The Learning Domain - PhD Program - Environmental Studies - Antioch University New England

The Learning Domain

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

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.
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.
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.
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.
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.
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.
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.
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—A Trophic Triangle of Diversity and Process for Forest Health
Improvisational Practice in Environmental Education