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. 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.

Students 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.

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:

• 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.

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
ES 524 Proposal Writing & Project Management

Summer I

ESPE 560 Materials & Energy Sustainability
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

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.

ES 510 Geographic Information Systems (GIS)

This is an introductory course in the use of GIS software to create, manage and work with spatially explicit data. The class will explore how to access GIS information available on the WWW, extract and analyze data using ArcGIS 10.x software, understand limitations associated with various data sources, technical vocabulary, and preparation of maps for digital presentations. This is a computer based course with emphasis on the language of GIS and real world application. Students will be required to obtain an evaluation version of software and/or purchase student edition licenses to use on their personal computers.

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.

The 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:

• Community Technical Assistance Project (CTAP): A Regional Community Driven Smart Growth Initiative in New Hampshire
• Carbon Footprint Analysis: Landmark College, Putney, VT
• Climate Change Adaptation: Study of Impacts to the Oyster River Watershed and Great Bay Estuary in New Hampshire
• Regional Organics Recovery: Establishment of a Composting Option for Commercially Generated Organics, Brattleboro, VT
• Monadnock NH Region

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.

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

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

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

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

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

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

Monadnock NH Region Greenhouse Gas Reduction Initiative: COOL

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

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

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, PhD, Conservation 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.

Charles Curtin, PhD. Charles’ areas of research and interest are environmental change, climate, land use, place-based ecosystem level conservation programs and new conservation initiatives in Syria.

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 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