Antioch University New England’s Doctoral Program in Environmental Studies is a dynamic learning community of environmental scholar/practitioners who combine scope and vision with depth and precision, conceptualizing and implementing research strategies and designs that:

1. contribute to solving regional, national, and global environmental problems;
2. develop and evolve discourses of ecological thought, using ecological principles and systems thinking as
   the foundation for multi-disciplinary approaches to knowledge and learning;
3. respond to critical community and institutional needs, attendant to the concerns of organizational
   development and human diversity;
4. lend an epistemological dimension to professional practice and scholarship, encouraging engaged
   research, intellectual challenge, conceptual insight, and practical action;
5. understand, evaluate, and implement diverse research designs and strategies, what we call methodological
   pluralism;
6. articulate and delineate the boundaries of knowledge and information, within the context of a specific,
   complex problem, with local and/or global parameters;
7. identify the ethical and moral “commonwealth of research and scholarship,” contributing original and/or collaborative knowledge in the spirit of open inquiry and moral purpose.

Given the urgency and ubiquity of environmental problems, it is essential to train researchers who are prepared to study, understand, reflect on, and contribute original knowledge to the solution of these problems. We expect that advanced practitioners wish to better understand whether programs work, why policies succeed or fail, the intellectual and epistemological context of problems, and the prospects for imaginative, multidisciplinary solutions. The Antioch University New England program is for students and faculty who wish to do such research. Excellent scholarship refers to intellectual rigor, the ability to understand a problem from several perspectives, thoroughness, knowledge of the literature, the ability to effectively communicate, knowing how to choose and synthesize diverse strands of information, ethical integrity, self-critique, and collaborative inquiry.

We believe that the PhD includes not just the content area or field of study, but also an awareness of how personal values and the cultural context of the learning experience frame and lend meaning to the research problem. This is the core of doctoral learning

Environmental Studies integrates a wide range of concepts and ideas, and embraces multiple methodological approaches to understanding and solving critical and emerging environmental challenges. The current areas of research interest and expertise among ES PhD students and faculty overlap significantly and intentionally, and indicate the richness of content, dialog, scholarship, and practice in our program.

The following illustrate the research areas of our students and faculty:

• Ecology and Conservation Biology
• Environmental Decision-Making, Policy, and Governance
• Environmental Humanities
• Environmental and Social Justice
• Environmental and Sustainability Education
• Food and the Environment
• Resilience, Climate and Environmental Change

One type of Antioch doctoral student in Environmental Studies has significant work experience in the environmental field. This may include management, education, teaching, planning, scholarship, research, writing, public relations, business, communications, advocacy, policy development and analysis, or consulting. This person typically has already earned a master’s degree, but is looking for new academic and professional challenges. He or she is interested in scholarship and research but has the orientation of a reflective practitioner.

The environmental professions have a broad and varied landscape. Prospective students come from a wide variety of institutions and settings.

The environmental community is composed of numerous small and moderate-sized organizations. These include environmental education centers, nature centers, schools, museums, advocacy organizations, planning agencies, college- and university-based environmental centers, public issues programs, public interest groups, state and federal environmental agencies, businesses, and consulting firms. Environmental professionals in these organizations are usually engaged in diverse managerial, educational, and policy-oriented activities, often in a leadership role.

A second group of prospective students includes college or community college faculty who have not yet attained a doctorate, independent scholars, freelance writers, naturalists, conservation biologists, international environmental educators, and recent graduates of master’s level environmental studies programs. These are people who are interested in college-level teaching, educational and policy consulting, research, or writing and publishing.

A third group includes educators, therapists, writers, and artists who are interested in the psycho-spiritual aspects of environmental studies. 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.

Another 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 recently worked in the field and bring 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.

We have attracted applicants who have brought a wide array of professional and academic skill and experience to the Antioch University New England community. These candidates for admission have been extremely capable, committed professionals who work as environmental administrators and managers for organizations and educational centers, educators in schools and universities, scientists, social service providers, journalists, and others. Their educational backgrounds reveal advanced degrees in education; botany,
biology, and forestry; and social services, and undergraduate majors in the sciences, social sciences, fine arts, and humanities. Of the applicants, 65 percent were women and 35 percent men, with the average age of forty-two. The geographic distribution was diverse with 40 percent from New England, and 60 percent from outside of New England.

Antioch University New England’s program is designed for the individual committed to scholarly excellence, who wishes to design, implement, and evaluate innovative research regarding crucial environmental issues. This is a risk-taker, a person who is willing to participate in online learning, alternative delivery models, and an innovative approach to doctoral education. We submit that this is precisely what the profession requires. Our students are involved in creating an academic, reflective, and scholarly approach to professional environmental issues, one that is attendant to the problems and ideals of the twenty-first century.

The program combines structured coursework, individualized learning contracts, and online learning by developing an integrated learning community of advanced environmental scholars and professionals, who are able to continue their work commitments. In addition, the program emphasizes research strategies and designs that emerge both from traditional qualitative and quantitative approaches, but include the emerging constructions and metaphors of ecological thought. Given the diverse professional, academic, and geographical backgrounds of our students and faculty and the enormous range of subject matter in the environmental professions, our program design is flexible enough to accommodate individual programs, yet focused enough to generate collegial, collaborative, and challenging discourse within a solid academic framework. Breadth is achieved through a sequence of required foundation courses. Depth is achieved through contracted learning and the dissertation process.

The program has been designed to meet the needs of active environmental professionals and scholars. The design features the following qualities:

1. Working professionals have limited time to spend away from their jobs but require a collaborative and rigorous learning community. One way to achieve this is through a strong and supportive cohort group. Our learning community encourages free and open inquiry, a sustained and challenging discourse, the consideration of diverse and multiple perspectives, issues of mutual interest, an awareness of the learning process, and room for self-reflection. Each entering class travels through the four phases of the program together as a cohort group, developing a deep interest in each others’ work, establishing lifelong bonds of friendship and collegiality, and developing measures of support and critique that are invaluable learning tools.
2. A cohort is strengthened through the effective use of electronic information pathways. An electronic conference system, email, and accessible websites and listservs, when balanced with regular face-to-face contact, ensure the viability and depth of a learning community. Sustaining learning communities at a distance is a realistic goal and perhaps a necessity in a so-called information society. Environmental scholarship relies on these formats to gather and disseminate information. This includes the publication of online journals and newsletters, access to environmental databases, the use of advocacy networks, and the ability to communicate effectively both with a cohort group and a broader constituency of environmental scholars and professionals.
3. Mentoring and advising are crucial aspects of a learning community. The faculty cultivate strong mentoring relationships. During the first year of the program, students are encouraged to work closely with all of the faculty. Through coursework, they learn about each faculty member’s research interests and teaching approaches. Throughout all four phases of the program, students and faculty work very closely together in small classes, becoming intimately familiar with their common interests and ideas. Midway through the first year, students choose faculty advisers. Typically, the adviser becomes the dissertation chair. The adviser is deeply interested in the student’s work, providing support and encouragement, helping the student develop substantive expertise as well as explore issues of voice and expression. Through various consultations, the student and adviser become a learning team, thinking through scholarly choices and directions.
4. A doctoral program must be rigorous and deep, challenging students and faculty alike to think critically, imaginatively, and boldly. This requires a commitment to the highest standards of academic scholarship. Although our program is designed so that people can work and study simultaneously, the program places a new set of demands on a student’s time and commitments. These are exciting and deeply engaging prospects, yet they do change a student’s life, requiring a sense of purpose and efficiency. As students proceed through the program, they find that their scholarly interests are so engaging that they begin to take their full attention. During the dissertation process, it is especially helpful to find ways of integrating one’s professional commitments and academic work, or to find special fellowships or other means of support.
5. Environmental scholars should be reflective practitioners. In their professional roles, they have the leadership skills to implement innovative ideas and programs. As scholars, they have the reflective capacity and the theoretical tools to analyze their work and place it in a broad perspective. Antioch maintains a distinguished tradition emphasizing the integration of theory and practice. The environmental professional must consider the applied consequences of scholarly work. Thus we value the relationships between the university, the community, and the workplace. The program supports research that improves the effectiveness of environmental professionals, the organizations where they work, and the regions which they serve.
6. The environmental scholar is an engaged person, involved in relationships that require commitment, compassion, and conflict. Important values and ideals form the core of this engagement. The program emphasizes ecological identity and the importance of personal reflection. Environmental scholars must understand the psychological, ethical, and spiritual basis of their decisions, especially given the complex circumstances that surround environmental issues. By reflecting on and studying their experience of nature and community, they strengthen their ethical and moral resolve.

Middle Level Science PrerequisitesMS in Environmental Studies
MS in Environmental Studies with an Advocacy for Social Justice and Sustainability Concentration
MS in Environmental Studies with a Conservation Biology Concentration
MS in Environmental Studies with an Environmental Education Concentration
MS in Environmental Studies with Science Teacher Certification
MS in Environmental Studies with a Self-Designed Studies Concentration
MS in Environmental Studies with a Sustainable Development and Climate Change Concentration
MS in Resource Management & Conservation
PhD in Environmental Studies

Master of Science in Environmental Studies

MS—42 credits

The MS in Environmental Studies degree, with or without certification, requires a minimum of five semesters and 42 credits.

All students must fulfill each competency area for the number of credits indicated or submit a request for a waiver form to the Department of Environmental Studies. A minimum of two semesters of an appropriate professional internship is also required. Students are expected to develop basic competencies in the areas listed on the following pages.

Together with your advisor, students will develop a program plan during your first semester which will:

1. describe planned internship;
2. list the specific methods to be taken to develop needed competencies;
3. indicate courses or requirements, if any, to be waived and why;
4. indicate other special arrangements such as advanced standing, general education requirements which need to be met, etc.

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Master of Science in Environmental Studies with a Concentration in Advocacy for Social Justice and Sustainability

MS—42 credits

To earn the MS degree in Environmental Studies, you must earn a minimum of 42 credits distributed as follows:

Required Courses are Listed Under Each Competency Area

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Master of Science in Environmental Studies with a Concentration in Conservation Biology

MS—42 credits

To earn the MS degree in Environmental Studies, you must earn a minimum of 42 credits distributed as follows:

Required Courses are Listed under Each Competency Area

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Master of Science in Environmental Studies with a Concentration in Environmental Education

MS—42 credits

To earn the MS degree in Environmental Studies, you must earn a minimum of 42 credits distributed as follows:

Required Courses are Listed under Each Competency Area

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Master of Science in Environmental Studies with Science Teacher Certification

MS—42 credits

To earn the MS degree with certification in either Life Sciences or Middle Level Science you must meet the general education requirements, satisfy the prerequisites listed below, and successfully complete a minimum of 42 credits, distributed as follows, in the section following the prerequisites:

Life Science Certification Prerequisites

You must satisfactorily complete (“B” or better) the following courses from an accredited undergraduate or graduate institution (within the last 10 years of beginning the program) or obtain a passing score on an equivalent CLEP exam before you can be recommended for certification to the State of NH.

• two semesters of Basic Biology with lab (molecular and cellular, CLEP accepted
  toward one of the two semesters)
• one semester of Chemistry with a lab (CLEP accepted)
• one semester of Mathematics (CLEP accepted)
• one semester of Physics (not available at Antioch; CLEP test not offered by ETS)

Middle Level Science Prerequisites

In addition to a solid academic background in at least one science area, you must satisfactorily complete (“B” or better) the following courses from an accredited undergraduate or graduate institution (within the last 10 years of beginning the program), or obtain a passing score on an equivalent CLEP exam before you can be recommended for certification to the State of NH.

• one semester of Basic Biology with lab (molecular and cellular, CLEP accepted)
• one semester of Chemistry with a lab (CLEP accepted)
• one semester of Mathematics (CLEP accepted)
• semester of Physics (not available at Antioch; CLEP test not offered by ETS)
• Course and Internship

Requirements Required Courses are Listed Under Each Competency Area

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Master of Science in Environmental Studies with a Concentration in Self-Designed Studies

MS—42 credits

This program is designed for students with strong academic backgrounds in their concentration and significant work experience in the environmental field. Students interested in self-designed studies must submit a program title, description, and course plan to the Director of Self-Designed Studies for approval upon matriculation. The approved plan must then be placed in your academic record in the Registrar’s Office.

To earn an MS in Environmental Studies, with a Self-Designed Studies, you must earn a minimum of 42 credits distributed as follows:

Required Courses are Listed under Each Competency Area

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Master of Science in Environmental Studies with a Concentration in Sustainable Development and Climate Change

MS—42 credits

To earn an MS in Environmental Studies with a Concentration in Sustainable Development and Climate Change, you must earn a minimum of 42 credits distributed as follows:

Required Courses are Listed under Each Competency Area

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Master of Science in Resource Management & Conservation

MS—30 credits

To earn the MS degree in Resource Management & Conservation you must earn a minimum of 30 credits distributed as follows:

Required Courses are Listed under Each Competency Area

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Doctor of Philosophy in Environmental Studies

PhD—69 credits

The doctoral program in Environmental Studies is at minimum a four-year, full-time program with the exception of candidacy, which is half-time. Students are required to attend classes for an 8-day intensive during each of the four summer sessions of the program. They are also required to attend classes on campus four weekends (Friday – Sunday) during the fall semester and four weekends during the spring semester of the first phase of the program; three weekends in the fall and three in the spring of the second phase; and two weekends each fall and spring semester in the third and fourth phases of the program. These doctoral weekends typically fall on the first or second weekend of each month. The program also requires weekly online work to supplement class time on campus. All of the courses described below are required courses, unless otherwise indicated.

Students have a maximum limit of ten years from the date of entry to complete all degree requirements, including the dissertation, and 69 semester-hour credits beyond the master’s. The student must complete the Candidacy Exam and successfully defend the Dissertation Proposal before admission to The Dissertation Year.

Required courses are listed under each competency area.

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ES PhD: Sequence of Study

• The doctoral curriculum consists of four phases: Foundation Courses; Research Strategies and Learning Domains; Candidacy; and Dissertation. Each year begins with the summer semester 8-day intensive.
• Fall and summer classes take place over four three-day weekends each month during Phase 1 of the program, three times a semester during Phase 2, and twice a semester during phases 3 and 4 of the program.
• Students and faculty remain engaged throughout the year via additional online learning.

During a class weekend, students typically arrive for a colloquium at 11 a.m. on Friday and take classes on Friday afternoon, Saturday all day, and Sunday until noon. Saturdays from 12-1 is reserved for community meetings.

Phase 1: Foundation                                                                                            18 credits

Summer

• Introduction to Research Design (3)
• Ecological Thought (3)

Fall

• Comparative Ecological Analysis (3)
• Environmental History (3)

Spring

• Global Environmental Change (3)
• Political Economy and Sustainability (3)

Phase 2: Learning Domain                                                                              21 credits

Summer

• Research Strategy I: Theory, Method and Design (3)
• Learning Domain Seminar I (3)

Fall

• Research Strategy Theory II, Method, and Design (3)
• Individualized Learning Domains. Two courses (6) To be selected from:
  • Approved Antioch graduate courses
  • Doctoral Learning Domain Projects (independent studies, formal courses)
  • Reading Seminars

Spring

• Learning Domain Seminar II (3)
• Individualized Learning Domain. One course (3). To be selected from:
  • Approved Antioch graduate courses
  • Doctoral Learning Domain Projects (independent studies, formal courses)
  • Reading Seminars

Phase 3: Candidacy                                                                                               11 credits

Summer

• Individualized Learning Domain. One course (3). To be selected from:
  • Approved Antioch graduate courses
  • Doctoral Learning Domain Projects (independent studies, formal courses)
  • Reading Seminars

Fall

• Service Learning Seminar* (4)

Spring

• Doctoral Qualifying Exam (0)
• Dissertation Proposal Seminar (4)

Phase 4: Dissertation                                                                                          19 credits

Summer

• Dissertation Seminar (4)

Fall

• Dissertation Seminar (4)
• Doctoral Dissertation (4)

Spring

• Doctoral Dissertation (4)
• Service Learning Project ** (3)

Total Credits for PhD in Environmental Studies                               69 credits

* May be taken during fall of Phase 3 or 4.
** May be taken any time during Phase 3 or 4.

An Overview of Key Elements

The doctoral learning sequence consists of four phases. These phases are designed to allow participants to acquire the skills of interdisciplinary scholarship and research, to explore specific areas of interest in depth, to apply their learning in a professional context, and to complete a comprehensive scholarly project.

Phase I (Foundation Courses):
Phase One provides the framework and boundaries of interdisciplinary environmental scholarship. Organized around a series of intensive 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.

Phase One coursework is integrative, theoretical, and conceptual, offering a wide range of courses that espouse a clear direction and vision, and reflect a broad array of faculty and student interests. Depending on who teaches and takes Environmental History, one might, for example, study philosophy of nature, diverse perspectives of nature in historical time, environmental ethics, or the history of American environmentalism. Similarly, Global Environmental Change can emphasize global warming, biodiversity, population studies, earth systems science, international environmental geopolitics, or attend to different interests of the learning community. This flexibility is essential, yet at the same time, the courses reflect unifying goals and objectives. These courses are taught so as to delineate the seminal conceptual themes, to emphasize research issues in the subject, and to explore research ideas and fields of study.

Two courses are offered during the summer semester (eight days in late June). Two courses are offered concurrently over a three-day period, Friday to Sunday, during one weekend of each month (fall and spring semesters). All students proceed together through this required sequence of courses.

Phase II (Research Strategies and Learning Domains):
During Phase Two students participate in an individualized, contracted learning program reflecting their academic and professional orientation. Students participate in a two-semester-long research seminar in which they learn the methodologies and literature that are appropriate to their work. In combination with selected courses, tutorials, and independent studies, they construct individualized academic strategies. All participants attend the intensive summer session (eight days in late June) and attend three intensive three-day weekend seminars each fall and spring semester.

A crucial function of the second phase of the doctoral program is the development of an individualized learning contract, what we call the Learning Domain.

Phase I: Foundation Courses

Ecological Thought

The course is organized on the premise that there is an emerging ecological worldview that is the foundation of academic environmental studies, professional environmental practice, and the contemporary environmental movement. This worldview transcends the domain of environmentalism per se, and is influential in a range of disciplines, professions and dimensions of public life. This course explores the dynamics of its emergence, by attending to three interconnected conceptual sets: ecology, nature and life (systems thinking, ecological thinking, evolutionary thought), power, place and space (power relations, natural resource transformation, globalization, the commons, paradigms of activism, environmental movements), and meaning, purpose, and identity (ecopsychology and ecospirituality, literary expression, perception and language, story and myth, and ecological identity). Students will have the opportunity to explore the intellectual roots of their own ecological worldview and to assess a specific intellectual direction of interest.

Introduction to Research Design

The purpose of this course is to become familiar with a variety of research paradigms and to study the different lenses that they provide for viewing and understanding the world, and in particular, the physical environment. Within paradigms, students try out different methodological approaches, such as surveys, in-depth interviews, case studies, and quasi experiments. Through the development of a research proposal, students ground discussions of theory in the practical concerns of research: framing research questions; designing a study; collecting and analyzing data; dealing with validity, reliability, and ethical issues; and writing a research report.

Comparative Ecological Analysis

This course is designed to provide participants with the methods and strategies needed to apply ecological principles in research. Interpretive tools, research methods, and theoretical approaches include basic statistical analysis and design, field ecology techniques, and computer models or simulations. Using ecological principles as a foundation, other approaches such as natural resource inventory, ecological impact assessment, and ecological restoration are covered. The course has a case study orientation, emphasizing contemporary ecological problems in diverse habitats, exploring the common problems and solutions that emerge.

Environmental History

This course examines the historical, cultural, and philosophical origins of our concepts of the environment. This course provides an overview of the environmental history of the United States and of the world, and indigenous views of environmental history. Students participate in many approaches to history, from histographical, social, political, and literary history to artistic and mythic approaches. In this course, students develop a framework for understanding how our conception of the environment has changed through time, and strengthen their understanding of how historical and philosophical issues engage and inform current debates.

Global Environmental Change

This course focuses on the natural and anthropogenic transformations of earth’s environment, transformations whose underlying processes occur across a multiplicity of space and time scales and whose non-linear interrelationships complicate prediction. Global environmental change has conditioned the earth for life, but human economic and population growth have dramatically accelerated environmental change during the past two centuries. We will examine long-term records of environmental change and the array of approaches and methods employed to understand evolution and behavior of the earth system, in order to contextualize historic and recent trends. Assessment of global change models and scenarios will provide information critical for evaluating the magnitude and significance of human forcing of change, ecosystem and societal vulnerability, and approaches to sustainability.

Political Economy and Sustainability

Political economy seeks to explain how political institutions, the economic system, applied sciences, and social movements interact over time. This course focuses on how these dynamics generate varied outcomes in relation to the goals of sustainability, justice, and economic well-being. Students will examine the political and economic roots of the global sustainability crisis. Students will assess political and economic reforms, policy processes, and policy tools that might yield better outcomes. Students will also develop a greater understanding of possible action strategies from within civil society, the business sector, government, and/or international bodies for creating a transition toward a more sustainable society. Doctoral students will explore theories, evidence, and controversies associated with the political, social, cultural, and/or economic dimensions of a specific topic relevant to their doctoral interests.

Phase II: Research Strategies and Learning Domains

Learning Domain and Environmental Leadership I

A series of lectures and workshops in this course are designed to provide students with the intellectual depth and research tools to define their learning domain. The students will engage in library research to fill out their individual knowledge maps, and the attendant literature on theoretical and applied dimensions of the thought collectives, theories, research applications and controversies associated with the learning domain. Students will discuss their work with leading scholars and writers and learn how others set the framework for and carry out their research. By the end of the course, students will have produced a blueprint blueprint to guide their learning through the coming year.

Research Strategy: Theory, Method and Design I

The emphasis during this semester of this two-part course is on how to interpret and evaluate positivist research studies. Positive research is by far the dominant paradigm of research in science today. By drawing upon published empirical research, students will learn firsthand how to dissect research studies to identify their shortcomings and strengths. Applications will come from social and natural sciences. Attention will be given to defining variables, designing experiments, and interpreting statistical analyses. Research ethics will be discussed. Students will be expected to write a literature review comparing and evaluating several similar research studies.

Reading Seminar

The purpose of the reading seminars is to allow students and faculty to engage in reading and writing on topics of mutual interest. During the Spring of Phase One, faculty (in consultation with students) develop a list of proposed seminars, reflecting their own interests and the emerging areas of interest in the learning community. During the Summer of Phase Two, students and faculty select the reading topics that are of most interest. In effect, the learning community constructs these specialized seminars. Reading seminars are particularly useful as a way to study bodies of knowledge and substantive themes that are of community-wide interest.

Research Strategy: Theory, Method and Design II

Qualitative inquiry has unique capacity to describe social behavior and process, uncover causal linkages, interpret meaning and significance, and build robust, empirical theory. Doing qualitative research involves more than mastering technical aspects of methods. It also requires grounding methodological decisions in a theoretical perspective and engaging ethical and political dimensions of doing research with others in social settings. This course offers an introduction to qualitative inquiry as it applies to environmental studies and related phenomena. It explores the philosophical underpinnings of particular traditions (e.g., ethnography, grounded theory) and builds practical competence with specific research skills (e.g., interviews, observation, field notes, analysis).

Learning Domain Seminar II

The purpose of this seminar is to provide an opportunity for students to engage their learning domain in the larger academic discourse and to delve into aspects of their learning domain that have not been addressed in reading circles, courses, or independent studies. Students will concentrate on developing critical reading and writing skills, and will create a piece of writing for publication.

Phase III: Candidacy Projects

Theory and Practice Seminar I

The seminar emphasizes the preparatory work necessary for both the Integrated Essay and the Service Project. For the Integrated Essay, students lay the groundwork for the essay. As preparation for the seminar, students compile a topographic map. This serves two functions. First, it allows for a synthesis of the seminal themes of the learning domain, specifically addressing the key theoretical approaches and directions. Second, it delineates the convergence among those approaches, posing questions for further inquiry. By the end of the session, students will compile an outline, describing the dimensions of the essay.

Theory and Practice Seminar II

This seminar is designed to provide a forum for consultation and critique as students work on their Service Projects and Integrated Essay. It provides participants with an opportunity to discuss the meaning of scholarship and service as they are engaged in their projects. This seminar will explore questions such as claims to knowledge, the role of the expert, the relationship between scholarship and political action, the political context of environmental research, and issues of uncertainty and ambiguity. What are the special problems encountered by the environmental researcher who is actively involved in community projects? What is the role of scholarship for the activist? How might research contribute to social change and environmental action?

Dissertation Proposal

This seminar allows students to devote themselves to developing and refining the research questions that are the foundation of a dissertation, and to exploring, analyzing and critiquing methods specific to their research interests with the purpose of selecting the methods they will employ.

Upon completion of this seminar students should have completed or be very close to completing a draft research proposal, which sets forth the nature of their dissertation inquiry and a detailed account of the methods to be used. Since the proposal also contains material supporting the relevance of the dissertation topic and the appropriateness of the chosen methods, the seminar will also focus on the organization of literature surveys and the identification of key references that serve as models for the specific
dissertation work.

Phase IV: The Dissertation Process

Dissertation Seminar

This year-long seminar is designed to provide support and consultation for students in the process of formulating and carrying out their doctoral dissertation research. Topics to be addressed during the year include: ongoing evaluation and assessment of research methods, research ethics, dilemmas of working in the field, analysis, writing the dissertation, making formal presentations, dissemination of research results, and transformations students experience in their growth as scholars. Students along with the instructors are intended to serve as a peer community, providing support, advice, and critique. Each semester, students will make a formal presentation to the class documenting the current state of their research and bringing to the class the expertise they have developed. Additional faculty may be brought in as needed to provide input in special topic areas.

Here are some examples of how a Learning Domain might be conceived:

1. The education director of a nature center may wish to study the educational factors that contribute to environmental literacy. Her ultimate goal may be to implement exemplary environmental education programs. In this case, research, design, and application may include topics such as environmental interpretation, environmental education methodologies, science education, the history of environmental education, cognitive theory, curriculum development, wilderness education, multicultural education, controversial issues education, or educational policy. The student’s professional interests may lead her to develop, research, evaluate, and implement techniques currently being used in environmental education, that have been proposed for dissemination, or have been the subject of educational controversy. A special emphasis may be placed on the evaluation and assessment of environmental education programs, processes, and projects.
2. An interdisciplinary scholar may wish to teach environmental studies or environmental education at the college level. His academic interest may involve understanding a broad range of conceptual approaches, including ecological principles, global ecology, and environmental science, with specific competence in topics such as wetlands, water quality, land use, or waste management. This Learning Domain may focus on developing skills that promote excellence in college teaching. Preparation would include research and practice in environmental education methodologies, the history of environmental education in university settings, curriculum development, and communications theory. An individualized study program may include the development of innovative curriculum for interdisciplinary environmental studies courses, several supervised teaching experiences, and a study of the role of environmental education in the liberal arts curriculum.
3. A curriculum designer may be specifically interested in how pre-adolescent children develop a sense of place. Her field of study may include various aspects of cognitive development, nature writing, cultural geography, cultural anthropology, and environmental psychology. Her research might include cross-cultural comparisons of ecological identity, focusing specifically on conceptions of place. This can be accomplished through a qualitative or quantitative design, depending on the specifics of the project and the goals of the researcher. The challenge is to create a field of knowledge that has conceptual integrity and yields a framework for literature review and research design.
4. A field biologist with several years of experience working for a federal agency conducting endangered species research and management is interested in returning to academia to pursue in-depth research in endangered species conservation. She is interested in studying the effects of urbanization and habitat fragmentation on the distribution and persistence of an endangered species, and is particularly interested in “overabundant” native predators and how human activities influence their populations in endangered species habitat. She will include advanced statistics and research design methods in her Learning Domain year coursework, as well as attendance at pertinent academic and applied conferences and symposia. She will explore the primary literature in landscape ecology, mesopredators and predator-prey interactions, urban ecology, and conservation biology to develop a theoretical framework for her research question. She understands that focusing on ecology and wildlife management is not enough when working in the public sector; an interdisciplinary approach will allow her to become well-versed in multiple ideologies and enable her to better manage the human and political components inherent to conservation issues today.
5. A consulting forester is interested in the relationship between local forestry practices and global environmental change. Over the last twenty years, she has observed significant habitat changes, including forest fragmentation, changing land use patterns, declining migrating song bird populations, and perhaps a shift in climate. To investigate these observations more fully requires a detailed study of conservation biology research techniques, biodiversity studies, island biogeography, landscape ecology, and global climate change. The student is particularly interested in the local policy ramifications of this research and decides to specialize in nature reserve and wildlands design, integrating ecological patterns with an understanding of environmental policy.
6. The policy director of an environmental organization that supports and implements international exchange programs is interested in exploring the cross-cultural dimensions of grass roots environmentalism. His long-range goal is to facilitate the development of international environmentalism, but he wishes to do this within a more specific context, i.e., comparative land use policy. Recognizing this, he develops a program that explores ecological economics, international land use policy, grass roots political organization, and community organization. He may also choose to specialize in a specific country or region, learning the linguistic, cultural, and environmental history of that area. His research may involve a case study of successful exchange programs, emphasizing policy recommendations.
7. The director of a regional land trust is interested in the theoretical context of sustainable economics, including the historical evolution of environmentalism. As a political activist, she has been a major influence in the development of a regional Green party. As a field of study, she is interested in Green political theory and its relationship to contemporary environmentalism. This includes an innovative integration of political philosophy, political economy, environmental ethics, and social theory. Her research may include a case study of the development of Green politics in a specific region, an analysis of Green political values, or a theoretical discussion of the ecological basis of Green politics.
8. The director of a wilderness expeditions travel program is interested in the therapeutic potential of outdoor experiences. He has been developing integrated programs which include natural history exploration, adventure challenge, and meditation techniques. These programs serve a wide variety of clients. As preparation for research, the student designs a comprehensive reading program in ecopsychology, evolutionary psychology, ecospirituality, and cultural studies. His research may include detailed qualitative assessments of whether individuals and groups are transformed by seminal wilderness experiences and how these experiences are incorporated in everyday life.

Here are some titles of Learning Domains
from current students:

• Territories of Commonality: The Politics of Place in New England Watersheds
• Land Use Ethics: Community Planning and Environmental Policy
• Other Peoples’ Ecologies: Perception, Culture, and Natural Resources
• Canopies, Insects, and Soils

The Antioch University New England Environmental Studies Doctoral program is designed for the adult learner/environmental practitioner who has a commitment to scholarly excellence, who wishes to design, implement, and evaluate innovative research regarding crucial environmental issues. This is a risk taker, a person who is willing to participate in on-line learning, alternative delivery models, and an innovative approach to doctoral education. We submit that this is precisely what the profession requires. Our students are involved in creating an academic, reflective, and scholarly approach to professional environmental issues, one that is specifically designed for the “twenty-first century”.

The prospective student has significant work experience in the environmental field. This may include management, education, teaching, planning, research, writing, public relations, business, communications, advocacy, policy development and analysis, or consulting. This person typically has already earned a master’s degree, but is looking for new academic and professional challenges. Prospective students may emerge from one of the numerous organizations of the environmental community: environmental education centers, nature centers, museums, advocacy organizations, planning agencies, public interest groups, state and federal environmental agencies, businesses, and consulting firms.

Profiles of Students in the Program

• Laura Alexander
  Assistant Professor in Community & Environmental Studies/Natural Sciences
  Colby-Sawyer College
  New London, NH
• Craig Gemmell
  Doctoral Candidate
  Environmental Studies
  Antioch University New England
  Keene, NH
• Luanne Johnson
  Doctoral Candidate
  Environmental Studies
  Antioch University New England
  Keene, New Hampshire
• Meagan Jones
  Doctoral Candidate
  Environmental Studies
  Maui, Hawaii
• Brian Keel
  Doctoral Candidate
  Environmental Studies
  Shushan, New York
• Marian Knapp
  Doctoral Candidate
  Environmental Studies
  Newton, Massachusetts
• Alison Ormsby, PhD
  Alumnus
  Environmental Studies
  Eckerd College
  St. Petersburg, Florida
• Mercedes Quesada-Embid, PhD
  Alumnus
  Environmental Studies
  Keene, New Hampshire
• Mary-Jeanne (MJ) Raleigh, NCC
  Doctoral Candidate
  Environmental Studies
  Henniker, New Hampshire
• Emily Stanley
  Doctoral Candidate
  Environmental Studies
  Baltimore, Maryland
• Elin Torell, PhD
  Alumnus
  Environmental Studies
  University of Rhode Island
• Nora Traviss, PhD
  Alumnus
  Environmental Studies
  Keene, New Hampshire
• Tharcisse Ukizintambara
  Doctoral Candidate
  Environmental Studies
  Rwanda
• Jennifer J. Wilhoit, PhD
  Alumnus
  Environmental Studies
  Doctoral Program
  Vashon Island, Washington

Summer 2013

June 22-29

Fall 2013

Sept 6, 7, 8
Oct 4, 5, 6
Nov 1, 2, 3
Dec 6, 7, 8

Spring 2014

Feb 7, 8, 9
Mar 7, 8, 9
Apr 4, 5, 6,
May 2, 3, 4