to sustainable                                      PhD in Environmental
development and to basic requirements of peace                                           Studies and MS, Antioch
and justice.                                                                             University New England;
                                                                                         recipient, 2000 Switzer
                                                                                         Foundation Environmental
                            Joy Ackerman, PhD                                            Fellowship Award and 2002
                            Core Faculty                                                 Switzer Environmental
                            PhD, Antioch University                                      Leadership Grant; 2003
                            New England; MS in                                           Ella Baker Fellow; member,
                            Environmental Geology,                                       National Organizers
                            Colorado State University;     Alliance and Practicing Democracy Network; chair,
                            BA in Geology, cum             WKNH Pacifica Program Committee; essays and
                            laude, Mount Holyoke           articles have appeared in Orion; Terra Nova; The
                            College. Professional          Trumpeter; Whole Terrain; Z Magazine; Race, Poverty,
                            interest areas include         and Environment; and The Journal of Multicultural
                            environmental geology          Environmental Education; areas of professional interest
                            and hydrology, and             include activist education, ecological politics,
                            cultural geography:            environmental justice, corporate globalization,
                            especially pilgrimage,         democratic social movements, and community radio.
sacred space, and ritual; ecotheologies in the             His essay “Changing the Nature of Environmental
Christian traditions; narrative and phenomenological       Studies: Teaching Environmental Justice to ‘Mainstream’
approaches to understanding environmental values           Students” was recently published in The Environmental
and experiences.                                           Justice Reader, a University of Arizona Press anthology.

                            Charles Curtin, PhD                                       and human-environment
                            Core Faculty                                              interaction in journals,
                            PhD in Zoology, University                                including Quaternary
                            of Wisconsin, Madison;                                    International, Geoarchaeology,
                            NSF Climate Change                                        Global and Planetary
                            Post Doc, University                                      Change, and Quaternary
                            of New Mexico; MS in                                      Science Reviews; areas of
                            Land Resources, University                                professional interest
                            of Wisconsin, Madison;                                    include integrating
                            BA in Environmental                                       Quaternary science with
                            Science, Marlboro College.                                community education
                            Established and directed the                              and management needs,
                            McKinney Flats Project,                                   historic land use patterns
                            the largest replicated                                    and landscape change
ecological experiment on the continent; currently           in New England, geomorphology, sea level change,
initiating long-term studies of the restoration of          and archaeology of northern and western Alaska.
near-shore waters through changes in fisheries and
recovery of anadromous fishes on North Haven
Island in Penobscot Bay off the coast of Maine.                                          Beth Kaplin, PhD
International research includes work with Maasai                                         Core Faculty, Director of
in the southern Rift Valley of Kenya and with                                            the Doctoral Program
transboundary conservation design in the northern                                        PhD, MS in Zoology,
Rift Valley in the Middle East.                                                          University of Wisconsin,
                                                                                         Madison; BS in Wildlife
                                                                                         Biology, Colorado State
                              Jim Gruber, PhD                                            University; founding
                              Core Faculty, Director of                                  director, Center for
                              Resource Management and                                    Tropical Ecology and
                              Conservation Program,                                      Conservation, Antioch
                              Director of Sustainable                                    University New England;
                              Development and Climate                                    researcher, numerous
                              Change Concentration                                       ongoing tropical ecology
                              PhD in Natural Sciences in    and conservation biology projects in East Africa,
                              the Field of Environmental    primarily in Nyungwe National Park, Rwanda;
                              Science, University of        areas of professional interest include plant-animal
                              Zagreb, Croatia; MPA,         interactions and ecological processes, primate ecology
                              Kennedy School of             and conservation, and socio-economic aspects of
                              Government, Harvard           tropical forest protected area management.
                              University; MS in
Engineering, Massachusetts Institute of Technology;
BS in Civil Engineering, San Diego State University;                                    Jimmy Karlan, EdD
licensed civil engineer (PE), New Hampshire; Twenty-                                    Core Faculty, Director
five years in public administration, including managing                                 of Science Teacher
a Vermont municipality, directing a solid waste district,                               Certification Concentration
and consulting to local, state, federal, and foreign                                    EdD, Harvard University;
governments in areas of resource and transportation                                     MST, K–12 Biology
planning and policy development, environmental                                          Teacher Certification,
issues, and community education; professional areas                                     Antioch University
of interest include environmental policy, sustainable                                   New England; BS in
development, community education, and public-                                           Environmental
private partnerships between local communities and                                      Conservation, University
their citizens, institutions, and businesses.                                           of New Hampshire;
                                                                                        teacher, since 1982
                                                                                        (elementary through
Jim Jordan, PhD                                             graduate school); curriculum writer; environmental
Core Faculty                                                and science education consultant; developer and
PhD in Geography, University of Wisconsin, Madison;         senior project manager, Wild Treasures; educational
MA in Quaternary Studies, University of Alaska,             researcher; professional areas of interest include
Fairbanks; BA in Anthropology and Archaeology,              hands-on, minds-on, student-centered, student-
University of Missouri, Columbia; author, numerous          directed, real problem-solving, and inquiry-based
research articles on coastal evolution, paleoclimate,       science education.

                          Alesia Maltz, PhD                                          member, Society of
                          Core Faculty                                               American Foresters,
                          PhD in History, University                                 International Society
                          of Illinois, Urbana; BA in                                 of Tropical Foresters,
                          Vertebrate Paleontology,                                   and Sigma Xi Scientific
                          Hampshire College;                                         Research Society; areas
                          faculty member, College                                    of professional interest
                          of the Atlantic; researcher,                               include forest ecology,
                          Harvard School of                                          ecosystem management,
                          Public Health; areas of                                    forest certification,
                          professional interest                                      nutrient cycling, and
                          include environmental                                      applying the knowledge
                          history, global                                            of forest dynamics and
                          environmental change,                                      Silviculture to tropical
environmentalism and justice, technology and society,      and temperate forest conservation and sustainable
community decision-making processes, first nations         management.
environmental policy, and the history of science.
                                                                                       Carol Saunders, PhD
                            Libby McCann, PhD                                          Research Faculty
                            Core Faculty, Director of                                  PhD in Behavioral Biology,
                            Environmental Education                                    Cornell University; MA
                            Concentration                                              in Psychology, University
                            PhD in Adult Education,                                    of Virginia; BA in Biology/
                            University of Wisconsin,                                   Psychology, Gettysburg
                            Madison; MS in Natural                                     College. Devoted to
                            Resource Policy and                                        wildlife and biodiversity
                            Administration, University                                 conservation; animal
                            of Michigan; BA, Rhodes                                    behavior; cofounded the
                            College; director, Earth                                   new field of conservation
                            Partnership for Schools;                                   psychology (www.conser-
                            board member and chair,                                    vationpsychology.org);
                            Wisconsin Association for      director of communications research and conservation
Environmental Education; co-founder and director,          psychology, Chicago Zoological Society, Brookfield,
Learning Communities by Design, a consultancy for          IL; helped develop programs and exhibits based on
non-profit and private organizations regarding design,     conservation psychology principles and then measured
implementation, and evaluation of adult learning           their success; author of over twenty articles.
experiences; Wisconsin coordinator for Project WET
(Water Education for Teachers) and Adopt-A-Lake,
an intergenerational community-based environmental                                   Tania Schusler, PhD
education program providing teacher professional                                     Core Faculty
development and youth-adult leadership opportunities                                 PhD, MS in Natural
through local water education projects; consulting                                   Resource Policy and
related to curriculum design, strategic planning, team                               Management, Cornell
building, and program evaluation; professional interests                             University; BS in
in communities of practice, particularly in the context                              Forestry, University
of environmental education and issues of social justice.                             of Illinois. Professional
                                                                                     interests include
                                                                                     community-based natural
Peter Palmiotto, DF                                                                  resource management,
Core Faculty, Director of Conservation Biology                                       collaboration, stake-
Concentration                                                                        holder engagement,
DF in Ecosystem Ecology and MFS in Tropical                                          youth participation,
Forest Ecology, Yale University School of Forestry         sustainability, community education, and the
and Environmental Studies; BS in Resources                 integration of environmental, social and economic
Management, State University of New York; AAS in           well-being. Author of many peer-reviewed articles,
Forestry, Paul Smith’s College; researcher, conducted      conference proceedings and technical reports.
forest ecology research in New England’s spruce-fir
forests and the forests of Indonesia, Malaysia, Chile,
and Puerto Rico; director, Center for Tropical Ecology
and Conservation; certified professional forester;

                            Michael Simpson,                                          teaching associate, teaching
                            MA, MS                                                    associate for curriculum
                            Chair, Department of                                      development, and head
                            Environmental Studies                                     graduate teaching associate,
                            MS in Resource                                            Ohio State University;
                            Management and                                            member, The Ecological
                            Administration, Antioch                                   Society of America,
                            University New England,                                   International Soil Ecology
                            MA in Liberal Studies                                     Society; research interests
                            with Science emphasis,                                    include the impact of the
                            Dartmouth College; BA in                                  distribution, abundance,
                            Biology and Philosophy,                                   and activity of soil
                            Denison University;                                       organisms on plant
                            principal, MHS and                                        community structure,
Associates, LLC; senior associate, DSM Environmental       nutrient cycling, ecosystem sustainability,
Services, Inc., Ascutney, Vermont; senior associate,       biogeochemistry, and environmental change;
Antioch New England Institute; president, board            and salt marsh ecology and restoration.
of directors, New Hampshire Association of Natural
Resource Scientists and board of the Corporate
Wetlands Restoration Initiative; chair, New                                            Tom Wessels, MA
Hampshire Wetland Scientists; areas of professional                                    Core Faculty
interest include the impact on wetlands from the                                       MA in Ecology, University
extraction of large volumes of groundwater through                                     of Colorado; MA in
bedrock wells, economic impact from increased                                          Wildlife Biology, University
runoff at the micro-watershed level from global                                        of New Hampshire; former
warming, and resource management systems in                                            chair, Science Department,
developing countries, including capacity building                                      The Putney School and
and micro-enterprise development.                                                      Biology Department,
                                                                                       Windham College;
                                                                                       founding director,
Rachel Thiet, PhD                                                                      Conservation Biology
Core faculty, Director of Field Studies/Self-Designed                                  Program, Antioch
Studies Concentration                                                                  University New England;
PhD in Evolution, Ecology, and Organismal Biology          author, The Myth of Progress, Untamed Vermont,
and MS in Natural Resources, Ohio State University;        Reading the Forested Landscape: A Natural History
postdoctoral research associate, Soil Microbial Ecology,   of New England, The Granite Landscape: A Natural
University of New Hampshire; BA in Social Sciences,        History of America’s Mountain Domes, From Acadia
University of Michigan; preparing future faculty           to Yosemite; former chair, Robert and Patricia Switzer
fellow, Ohio State University Graduate School;             Foundation; areas of professional interest include
graduate research associate, Plant and Soil Microbial      forest management strategies that promote diversity
Ecology Laboratory, Ohio State University; graduate        at the landscape level.

This publication is printed on Astrolite PC 100 one-hundred percent, post-
consumer recycled paper. The Forest Stewardship Council certified both the
paper, manufactured by Monadnock Paper Mills, and the publication printer,
R. C. Brayshaw and Company, Inc. This paper is made in southern New
Hampshire and our printer is also within an hour’s drive. In addition, we have
streamlined our print materials to conserve natural resources. These efforts help
keep Antioch University New England’s carbon footprint as small as possible
and support our pledge to the American College and University Presidents’
Climate Commitment to be a carbon neutral campus by 2020.
Antioch University New England reserves the right to make changes in
policy, regulations, degree requirements, tuition, and fees subsequent to
the publication of this material. All information contained herein is correct
as of publication in 6/2010 and is subject to change. The most current
information can be found at www.antiochne.edu and is updated regularly.
A complete description of Antioch University New England policies and
procedures is contained in the Student Handbook, which is available
online at www.antiochne.edu.
Antioch University New England fully adheres to the Family Educational
Rights and Privacy Act of 1974 (FERPA), as amended, concerning student
access to their own records and disclosure of such information to others.
Student rights under FERPA are fully detailed in the Student Handbook
and orientation materials.
As a matter of policy and in accordance with the Civil Rights Act of 1964,
Title IX of the Education Amendments of 1972, Section 504 of the
Rehabilitation Act of 1973, and other state and federal laws, Antioch
University New England does not discriminate on the basis of race, color,
age, sex, ancestry, religion, national origin, sexual orientation, family status,
or disability in recruiting and admitting students, awarding financial aid,
recruiting and hiring faculty and staff, or in operating any of its programs
and activities. Inquiries regarding compliance may be directed to the
Registrar, or the coordinator of Student Disability Services, 603.283.2470.
TDD number is 603.357.7254.

Antioch University
        Antioch University, a visionary academic community composed of five campuses in
        four states, is uniquely capable of bringing its students’ brightest ideals and highest
        ambitions to life. Each campus has its own distinct academic programs, community
        life, and regional or national identity. Antioch University is founded on principles of
        rigorous liberal arts education, innovative experiential learning, and socially engaged
        citizenship. The multiple campuses of the University nurture in their students the
        knowledge, skills, and habits of reflection to excel as lifelong learners, democratic
        leaders, and global citizens who live lives of meaning and purpose.
             The five campuses that comprise Antioch University are:
             Antioch University New England
             Antioch University Los Angeles
             Antioch University Santa Barbara
             Antioch University Seattle
             Antioch University McGregor
             For more information on Antioch University’s campuses, its university-wide PhD in
             Leadership and Change, or the Antioch Education Abroad program, visit www.antioch.edu.

                                                                                    r Please keep, share, or recycle.
                 Antioch University
   is a visionary academic community uniquely
capable of bringing to life the brightest ideas and
         highest ambitions of its students.

          Antioch University New England
                  40 Avon Street
         Keene, New Hampshire 03431-3516


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