EFS Course Descriptions - Educating for Sustainability Concentration - Experienced Educators - Education - Antioch University New England

EFS Course Descriptions

Principles of Sustainability (3 credits)
This course will cover the foundational scientific principles that govern all sustainable systems. It will focus on three scientific laws: the law of limits to growth, the second law of thermodynamics which exposes the dangers of increased energy consumption, and the law of self-organization which results in complex, integrated, highly efficient, stable systems. These laws will be examined at various spatial and temporal scales in biological and ecological systems to show how they function in the world around us. We will then apply them to the examination of human systems-organizational, social, economic, and political as well as intentionally designed systems. Students will learn how to evaluate, from a foundational perspective, why practices or policies will either support or thwart sustainability in any system.

History & Practice of Educating for Sustainability (3 credits)
This course is an introduction to Educating for Sustainability, providing an overview of the philosophical, historical, and theoretical underpinnings of EFS. We will study the evolution of EFS during the past quarter century as we clarify for ourselves the meaning of the terms “sustainability” and “educating for sustainability.” Beginning with a review of the historical initiatives and events that gave rise to EFS, we will explore the conceptual components of this field, while simultaneously considering our personal perspectives on them. Then we will turn our attention to the strategies and guidelines applied in the practice of EFS, gaining global perspective by researching implementation of EFS in a variety of contexts. Students can expect course work to include: reading, discussion, individual and group projects, reflective and expository writing, and oral presentations. For the final project in the course, each student will present an overview and critique of an institution or curriculum as seen through an EFS lens.

Ecology of Learning (2 credits)
This course will explore human development and learning theories as a way of understanding ourselves and the students and young adults we know and work with. We will consider the thinking and influence of various theorists, including Jean Piaget, Lev Vygotsky, Lawrence Kohlberg, Robert Kegan, Howard Gardner, and others. We will explore the ways that these theories work together to form an ecological understanding of individuals and their relationship to others. Specifically, the objectives of this course are to: 1) understand the theoretical perspectives of a variety of developmental and learning theorists as a means for gaining personal and professional insight, 2) apply developmental and learning theory to the practical demands of contemporary education, and 3) use a variety of theoretical perspectives to examine and understand the development and learning needs of a student.

Connecting Curriculum & Communities (2 credits)
This course will focus on models of experiential education that intentionally weave citizenship and service into learning. In this course, students will learn how to design a service-learning unit. The first class will focus on designing and identifying a project that meets a community need while meeting curricular requirements. In addition, students will learn strategies for building student ownership and citizenship skills into the project. Students will plan a curricular project involving a local community partner.

Practicum (4 credits)
The purpose of the EFS Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience in relation to issues of educating for sustainability. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of each student as well as at least one visit to another classroom, an annotated bibliography, and a sustained observation of a student.

Curriculum Design for Educating for Sustainability (3 credits)
Working from the foundation of your own curriculum design methods, processes and implementation, we will explore Educating for Sustainability through curriculum design. We will begin with a review of principles of curriculum design, focusing on learning cycles and systems thinking. We will study and critique curriculum materials in terms of EFS, and you will learn how to use EFS criteria to develop and evaluate your curricula. With attention to state standards, as well as integration of the core emphases of environment, economics, and equity, you will work with others and individually to incorporate EFS into curriculum materials as you plan curricula for implementation in your own schools.

Action Research & Educational Change (2 credits)
This course will introduce students to the theory and strategies behind action research and will enable them to begin work on selecting an appropriate topic for their Master’s Projects and to develop a proposal for their project. Strategies for framing a question, collecting data and determining samples will be part of the discussion. Methods of quantitative and qualitative research will be discussed and the relationship of purpose to method examined. Emphasis will be on the living changing nature of qualitative research during the process of developing the Master’s Project Proposal.

Issues of Equity in Schools (2 credits)
Competency Area: Educational and Social Policy elective| Educating for Sustainability 2007 Cluster until May 8; open for registration for up to three Education or Environmental Studies students after May 9.| | This course will look at the context for schooling in America in the twenty-first and latter half of the twentieth centuries. We will look at the relationship between what is happening in society and public education; we will also look at the forces both within and outside the school that direct and constrain the process of education. Special attention will be given to issues in relation to student achievement, program offerings, economics and other issues of equity. We will pay particular attention to the role of the teacher in the patterns of teaching, learning, determining curricula and governance that characterize schools.

Green Schools: Models of Sustainable School Practice (3 credits)
This course will focus on a systems-thinking approach to the design, implementation, and maintenance of institutional facilities. We will explore the integrated systems within a school which enable it to function and serve its community, and we will consider the larger municipal, national, and global systems in which schools are embedded, including ecological, economic, and social systems, as we investigate paths of resource use and waste management. Attention will also be given to the human resource structures designed to manage interrelated institutional systems, systems such as heating/cooling, food services, water, electrical, and grounds maintenance. Students will research green building initiatives. Applying what they learn to their own schools’ practices, students will formulate recommendations to improve sustainable practice, noting the costs and benefits of doing so. Learning from this course may be integrated with and applied in both the practicum and master’s project.

Data Collection & Analysis (2 credits)
The goal of the Data Collection & Analysis course is to provide a forum in which the process and results of research can be examined by a supportive community of learners. Students actively engage in collecting and analyzing data as outlined in their research proposals developed in the Action Research and Educational Change course. Students will share examples of data they have collected and analyzed. Students will engage in on-line collaborative critique of each other’s research. The work in this course will contribute to the completion of the student’s Master’s Project. Outcomes of the Data Collection & Analysis course include: 1) developing one’s knowledge of the research process, 2) using one’s current research as a foundation for learning, and 3) applying data collection and analysis strategies in a school setting.

Sustainable School Leadership (3 credits)
This course is designed to explore students’ roles as leaders in their schools, school districts and in relation to implementing their change project. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. Students will engage in taking leadership roles, reflect and write about their developing leadership skills, interview leaders they admire, and become knowledgeable about current leadership theory.

Master’s Project (3 credits)
The Master’s Project is a central part of the Educating for Sustainability concentration. The project is an opportunity to explore some aspect of the field of sustainability education in depth, use action research methods of investigation, make a plan for using your knowledge, and take steps to implement and advocate for the plan. The process of developing your Master’s Project formally begins in the Action Research course and extends to the end of your program. The final representation of your Master’s Project will be your Master’s Project Portfolio. Your portfolio will help you document and reflect on your Master’s Project work.