MS in Resource Management & Conservation

Master of Science in Resource Management and ConservationThe Master of Science in Resource Management and Conservation is designed for the professional who seeks an effective leadership role in 21st 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.

Designed for the working professional

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 meet about once a month, starting in Fall.

Choose a Professional Science Master’s Option

The RMC program has been approved for affiliation as a Professional Science Master’s (PSM) Professional Science Master'sby the Council of Graduate Schools. The RMC-PSM requires completion of the 30 credits from the RMC program requirements and an additional 12 credits from completing the Environmental Science Certificate. The Environmental Science Certificate includes 3 environmental science courses (9 credits) and one internship (3 credits). This results in a 42-credit RMC-PSM.

The Environmental Science Certificate is a grouping of additional courses added to an RMC student’s ongoing master’s degree. It is not available as a stand alone certificate; students must be enrolled in the Resource Management master’s degree to pursue this concentration.

Students can choose to follow the PSM track of studies or the non-PSM track of studies. Learn PSM track requirements and details here.

Manage for just and sustainable environmental change.

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.

Learn from experienced environmental professionals.

Faculty have years of real-world practice in regional, national, and international environmental problem solving which informs teaching and course design.

Apply what you learn to your career.

Enhance your resume 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.

Program Delivery

  • 30 credits
  • Intensive monthly classes are held on Friday afternoons and weekends; weekends and on-line option in the final Fall.
  • Can be completed in 16-months

Antioch University New England is fully accredited by the Higher Learning Commission.

The Sustainable Development and Climate Change (SDCC) concentration and the Resource Management and Conservation (RMC) program stem from the same core Resource Management and Administration (RMA) MS degree program. Antioch University New England’s RMA program began in 1978 and was renamed the Resource Management and Conservation program in 2007 to recognize the critical role of conservation in sustainable resource management. SDCC and RMC The original RMA program was designed to train the next generation of environmental leaders in effective resource management. This professional graduate program focused on enhancing a student’s professional skills and knowledge of policy and science in order to support future careers as environmental leaders and managers. Graduates of this program now practice in environmental leadership roles throughout the United States and around the world. In order to meet the evolving needs of the future, in 2010 the program branched into two Master of Science Degrees: The MS in Environmental Studies with a concentration in Sustainable Development and Climate Change and the MS in Resource Management and Conservation.

What are the differences between the Resource Management and Conservation program and the Sustainable Development and Climate Change concentration?

The Master of Science in Resource Management and Conservation program (RMC) prepares graduates for leadership and management roles in public and private sector organizations that focus on resource management and conservation. Students learn the skills they need to facilitate, manage and lead within a science-based profession and are provided opportunities for scholarly investigation so they can make solid policy decisions and implement sound strategies designed to address complex environmental issues. The RMC program is designed for working professionals who have academic grounding in the physical or natural resource sciences and demonstrated work experience in the environmental field.

The goal of the Sustainable Development and Climate Change concentration (SDCC) is to provide students with a foundation of theory and knowledge and the requisite skills for future professional careers that recognize and embrace the critical need of sustainable development within the context of a rapidly changing climate. These students will be prepared to deal with multi-issue, multi-stakeholder environmental challenges through a trans-disciplinary program that integrates courses in environmental and social sciences, policy, communication and leadership skills.

This concentration is designed for students who are entering or are in the early phase of their profession. Graduates are prepared for a variety of environmental careers in the public and private sectors including local and regional planning, environmental regulation and compliance, environmental consulting, and environmental non-profit leadership.

Vernal PoolsStudents come to the RMC program from diverse backgrounds in the natural and environmental science arena. They are seeking to broaden their expertise as leaders; increase their effectiveness as applied scientists, planners, and resource managers; and to expand their career options and to move into positions that inform policy. Required courses in the RMC program are scheduled for the latter part of Fridays and weekends for five weeks during fall and spring semesters. Additional courses are offered over three weekends in the summer terms. Students study the broad range of theory and skills required to professionally address resource conservation, which include approaches as diverse as preservation, sustainable use, mitigation, and restoration.

This combination of theory and skills, combined with opportunity for real-world application, prepares our graduates to move into leadership positions. RMC students help environmental organizations operate more efficiently and to more effectively pursue their environmental objectives.

Entering students should have demonstrated three years of post-undergraduate work or research experience in the natural resources, environmental sciences, landuse/community planning, or sustainability fields. Those that have less then three years of such experience in the environmental studies domain but have demonstrable work experience in disciplines related to environmental health, economic development, law, engineering, or other physical or biological sciences may be accepted on review by program faculty.

“Conservation” is an inclusive term for the dynamic work of balancing human needs with maintaining and improving those natural systems upon which we depend. To “conserve” can entail approaches as diverse as preservation, sustainable use, mitigation, and restoration.

Conservation is at the core of why we educate and train professionals. For our students conservation is not simply scientific understanding of the natural systems, nor just conducting research within the natural world. Both of these are necessary activities but not sufficient. Ultimately, conservation is the lens through which decision-making, and the subsequent management of the implementation of those decisions, is accomplished.

We define “resource” not as just as the natural resources, but also as knowledge, stakeholders, networks, expertise, funding, and time. We define “management” as the administrative, communication, and facilitation skills required to critically utilize these resources to develop effective and sustainable solutions to the complex challenges that our graduates face as professionals.

Thus a degree in Resource Management and Conservation provides students with the theory and skills to marshal the requisite resources in a timely fashion, to counteract forces that threaten the natural systems, organizational structures, and social institutions required to maintain a sustainable society.

Energy and passion alone do not create comprehensive solutions to complex problems. It takes: leadership informed by science, theory tempered by practical experience, and the integration of diverse perspectives through systems thinking.

In the course of the RMC program, students become:

Leaders: RMC students enter with a range of professional and leadership backgrounds. We aim to enhance and improve our students’ ability to facilitate and manage multi-issue, multi-stakeholder environmental problems. It is this leadership that is needed to solve the complex environmental problems of today and tomorrow.

Resource Managers: A resource manager will be able to assess scientific and economic research; understand the interrelationships among and between public policy, science, economics and law. They will be able to apply these skills to effectively manage complex projects. Our students will be able to apply quantitative, spatial and qualitative research approaches to address science based problems.

Conservationists: For our students, conservation is not simply scientific understanding of the natural systems, nor just conducting research within the natural world. Both of these are necessary activities but not sufficient. Ultimately, conservation is decision-making and subsequently managing the implementation of those decisions.

Visionaries: Our students learn to demonstrate and apply theory into practice. We focus on facilitative and adaptive leadership as well as applying skills in external stakeholder capacity building. Our students will understand the definition and requirements of organizational sustainability.

Our faculty works with our students to achieve their goals and develop as leaders.

Upon completion of their Master of Science program in Resource Management and Conservation, students are able to:

Antioch University New England Graduates

  • Identify and understand the scientific and social complexities within the interdisciplinary field of environmental studies including ethics, sustainability and social justice;
  • Apply quantitative, spatial and qualitative research approaches to addressing science based problems;
  • Critically assess scientific and economic research;
  • Understand the interrelationships among, and between, public policy, science, economics and law;
  • Demonstrate and apply skills in external stakeholder capacity building;
  • Demonstrate and apply skills in facilitative and adaptive leadership;
  • Draw on theory to inform the practice of change management at multiple organizational scales;
  • Effectively manage complex projects and associated budgets and timelines;
  • Understand the definition and requirements of organizational sustainability.

MS 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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape(3)
  • ESC 572 Earth Systems and Climate Change (3)
  • ESC 544 Leadership for Change (3)
9 credits
Concentration Requirements

  • ES 515 Organizing for Social Change (3)
  • ES 517 Diversity, Justice and Inclusion (3)
6 credits
Methods

  • Choose from any course designated as “methods” in the competency area
15 credits
Internship and Seminar

  • ES 696 A minimum of two 3-credits professional internships (3) + (3)
6 credits
Capstone Project

  • ES 699A Master’s Project or ES 699C Master’s Thesis or ES 600 Collaborative Service Initiative (3)
3 credits

Total Credits for MS in Environmental Studies
with a Concentration in Advocacy for Social Justice & Sustainability

42 credits

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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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape (3)
  • ESC 572 Earth Systems and Climate Change (3)
  • ESC 544 Leadership for Change (3)
  • ESC 601 Political Economy and Sustainability (3)
12 credits
Concentration Requirements

  • ES 519 Biostatistics
  • ES 563 Conservation Biology
6 credits
Methods

  • Choose from any methods and concentration courses
15 credits
Internship and Seminar

  • ES 696 a minimum of two 3-credit professional internships (3) + (3)
6 credits
Capstone Project

  • ES 699A Master’s Project or ES 699C Master’s Thesis or ES 600 Collaborative Service Initiative (3)
3 credits

Total Credits for MS in Environmental Studies
with a Concentration in Conservation Biology

42 credits

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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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape (3)
  • ESC 572 Earth Systems and Climate Change (3)
  • ESC 544 Leadership for Change (3)
  • ESC 601 Political Economy and Sustainability (3)
12 credits
Concentration Requirements

  • ESE 502 Foundations of Environmental Education (3 credits)
  • ESE 514 Program Planning and Design (3 credits)
6 credits
Methods

  • Choose from any course designated as “methods” in the competency area
15 credits
Internship and Seminar

  • ES 696 A minimum of two 3-credit professional internships (3) + (3)
6 credits
Capstone Project

  • ES 699A Master’s Project or ES 699C Master’s Thesis or ES 600 Collaborative Service Initiative (3)
3 credits

Total Credits for MS in Environmental Studies
with a Concentration in Environmental Education

42 credits

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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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape (3)
  • ESC 572 Earth Systems and Climate Change (3)
  • ESC 544 Leadership for Change (3)
  • ESC 601 Political Economy and Sustainability (3)
12 credits
Concentration Requirements

  • ESE 544 Curriculum Design (3)
  • ESE 521 Problem Solving and Inquiry-Based Science Teaching (3)
6 credits
Required Methods Courses

  • ESE 535 Conceptual & Human Development (3)
  • ESE 536 Foundations of Science & Environmental Education (3)
  • ESE 520 Science Teaching Methods (3)
  • EDP 598 School Law (1)
  • ESE 522 Teaching Exceptional Children (2))
12 credits
Additional Methods course selections

  • Choose from any course designated as “methods” in the competency area
6 credits
Capstone Project

  • ES 691, ES 692 or ES 694 Student Teaching Internship and Seminar (6)
  • A full-time, 15-week student teaching internship at an approved site in the area of your certification tract
6 credits

Total Credits for MS in Environmental Studies with
Science Teacher Certification

42 credits

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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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape (3)
  • ESC 572 Earth Systems and Climate Change (3)
  • ESC 544 Leadership for Change (3)
  • ESC 601 Political Economy and Sustainability (3)
12 credits
Concentration Requirements

  • Self-designed concentration course (3)
  • Self-designed concentration course (3)
6 credits
Methods Courses

  • Choose from any course designated as “methods” in the competency area
15 credits
Internship and Seminar

  • ES 696 A minimum of two 3-credit professional internships (3) + (3)
6 credits
Capstone Project

  • ES 696 A minimum of two 3-credit professional internships (3) + (3)
3 credits

Total Credits for MS in Environmental Studies with
a Concentration in Self-Designed Studies

42 credits

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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

Core Areas

  • ESC 550 Community Ecology of the New England Landscape (3)
  • ESC 572 Earth Systems and Climate Change (3)Earth Systems and Climate Change (3)
  • Ecological Dynamics of Landscapes (3)
  • ESC 544 Leadership for Change (3)
  • ESC 601 Political Economy and Sustainability (3)
12 credits
Concentration Requirements

  • ES 570 Climate Change Resilience, Adaptation and Mitigation (3)
  • ESPE 570A Environmental Assessment Planning and Design Strategies (3)
6 credits
Methods Courses

  • Choose from any course designated as “methods” in the competency area
    Electives
15 credits
Internship and Seminar

  • ES 696 A minimum of two 3-credit professional internships (3) + (3)
6 credits
Capstone Project

  • ES 699A Master’s Project or ES 699C Master’s Thesis or ES 600 Collaborative Service Initiative (3)
3 credits

Total Credits for MS in Environmental Studies with a Concentration in Sustainable Development and Climate Change

42 credits

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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

RMC Concentration Requirements

  • ESM 516 Building Sustainable Organizations (3)
  • ES 570 Climate Change Resilience, Adaptation and Mitigation (3)
  • ES 602 Comparative Ecological Analysis (3)
  • ESPE 560 Energy and Materials Sustainability (3)
  • ESAF 500 Financial Administration (3)
  • Methods selection (3)
  • ESC 544 Leadership for Change (3)
  • ES 524 Proposal Writing and Project Management (3)
  • ES 532 Qualitative and Quantitative Research Techniques (3)
27 credits
Capstone Project

  • ES 600 Collaborative Service Initiative , ES 699A Master’s Project or ES 699C Master’s Thesis
3 credits

Total Credits for Master of Science in Resource Management & Conservation

30 credits

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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.

Phase 1 Foundation 18 credits
  • ES 707 Introduction to Research Design (3)
  • ES 700 Ecological Thought (3)
  • ES 702 Comparative Ecological Analysis (3)
  • ES 703 Global Environmental Change (3)
  • ES 705 Political Economy and Sustainability (3)
  • ES 704 Environmental History (3)
Phase 2 Learning Domain

  • 727 Research Strategy: Theory, Method, and Design (6)
  • ES 726 Doctoral Learning Domain & Environmental Leadership I & II (6)
  • Individualized Learning Contract (12)

To be selected from:

  • Approved Antioch graduate courses
  • Doctoral Learning Domain Projects (independent studies, formal courses)
  • Reading Seminars
24 credits
Phase 3 Candidacy

  • ES 771 Doctoral Qualifying Exam (3)
  • ES 774 Dissertation Proposal Seminar * (3)
  • ES Service Learning Seminar* (3)
9 credits
Phase 4 Dissertation

    • ES 752 Service Learning Project *(3)
    • ES 776 Dissertation Seminar (2 semesters, 3 credits each = 6)
    • ES 899 Doctoral Dissertation (3 semesters, 3 credits each = 9)

* May be taken the previous year in the program with permission of advisor and instructor.

18 credits

Total Credits for PhD in Environmental Studies

69 credits

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REQUIREMENTS: 30 CREDITS

To meet the needs of the practicing professional, RMC classes are held on Friday afternoons and weekends. RMC graduates complete a minimum of thirty credits of academic and applied work over four semesters. Classes meet five weekends in the Fall and Spring semesters and four weekends during the Summer semester.

Fall I

ESM 516 Building Sustainable Organizations
Elective
ES 602 Comparative Ecological Analysis

Spring I

ESAF 500 Financial Administration
ESPE 560 Materials & Energy Sustainability

Summer I

ES 524 Proposal Writing & Project Management
ES 532 Qualitative and Quantitative Research Design Techniques

Fall II

ESC 544 Leadership for Change
ES 600 Collaborative Service Initiative-Capstone Project
ES 570 Climate Change-Resilience, Adaptation, and Mitigation

Building Sustainable Organizations course - Field Trip to Bensonwood Construction

Building Sustainable Organizations course
field trip to Bensonwood Construction

Building Sustainable Organizations course -
Field trip to Bensonwood Construction

ESM 516 Building Sustainable Organizations

BSO surveys the landscape of sustainability theory and literature by considering organizational purpose, design and behavior through the lenses of ecology, management, economics and social justice. This course prepares students to analyze organizations from the perspective of sustainable practices, and to develop an understanding of the importance of self-knowledge and personal sustainability. BSO is designed to serve as a gateway for further study. The course relies heavily on active participation by all class members, drawing from each participant’s previous organizational and managerial experiences.

ES 570 Climate Change-Resilience, Adaptation, and Mitigation

The goal of this course is to increase students’ breadth and depth of understanding of, and discourse in, adaptation and mitigation strategies that span changes to technologies and management strategies to changes in social organization and related institutions. The course will address how to evaluate the robustness of social-ecological systems and the ramifications this has on the management of resources on the landscape into the future. Skill development in evaluating potential adaptation strategies, at different scales, will be introduced, and the concepts of uncertainty and vulnerability assessment, risk and decision analysis. Students are introduced to components of a risk communication and the psychological foundations of effectively communicating climate change to decision-makers.

ES 600 Collaborative Service Initiative-Capstone Project

The Collaborative Service Initiative (CSI) course provides students, with faculty oversight, work on an applied external project. This can include applied ecological or social research, energy and materials management, evaluation, or other consultation projects. These projects are completed over the course of a semester by teams of 3 to 5 graduate students with guidance and support from AUNE faculty and staff. Students participate in the selection of potential projects and team formation during the semester preceding their CSI project. Each team chooses one of the proposed external partner projects and then collaborates with this partner organization to develop a defined scope of work, seek solutions to the client-identified challenges, and provide high quality deliverables. The CSI experience will provide an experiential learning opportunity for students and deepen their engagement with a community partner.

ES 702 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.

ESAF 500 Financial Administration

The overall goal of the course is to introduce students to the principles of financial administration as applied to the management of organizations. This course is designed for students with little or no financial background. There is an emphasis on governmental and non-profit organizations. The course has the objectives for the student to: become familiar with the language of finance essential for those who will play a role in managing the financial resources of an organization; understand the basics of the financial system and its components; learn the principles of preparing an annual and capital budget; gain experience in setting up and using spreadsheets; develop skills in the analysis, interpretation, and use of financial information; become familiar with the principles of time value of money; review the principles of investment and retirement accounts; and become familiar with the key components of an annual financial audit and systems of internal control. The course will focus on gaining competency in financial management skills as directed towards running an organization. It will briefly expose the students to accounting/book-keeping, primarily for the purpose of gaining an understanding of the language and the principles of accounting. Spreadsheet programs will be utilized as a primary tool in analyzing and presenting financial information. A number of case studies will be used to illustrate the principles of effective financial management.

ESC 544 Leadership for Change

Leadership for change is the art of structuring organizations and collaboration, building morale and vision, and facilitating group deliberation and decision-making to guide effective policy-setting and organizational work that makes a positive difference at the individual, interpersonal, organizational, field, and societal levels. This course will help students develop the skills and understandings that support leadership that is adaptive, inclusive, participatory, collaborative, culturally competent, and effective. Participants in this class will be challenged to explore 1) personal leadership competencies and styles; 2) group dynamics, inclusion, and team facilitation; 3) strategies for engaging diverse stakeholders; and 4) the capacity of creative leadership to facilitate large-scale systemic change.

ESPE 560 Materials & Energy Sustainability

Individuals, either as a consumer, an employee or someone who lives on the landscape, are learning to become more environmentally responsible and realize true savings through adopting sustainability driven policies and practices. In this course we will examine how the emerging field of materials and energy sustainability can help individuals and organizations to become more effective at reducing their ecological footprint. This course is based on the premise that the material and energy flow throughout one’s home or business is part of a greater life cycle which stretches from raw material extraction through the manufacturing stages and onto consumer and post-consumer stages. We will discuss concepts in the areas of waste reduction, pollution prevention, sustainable energy, environmental management and life cycle analysis to equip participants with the tools they need to understand and potentially reduce environmental impact within the different domains of their lives. Course participants will produce a final project for an actual organization and document their application of the concepts discussed in class.

ES 524 Proposal Writing & Project Management

This course focuses on gaining competency in the three phases of the grants process: planning, research, and writing. Students will research and explore public and private funding sources appropriate to the human services and environmental fields. Criteria for selecting potential funding sources, the basic elements of a proposal, and developing successful collaborative efforts will be emphasized. Students will interactively engage in each phase of the process and will demonstrate their learning through the development of a funding proposal that is relevant to their area of concentration or research. Effective project management tools and skills (such as tracking personnel, budget spread sheets, use of Gantt charts, etc.) will be discussed and explored through case studies and classroom applications. Additional contact hours will be met by specific online coursework.

ES 532 Qualitative and Quantitative Research Design Techniques

The purpose of this course is to gain a basic understanding of quantitative and qualitative research approaches so that students, in their professional life, can assess research reports that must be evaluated in order to develop policy and/or to inform implementation. The material presented is done at depth and breadth to provide a basic understanding of how research is done and why specific techniques and approaches are used for answering specific questions. Students will try out different methodological approaches that include basic statistical analysis and design, field techniques, and computer models. Through the development of a research proposal, students will ground discussion of theory in the practical concerns of research; framing research questions; designing a small study; collecting and analyzing data; dealing with validity, reliability, and ethical issues; and writing a research report. Additional contact hours will be met by specific online coursework.

Recycling capstone projectThe capstone project will be completed the final term of the program. However, students will be meeting the latter half of the preceding term in preparation for the intensive work of the capstone project.

Project Solicitation

Two terms prior to the capstone, private firms, NGOs, and the public sector entities will be sent out a formal solicitation for potential projects to be completed by students the during the final, captone term. It will be communicated externally that this will be competitive process.The projects are evaluated both by faculty and students to ensure that the scope and scale of the request is appropriate and matches interests of the current cohort.

Group Process

The steps of the group process include:

  • Assess abilities of group members
  • Delegate responsibilities
  • Develop a communication strategy (over time and space)
  • Develop a project management structure
  • Finalize a timeline w/ benchmarks
  • Conduct research
  • Develop final outputs in “one voice”
  • Resolve conflicts

Student Outputs

  • Final report
  • Formal presentation to client
  • Self-assessment of process challenges and solutions described through an adaptive leadership lens

Examples of types of projects that might be chosen:

At Antioch University New England students have the opportunity to work with faculty on various consulting projects. These projects allow students to think dynamically and put theory into action. Many students find these research assistantships to be vital to their AUNE experience. The following is a sampling of projects that students and faculty have jointly worked on over the past several years. They also illustrate the types of projects could also serve as a Capstone: Collaborative Service Initiative.

 

Beaver BrookRiparian Corridor Wildlife Assessment 
Study of Impacts to Wildlife Habitat and Connectivity for the Urbanized Beaver Brook, Keene, NH


Lake Sunapee Watershed Infrastructure Project

Lake Sunapee Watershed Infrastructure Project
Study of impact from climate change and facilitation of public policy process


Liberia Post-Conflict Infrastructure ProjectLiberia Post-Conflict Infrastructure Project 
Development of Intervention Strategies to Re-establish Urban Environmental Services


Climate Change AdaptationClimate Change Adaptation 
Study of Impacts to the Oyster River Watershed and Great Bay Estuary


Regional Organics Recovery

Regional Organics Recovery 
Establishment of a Composting Option for Commercially Generated Organics, Brattleboro, VT


Waste Action Collaborative of Sullivan County, NHWaste Action Collaborative of Sullivan County, NH
Developing and Implementing a Recycling-Based, Integrated, Waste-Management Plan


Monadnock NH Region Greenhouse Gas Reduction Initiative

Monadnock NH Region Greenhouse Gas Reduction Initiative: COOL


MonadnockCommunity Technical Assistance Project (CTAP)Community Technical Assistance Project (CTAP)
A Regional Community Driven Smart Growth Initiative in New Hampshire


Community Conservation Partnership (CCP)

Community Conservation Partnership (CCP)
Assisting Communities in the Monadnock Region Develop Local Conservation Plans


Friends of Center City Keene

Friends of Center City Keene
Building Community Consensus in Supporting a Vital Downtown Keene, New Hampshire

The following Department of Environmental Studies core and associate faculty members currently mentor students and teach courses taken by Sustainable Development and Climate Change Concentration students and Resource Management and Conservation students. There are also adjunct faculty members that teach specific courses in the department.

Abigail Abrash, MSc, Assistant to the President for Sustainability/Social Justice. Abi’s areas of focus include sustainability, social and environmental justice and community development. She has experience in public and corporate policy advocacy, and organizational and change leadership in her work with ActionWorks and the Robert F. Kennedy Memorial Center for Human Rights. She also serves as Chair of the City of Keene’s Planning Board and served on the Steering Committee for the city’s 2010 Comprehensive Master Plan.

Jon Atwood, PhDConservation Biology. Jon is a conservation biologist and ornithologist. His other areas of interest are citizen science and regional habitat conservation.

Steve Chase, PhD, Director, Advocacy for Social Justice and Sustainability. Steve’s area of interest includes corporate globalization, relocalization, grassroots organizing, the Transition movement, and faith-based activism.

James S. Gruber, PE, PhD, Director, Resource Management and Conservation Program, Director,Sustainable Development and Climate Change Concentration. Jim’s areas of expertise and interest are community-based environmental programs, civic engagement, ecological economics and public policy.

James Jordan, PhD, Director of Environmental Studies Master of Science Program. Jim’s research program focuses on the effects of decadal to millennial-scale environmental change along Alaskan coasts of the North Pacific, Bering, and Chukchi seas. His other areas of interest are landscape evolution, climate change and human environment interactions.

Beth Kaplin, PhD, Director of Environmental Studies PhD program, Co-director of the Center for Tropical Ecology & Conservation. Beth’s areas of research and interest are tropical forest ecology, primate behavioral ecology, and protected areas management.

Alesia Maltz, PhD Alesia, through her work in supporting indigenous rights, focuses on recruiting students from under-represented minority groups. Her areas of research and interest are environmentalism and justice, as well as First Nations environmental policy.

Elizabeth McCann, PhD, Director of Environmental Education Concentration Libby’s research interests are school yard restoration, adult learning theory and non-formal education.

Peter Palmiotto, PhD, Director of Conservation Biology Concentration Peter’s area of research and interest is subalpine forest ecosystem dynamics and climate change in temperate and tropical biomes. He is co-director of the Center for Tropical Ecology & Conservation, and founder of MERE.

Tania Schusler, PhD Tania has interests in building stakeholder engagement and fostering community development and environmental protection. She has worked with grassroots organizations and local government to improve local economies and sustainability.

Michael Simpson, MS, MALS, Department Chair, ES Dept. and former Director of Resource Management and Conservation Program. Michael’s areas of research and interest are climate change and water resource management, wetlands ecology, environmental site assessment and pollution/waste prevention.

Rachel Thiet, PhD, Director of Seld-Designed Studies Concentration and Director Field Studies Rachel’s areas of research and interest are terrestrial soil ecology, salt marsh plant and soil ecology, salt marsh restoration, biogeochemistry, and global climate change.

Tom Wessels, MA, former Director of Conservation Biology Tom has a wide range of interests throughout the natural world. He enjoys forests, deserts and alpine ecosystems as well as landscape ecology and history. He has a passion for teaching and is the author of several books including: Reading the Forest Landscape and The Myth of Progress: Toward a Sustainable Future.

RMC studentsRMC graduates use the theory and skills from the program in their current professional capacity to enhance their ability to be effective leaders in their chosen discipline. The degree also provides a foundation for career advancement in a dynamic and growing field of opportunity. Diversity of background, variety of career paths, and breadth of employment opportunities make it difficult to characterize a “typical” RMC graduate’s career path on leaving Antioch University New England.

While in attendance, individual career advising and the professional critical-path thinking is requested of all RMC students. And even after graduation, faculty members continue to offer support and guidance as graduates continue along their own environmental professional path.

The following list of environmental professional positions that RMC graduates have secured after graduating from the program:

  1. Nonprofit conservation and advocacy organizations at the local, national, and international level
    • Director, Texas Audubon Society
    • Policy Coordinator, NH Lakes Association
    • Director, New England Biosolids and Residuals Association
    • River Steward, Connecticut River Watershed Council
    • Environmental Analyst, World Bank
  2. Government departments that manage natural resources, regulate pollution, or monitor environmental compliance
    • Director, Waste Management Division, Vermont Agency of Natural Resources
    • Watershed Manager, NH Department of Environmental Services
    • Pollution Prevention Program Head, Maine Department of Environmental Protection
    • Waste Prevention Coordinator, Upper Valley Solid Waste District, VT
  3. Public agencies concerned with local and regional land use planning, or which acquire and manage open space
    • Manager, Great Bay National Estuarine Research Reserve
    • Environmental Manager, Metropolitan Planning of Kansas City
    • Executive Director, Kennebunk Land Trust
    • Lands Steward, Monadnock Conservancy
  4. Environmental consulting businesses engaged in land management and sustainable development, wetlands protection, water resource management and environmental impact assessment
    • Senior Planner, URS Greiner Woodward Clyde, Inc.
    • Senior Partner, DSM Environmental Services, Inc.
    • Project Manager, Global Environment and Technology Foundation, Inc.
    • Senior Environmental Scientist, Dufrene, Henry and Associates, Inc.
    • Vice President, Tighe and Bond, Inc.
  5. Private industry and institutions engaged in meeting regulations for environmental compliance and developing ecologically sustainable management systems
    • Director, North American Materials Recovery Operations, Compaq Computers
    • Environmental Safety and Health Coordinator, Textron Automotive, Inc.
    • Sustainability Coordinator, Dartmouth Hitchcock Hospital Alliance
    • Pollution Prevention Specialist, US Small Business Development Corporation
  6. Entrepreneurships and business start-ups
    • Climate Change Specialists, Portland, OR
    • Green Decking and Fencing, Austin, TX
    • Geophysical and Water Resource Exploration, Lyndborough, NH
    • Forestry, Wetlands & Lands Assessment, New London, NH
    • Waste Management and Odor Modeling, Newburyport, MA
    • Wetlands and Watershed Impact Restoration, Norwich, VT

Resource Management and Conservation Weekends

Summer 2014 RMC Weekends:

June 14, 15,
June 28, 29
July 12, 13,
July 26, 27

Fall 2014 RMC Weekends:

Sept. 5, 6, and 7
Sept. 19, 20, and 21
Oct. 10, 11, and 12
Nov. 7, 8, and 9
Dec. 5, 6, and 7