Environmental Studies Courses Fall 2004

Master's Programs
Doctoral Program (Ph.D)

Master's Programs

ES 520
Advanced Statistics
Competency Area: EAO, CB, EE, Cert, IND, RMA - Elective
Priority to Conservation Biology students.
Prerequisite: Ecological Research Design or, by instructor's written consent, strong background in basic statistics.

Some branches of conservation biology and ecology have become increasingly quantitative in their focus. This class builds on the basic statistical procedures covered in Ecological Research Design. Topics will include logistic regression, cluster analysis, principal components analysis, stepwise and multiple regression, MANOVA, analysis of covariance, nested ANOVA, discriminant function analysis, concordance analysis, and other selected procedures to be determined by student interest. Each type of analysis will be examined and discussed with examples from the primary literature, and assignments will give students hands-on practice in performing these procedures. Class will emphasize when particular approaches are appropriate, and how they are implemented via JMP or PC-ORD software packages.

Section A: Jon Atwood
Time: Thursdays, 8:00 - 11:00 am
Maximum: 16
Credits 3

ES 518
Advocacy Clinic I
Competency Area: EA - Required
Required of and restricted to EAO students.
(Formerly Supervised Advocacy Fieldwork)

Do you want to take sustained, effective action on an issue you care about with other Antioch students? Are you looking for an opportunity to develop and hone your advocacy skills? How about working on an actual campaign? This course offers participants the opportunity to engage in supervised practical advocacy work on behalf of clinic “clients” -- organizations at the local, state, national or international level working for environmental protection, corporate accountability, and social justice. Working in small group teams, students will design, conduct and evaluate advocacy projects for actual organizations under the supervision of the instructor. The goal of the course is to provide students with a strong supervised experiential learning opportunity in the field with more group support, attention to theory, and supervision than an individual practicum placement usually allows. Course elements include campaign and project planning & management, research & lobbying skills, effective communication (e.g., media releases, briefing papers), and project evaluation. The course will combine theory with practical supervised experience and direct interaction with on-the-ground advocates.

Section A: Abigail Abrash-Walton
Times: Thursdays, 1:00 - 4:00 pm
Maximum 10
Credits: 3

ESP 526
Art, Culture, and Nature: Understanding the World Through the Arts
(Formerly ES 521)
Competency Area: Environmental Issues - Required alternate

A world in crisis compels us to act. But before we act, before we attempt to change social patterns or individual behavior, we need insight and understanding of the world in which we live. Science offers one powerful and important window, based on the practice of observing phenomena and then sharing and confirming those observations through multiple witnessing. Art also directs our attention, but in a manner very different from science. Art arrests the mind. It causes us to pause, to contemplate deeply, and to think anew about our world. Out of the silence of this pause can emerge new meaning and innovations, which may present powerful alternatives to policy and action. This class explores art as technique to expand thinking and awareness of our natural and human worlds. Through a combination of theory/conceptual thought and art-in-practice, students will gain experience in using art to engage a deeper level of understanding about the world around us. Students are expected to complete one studio project.

Section A: Alesia Maltz
Time: Thursdays, 8:30 - 11:00 am
Maximum: 16
Credits: 3

ESAM 516
Building Sustainable Organizations
Competency Areas: RMA - Required alternate to 4 Perspectives of Management; IND - Strongly Recommended; CB, EAO, EE & Cert - Elective
Priority to RMA & IND students.

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. Previous management experience is required and essential for participation in this class.

Section A: Pete Throop
Time: Thursdays, 1:00 - 4:00 pm
Maximum: 16
Credits: 3

ESF 550
Community Ecology of the New England Landscape
Competency Area: Natural Communities - Required
Prerequisite: Being able to identify by bark the two dozen most common species of central New England trees (study guide available through Antioch's web site)
Priority to Fall 04 entering students.
Section B: Priority to Env Ed students who take Foundations of Env Ed (ESE 502) (Section A)

This course examines the diversity of plant communities found in Central New England with special attention to the impact of topography, substrate, and disturbance regimes on community composition and structure. As a largely field-based course, both qualitative and quantitative means will be used to describe community composition and structure, as well as the reasons for community placement. Ecocindicator species will be used to delineate specific topographic and edaphic sites, while evidence of various disturbances will be used to interpret successional patterns as a means for “reading the landscape.” The course will have a strong grounding in concepts related to community ecology including dominance, diversity, niche structuring, and succession. Skills in plant community sampling, soil interpretation. and plant identification will also be developed. A number of outstanding representatives of community types in the central Connecticut River watershed will be visited.

Sections A & B: Tom Wessels
Sections C & E: Peter Palmiotto
Sections D & F: Marc Lapin
Time: Section A: Wednesdays, 9:00 am - 12:00 pm
Section B: Wednesdays, 1:00 - 4:00pm (Priority to EE students who take Foundations of EE Section A)
Section C & D: Fridays, 8:00 - 11:00 am
Sections E & F: Fridays, 1:00 - 4:00 pm
Maximum: 16 per section
Credits: 3

ESE 535
Conceptual and Human Development
Competency Areas: Cert - Required: EE - Required alternate; EAO, CB, IND & RMA - Elective
Priority to FL03 ES Certification students.

An understanding of human development is the foundation for good teaching. Developmental processes, the intersection of biology and cultural context, are the blueprint upon which the educational objectives and curricula of schools should be built. We will explore the entire life span, focusing on cognitive development throughout, with primary emphasis on middle childhood and adolescence. In an attempt to better understand thinking and learning, we will explore a variety of questions including: What is thinking? How does it develop? What is intelligence? and, Are learning and intelligence related? This course will provide an overview of the potential conceptual abilities of children and adults and a framework for creating effective curricula.

Section A: Sue Gentile
Time: Fridays, 8:00 - 11:00 am
Maximum: 16
(1 seat reserved for Education student)
Credits: 3

ESS 563
Conservation Biology
Competency Area: CB - Required; EAO, EE, Cert, IND & RMA - Elective
Priority to Conservation Biology students.

This course examines the biology underlying our attempts to conserve diversity at the level of genes, species, communities, and ecosystems. We will learn about the major issues and problems in conservation biology, and the tools biologists use to accomplish their conservation goals. We will apply qualitative and quantitative tools from population biology, and community and landscape ecology to learn how we can predict the vulnerability of populations and species to extinction. Example case studies and current events will allow us to explore issues such as reserve design and management, policy issues, reintroduction projects, and restoration efforts. Students will delve into the most recent conservation biology literature to become familiar with predominant debates and contentious issues in the field. The course is designed to help students develop a critical perspective, pertinent quantitative tools, and a vision of where the field of conservation biology came from and where it is headed.

Sections A & B: Beth Kaplin
Time: Section A: Thursdays, 1:00 - 4:00 pm
Section B: Thursdays, 4:30 - 7:30 pm
Maximum: 16
Credits: 2

ESF 546
Conservation Challenges at the Wildland/Suburban Interface
Competency Area: Natural Communities elective
Please Note: Attendance at ALL pre-trip meetings is mandatory. Enrolled students who fail to drop the course 1 week before the first pre-trip meeting or who fail to attend the first pre-trip meeting will be held financially responsible for the cost of the trip and will forfeit their seat in the class. Students on the waitlist are strongly encouraged to attend the first class.

Suburban sprawl represents a major conservation challenge throughout the U.S. Not only are natural habitats directly lost through development pressures, but a variety of edge effects and issues of connectivity impact habitat quality in whatever fragments are allowed to remain. Furthermore, elevated human population density increases recreational demands on remaining natural areas, potentially threatening their long-term biological viability. The mixture of habitat protection and species conservation options is often especially complex at the wildland/suburban interface. This 5-day field study trip to Cape Cod and the Islands will address elements of ecology, land-use planning, socioeconomic pressures, and governmental regulatory processes. Field activities will focus on the biology and ecology of local natural communities (emphasizing birds), and meetings with local experts will explore the “nuts-and-bolts” of ongoing conservation efforts. Processes used to identify critical areas for conservation, the role of focal umbrella species in providing legal context, and the importance of restoring broad ecosystem-scale functions such as fire will all be explored. Cost: $400 includes transportation, camping and food.

Section A: Pete Throop Time: Wednesday, 6:30 - 9:00 pm,
September 15 - pre-trip meeting,
and Saturday - Wednesday,
October 2 - 6 (Study trip)
Maximum: 15
Credits: 2

ESE 514
Curriculum Design: Non-Formal
Competency Areas: EE - Required; Cert, EAO, CB, IND & RMA - Elective
Priority to FL03 ES Environmental Education Students.

Designing curriculum is an extremely creative process, filled with controversies and dilemmas. It is a political, philosophical, and theoretical process. In this class, we will analyze, critique, and redesign both the explicit and hidden curriculum of a variety of materials as we attempt to resolve our conflicting conceptions of curriculum and develop our own philosophy of curriculum design. Consider this course as a way to help you move further along with your own questions and concerns about curriculum design and as an opportunity to twist, stretch, and flip your current understanding of what it means to design curriculum.

Sections A: Sue Gentile
Time: Fridays, 1:00 - 4:00 pm
Maximum: 16
Credits: 3

ESXO 503
Dispute Resolution
Competency Areas: RMA - Required alternate; IND - Strongly Recommended; EAO, EE, CB & CERT - Elective
Priority to FL03 RMA students.

Each of us has negotiated for something. Some of us thrive on it; others shrink from the mere prospect. This course is designed to give participants the skills to be able to approach dispute resolution with confidence. We will examine some of the underlying theory regarding alternative dispute resolution. Most of our in-class time, however, will be spent actually negotiating. Through the use of case studies (the majority of which are environmental in nature) we will inhabit particular roles and endeavor to find a mutually agreeable resolution of the dispute. Note: All students are required to read Getting to Yes by Fisher, Ury and Patton and Difficult Conversations by Stone, Patton & Heen prior to the first class meeting.

Section A: Rebecca Todd
Time: Fridays, September 3 - October 22,
8:30 - 11:00 am,
and Saturday, TBA,
9:00 am - 4:30 pm
Maximum: 12
Credits: 2

ES 517
Diversity and Coalition-Building for Environmentalists
Competency Areas: EAO - Required; CB, EE, Cert, IND & RMA - Elective
Priority to Environmental Advocacy and Organizing students.

Historically, social movements have been strongest when they involve large numbers of people who unite across social barriers such as race, class, and gender for a common purpose. Social movements are weakest, however, when the prejudices and power relationships of the larger society remain unchallenged within their own organizations. This situation often leaves environmental movements vulnerable to “divide and conquer” strategies by power-holders and reduces the creativity and effectiveness of environmental organizations by marginalizing the voices, insights, and potential contributions of women, people of color, working-class activists, or ethnic and religious minorities. Now, more than ever, building an environmental movement based on solid working relationships, a spirit of trust, shared interest, and solidarity across the social boundaries of race, gender, class, geography, and culture is a prerequisite for lasting, democratic transformation. This class will focus on both theory and practice with a particular emphasis on: 1) understanding the dynamics of social oppression; 2) building effective relationships across difference; and 3) addressing power dynamics as well as the other challenges in creating diverse organizations and effective coalitions.

Section A: TBA
Time: Thursdays, 4:30 - 7:30 pm
Maximum: 14
Credits: 3

ESS 572
Earth Systems Science
Competency Areas: Biosphere Science - Required
Sections A & B: Priority to EE students taking Foundations of EE (ESE 502) (Section A) and Con Bio students taking Conservation Biology (ESS 563) (Section B)

This course employs a systems approach to understanding earth's physical and biological environment, by examining the critical components (environmental boundary conditions) and processes (flows of energy and matter) of the earth system. Understanding the interaction of these elements and their natural variability in space and time is critical for assessing the rates, modes, and consequences of environmental change. Emphasis will be placed on the role of humans as agents of change at local, regional, and planetary scales.

Sections A & E: Joy Ackerman
Sections B & D: Rachel Thiet
Sections C & F: Jim Jordan
Time: Sections A & B: Thursdays, 1:00 - 4:00pm
Sections C & D: Fridays, 8:00 - 11:00 am
Sections E & F: Fridays, 1:00 - 4:00 pm
Maximum: 16 per section
Credits: 3

ESF 554
Ecology of the Adirondack Mountains
Competency Area: Natural Communities elective
Please Note: Attendance at ALL pre-trip meetings is mandatory. Enrolled students who fail to drop the course 1 week before the first pre-trip meeting or who fail to attend the first pre-trip meeting will be held financially responsible for the cost of the trip and will forfeit their seat in the class. Students on the waitlist are strongly encouraged to attend the first class.

This course focuses on the natural and human factors that have shaped the forested ecosystems of the Adirondack Mountains. Situated within the Adirondack State Park in northern New York State the mountains have been molded by ancient geologic and climatic forces. Understanding how these forces influence the plant communities and how humans have impacted the communities will provide students with a unique perspective on the ecology and conservation challenges of this wild region. Course fee: $160.00 for food and camping arrangements. Note: This trip involves strenuous backpacking on mountain trails and tent camping. Students should be in good physical shape and have proper backpacking and camping equipment.

Section A: Peter Palmiotto
Time: Thursday, September 9,
6:30 - 9:00 pm, and
Saturday - Wednesday,
September 18 - 22 (Study Trip).
Maximum: 7
Credits: 2

ESE 529
Environmental Education Methods:
Educating For Food and Energy Self-Reliance
Competency Areas: EE - Methods Required alternate; Cert, EA, CB, IND & RMA - Elective
Priority to FL03 ES Environmental Education students.

In this era of genetic engineering, trendy organic fast-food, and wars over oil, it is increasingly important to grow food in our communities, and reduce reliance on fossil fuels in efforts towards health, justice, and sustainability. Course participants will explore agriculture and renewable energy technologies in place at Seeds of Solidarity Farm and Education Center, including solar and compost-heated greenhouses, solar electricity and biodiesel (vegetable-based) fuel. Emphasis will be placed on the application of these to school and community-based educational settings. Guest speakers include teenagers who share their experiences with the SOL (Seeds of Leadership) Garden project, and the founder of “Greasecar,” to illuminate the role environmental educators can play in promoting vegetable-based fuels. Course fee $20.00 (includes a collection of articles on renewable energy - required reading for the course, guest speakers, and tea and coffee during the course). *Overnight accommodations on Saturday, November 6 are available at Bullard Farm Bed and Breakfast in New Salem, MA, 2 miles from Seeds of Solidarity Education Center. Cost is $15 dollars per person, and includes a cot in a heated, dormitory-style room (you provide your own sleeping bag and linens if desired) and use of shower and kitchen facilities. A room in the main house, and/or linens and breakfast can be arranged for a higher price.

Section A: Deb Habib
Time: Saturdays, October 23 & November 6,
and Sunday, November 7.
8:30 am - 5:00 pm
Location: Orange, MA
www.seedsofsolidarity.org
Maximum: 16
Credits: 2

ESCE 628
Environmental Education Methods: Interpretation
Competency Areas: EE - Required alternate; EAO, CB, Cert, IND & RMA - Elective

Interpreters are a blend of teacher and artists, exciting hearts and souls while making the natural and cultural world relevant to all. Stimulated by our readings, discussions, exercises and visits to existing interpretive programs, we will each craft something we want to interpret, in the medium and the setting that inspire us. Anything goes, at least conceptually: an underground interpretation of subterranean life in New England forests; a turkey vulture observatory at the Harris Center; a guided interpretation of a shopping mall; an underwater brochure for a submarine park, etc. If we're both educational and artistic in our efforts, both informative and provocative, we just might influence behaviors and beliefs.

Section A: Cindy Thomashow
Time: Thursdays, 8:30 - 11:00 am
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 2

ESP 551A
Environmental Law
Competency Area: Environmental Issues - Required alternate
Priority to and strongly recommended for RMA students.

This course will survey some critical federal environmental statutes in the United States and highlight important case law decided under those statutes. While an in-depth treatment of environmental law is not possible in a course of this length, we will examine the historical context of the major environmental statutes and regulations as well as their impact on land, air, water, and natural resources. We will explore how law and regulations are passed, and how the judicial, legislative, and executive branches of government and the regulatory agencies function. The course objectives include becoming familiar with a new vocabulary and learning how to read a legal opinion. We will begin to understand what a lawyer does and how to think like a lawyer. This course will test our abilities to spot legal issues and deliver reasoned and reasonable arguments on opposing sides of an issue.

Section A: Rebecca Todd
Time: Thursdays, 4:30 - 7:00 pm
Maximum: 18
(2 seats reserved for Con Bio students)
Credits: 3

ESCO 527
Environmental Writing
Competency Area: Elective

This course provides an introduction to a variety of styles of environmental writing. Primary focus will be on nature writing as a process of exploring and communicating one's experience of the natural world. Our emphasis on the relationship between nature writing and storytelling, between inner and outer landscapes, and on how to teach the writing process should also be of interest to those in Education or Psychology. Assignments will enable students of all levels of writing experience to overcome blocks and develop skill, style and voice. Activities will include reading and responding to each other's work, discussing contemporary nature essays, and meeting with professional writers to explore different writing styles.

Section A: Fred Taylor
Time: Thursdays, 1:00 - 4:00 pm
(Optional field trip to Cape Cod - TBA)
Maximum: 14
Credits: 2

ESE 502
Foundations of Environmental Education
Competency Areas: EE & Cert - Required; EAO, CB, IND, & RMA - Elective
Priority to FL04 Environmental Education students.

This course will provide a broad overview of the Environmental Education movement by constructing a working definition of its goals and the various manifestations of those goals within local, regional, state, national and international organizations. We will explore the personal values that drive people to choose environmental education as a profession and look at the implications of that choice on lifestyle, civic participation, relationships and work-life. Students will predict possible future scenarios for environmental educators and their role in the organizations that support their efforts.

Sections A & B: Cindy Thomashow
Section A: Wednesdays, 9:00 am - 12:00 pm
Section B: Thursdays, 1:00 - 4:00 pm
(1 seat reserved for Science Education student,
section B only)
Maximum: 16 per section
Credits: 3

ES 510
Geographic Information System (GIS): An Integrating Technology
Competency Areas: CB - Required; RMA - Required alternate; EAO, EE, Cert & IND - Elective
Section A: Priority to Conservation Biology students.
Section B: priority to RMA students.
Note: Students should have access to a PC computer and GIS software - ArcView 3.2.

This is an introductory course in the use of GIS software to create, manage and work with spatially-explicit data. This class will explore how to access GIS information available on the WWW, extract and analyze quantitative data using ArcView 3.2 software, understand limitations associated with various data sources and use software for preparation of maps. There will be a computer lab fee of $25 per student. Students MUST give payment to instructor first day of class.

Section A: Jon Atwood
Section B: Fash Farashahi
Time: Section A: Thursdays, 1:00 - 4:00 pm
Section B: Thursdays, 5:00 - 8:00 pm
Maximum: 12 per section
Credits: 3

ESP 532
Human Dimensions of Conservation Biology
Competency Areas: Environmental Issues - Required alternate
Priority to Fall 04 students.

This class starts from the premise that conservation biology is the study of inter-connected natural and human systems and that progress in public policy issues associated with conservation biology requires scientific understandings of both ecological systems and human social systems. In this class we will take a scientific approach to understanding peoples' cognitive and behavioral processes associated with policy problems in conservation biology. This course introduces students not familiar with social sciences to the research and theoretical literature in fields of sociology, anthropology, and political science as applied to problems of conservation biology. Topics include: measuring environmental values and attitudes, pro-environmental behavior, social conflict, public participation, local knowledge, the integration of science and democracy, and institutions for co-management. Practical case studies are used to illustrate theoretical points. The overall purpose of this course is to survey the social sciences literature associated with practice and research in conservation biology to expose students to the importance of treating the human dimensions of conservation biology problems with the same scientific rigor customarily given to the ecological dimensions.

Section A: Thomas Webler
Time: Thursdays, 8:30 - 11:00 am
Maximum: 18
Credits: 3

ESP 531
Literature of the Land
Competency Area: Environmental Issues

In the last half of the 20th Century, nature writing emerged as a prominent literary genre that has made a significant contribution to the way we think, feel and act toward the environment. In this class, we will read and discuss some of the great works of modern American nature writing, including Leopold's Sand County Almanac, Williams' Refuge, House's Totem Salmon, and Hogan's novel Solar Storms. Discussions will focus on these works and their influence, and the unique way they address environmental issues - including wilderness and wildlife conservation, health and the environment, bioregionalism, environmental justice and activism. We will also use this literature as inspiration and model for our own writing process as a way to explore and articulate the experiences and issues most important for our ecological awareness and identity.

Section A: Fred Taylor
Time: Thursdays, 8:30 - 11:00 am
Maximum: 16
Credits: 3

ES 699C
Master's Thesis
Required for all CB students; optional for EAO, EE, Cert, IND, & RMA students.
Prerequisite: Master's Thesis Seminar
It is recommended that students register for this in their 5th semester.
Note: Students must have written permission from their thesis advisor prior to registration

As a culmination of a student's work at Antioch, the Master's Thesis should reflect the student's particular focus of study and future professional interest. This effort will include a central research component associated with it. The research can be quantitative, qualitative or literary in nature. All Environmental Studies students are required to have approval from their advisor prior to entering the Master's Thesis process.

Section A: Jon Atwood
Section B: Peter Palmiotto
Section C: Rachel Thiet
Section D: Jim Jordan
Section E: Beth Kaplin
Section F: Meade Cadot
Maximum: 5 per section
Credits: 3

ES 699D
Master's Thesis Continuation
Required for all students continuing a Master's Thesis for which they have previously registered.

Students must register for Master's Thesis Continuation every semester until the thesis has been completed and signed off by your Master's Thesis reader. Enrollment in Master's Thesis continuation confers half-time status for loan deferment purposes through December 21.

Section A: Jon Atwood
Maximum: 15
Credits: uncredited

ESP 541
Music and Nature
Competency Area: Environmental Issues - Required alternate

This course will cover the following themes: ¥ The Ecological and Evolutionary Origins of Music reflects an emerging interdisciplinary inquiry incorporating evolutionary biology, behavioral biology, field natural history, anthropology, linguistics, and cognitive psychology. When you ask a question such as “why do birds sing?” you arrive at the mysterious confluence of science, philosophy, and music.

¥ Ethnomusicology compares the way various cultures derive music from nature. Historically, ethnomusicology considers various music-making systems and has a clear anthropological approach. In this class, we will be particularly interested in music as the interface between humans and nature, exploring how different cultures interpret that interface through their music and hence through their ecological worldview.

¥ Acoustic Ecology is another fast growing interdiscplinary field which seeks to evaluate habitat, quality of life, and ecological integrity by virtue of the sounds of nature, juxtaposed with the sounds of built environments. Research in this realm ranges from the effects of sonar on whales to phenology and climate change, to town and regional planning.

¥ Composition, Interpretation and Performance will reflect the wide variety of types of students who might take this class. For example, conservation biology students will have opportunities to perform habitat or species level research, environmental education and certification students might learn how to apply such studies to interpretive settings, environmental advocacy and RMA students might consider the fascinating relationship between ecological sustainability and noise. Musicians will be able to use the material from this class as a way to explore their music. All students, regardless of interest or program, will be required to develop their musical awareness, as a means to cultivate biospheric perception. This class will have a strong experiential orientation...we will do a lot of listening...always a good thing!!!!!

Section A: Mitchell Thomashow
Time: Thursdays, 8:30 - 11:00 am
Maximum: 16
Credits: 3

ESF 514
New England Flora
Competency Area: Natural Communities - Required alternate
Section A: Priority FL03 Con Bio students.

This course will be an introduction to the vascular flora of New England with special attention given to fall herbaceous plants and woody plants in winter and summer conditions. The course will cover both plant structure and taxonomy, and will include laboratory and fieldwork.

Sections A & B: Wendell Lees
Time: Section A: Fridays, 8:00 - 11:00 am
Section B: Fridays, 1:00 - 4:00 pm
Maximum: 16 per section
(1 seat per section reserved for
Science Education student)
Credits: 3

ES 515
Organizing Social Movements & Campaigns
Competency Areas Fall 03: EAO - Required; CB, EE, Cert, IND, & RMA - Elective
Priority to FL04 Envionmental Advocacy students.

Want to learn how to be an effective citizen activist, organizer, reformer, or rebel? This class will look at the best strategies and tactics of progressive social movements and campaigns in the United States as well as consider case studies of movements from around the world. Attention will be given to exploring theories of social power, stages of movement mobilization, action strategies, advocacy roles, power-holder responses, and the mechanisms and levels of social movement success. The goal of the course will be to help students see themselves as part of a long activist tradition and reflect on how best to build powerful social movements, win the active support of key sectors of the populace, and achieve campaign objectives even in the face of power-holder opposition. The course will include 20 hours fieldwork and a group strategy-planning project.

Section A: Steve Chase
Time: Thursdays, 1:00 - 4:00 pm
Maximum: 16
Credits: 3

ESF 515
Ornithology
Competency Area: Natural Communities - Required alternate
Priority ES Fall 03 and earlier students.

This course provides an overview of avian evolution, taxonomy, anatomy, behavior and conservation. An extended (5-day) field trip to coastal New Jersey will provide dramatic, first-hand experience of bird migration. Selections from the PBS series, “The Life of Birds” will supplement in-class lecture material. Cost: approximately $150 includes transportation & camping.

Section A: Jon Atwood
Time: Fridays, 8:00 - 11:00 am,
September 3 - October 15 and
Saturday - Wednesday,
September 25 - 29 (study trip)
Maximum: 14
Credits: 3

ESP 524
Patterns of Environmental Activism
Competency Area: Fall 03: Environmental Issues - Required alternate

Environmentalism is a very broad and diverse social movement, with many different streams and tributaries--some mainstream, some radical, some progressive, and some reactionary. In this course, we will not only explore the diversity of the last four decades of environmental thought and activism in the United States, but also the thoughts and actions of earlier advocates of preserving wildlands, protecting public health, and promoting more sustainable approaches to living on the earth. The goals of the course are to 1) explore the diversity of response thoughtful people have had to the negative environmental consequences of our urban, industrial capitalist society; 2) develop a more critical understanding of the forces arrayed against moving our societies in the direction of greater justice, democracy, environmental protection, public health, and long term sustainability; and 3) identify what each of us can contribute to the future of a renewed environmental movement as professionals, consumers, and citizens.

Section A: Steve Chase
Time: Thursdays, 8:30 - 11:00 am
Maximum: 18
Credits: 3

ES 693
Practicum, General
Practicum Seminar
Competency Areas: EAO, CB, EE, Cert, IND & RMA - Required A total of 8 General Practicum credits are required for Environmental Advocacy & Organizing, Conservation Biology, Environmental Education, Resource Management and Administration and those pursuing Individualized Programs. A total of 2 General Practicum credits are required for certification majors in addition to 6 credits of Student Teaching. It is strongly recommended that students not register for Practicum until after completing their second semester in the program.

The Practicum provides students with an opportunity to apply, in an organizational setting, what they are learning and to develop professional contacts within their fields of interest. While students are responsible for locating practica, faculty is available to provide support and information as needed. All students are required to attend a scheduled Practicum Orientation during their first semester. The Practicum Seminar provides a setting in which students can discuss specific issues and concerns, and a format for presenting their accomplished projects. Students will meet privately with the instructor one time during the semester.

Section A: Kay Delanoy
Section B: Bo Hoppin
Section C: Christa Koehler
Section D: Duncan Watson
Time: Sections A & B: Thursdays,
September 9, December 2 & 9,
11:15 am - 12:45 pm
Sections C & D: Fridays,
September 10, December 3 & 10,
11:15 am - 12:45 pm
Maximum: 15 per section
Credits: variable
(Practicum Seminar credited as part of Practicum)

ESE 521
Problem-Solving & Inquiry-Based Science Teaching
Competency Areas: Gen Sci Cert - Required; EE - Methods Required alternate; EAO, CB, IND & RMA - Elective
First Priority to FL04 ES Certification students.
Second Priority to FL03 ES Environmental Education students.

Teaching science concepts through problem-solving and inquiry-based approaches in middle schools or at environmental learning centers challenges educators to remove themselves from the podium of answers and to become partners in discovery. In this new position, success is proportional to the frequency a teacher or environmental educator says, “I don't know, how do you think we can find out?” Teaching and learning through these approaches is both cognitively and emotionally stimulating.

We will engage with a variety of physical, life, and environmental problems and inquiries. We will reflect on these experiences from the perspectives of learners and teachers and consider the multiple dimensions of these approaches to teaching science concepts in our respective educational environments.
Section A: Sue Gentile
Time: Thursdays, 1:00 - 4:00 pm
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 3

ESACO 503
Proposal Writing and the Grants Process
Competency Areas: CB & EE - Required; RMA - Required alternate to GIS; Cert, EAO, & IND - Elective
Priority to FL03 and earlier ES Environmental Education and RMA students..

This course will focus 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. The 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 submission of a proposal abstract and evidence of research in the public and private sectors.

Section A: Randy Ann Thomas
Time: Wednesdays, September 15 - October 6,
9:00 am - 4:00 pm
(Attendance at ALL 4 classes is mandatory)
Maximum: 18
Credits: 2

ESF 551
Reptile Field Biology
Competency Areas: EAO, CB, EE, Cert, IND - Field Elective; RMA - Elective

Students are introduced to the varied and complex life history strategies of New England reptiles by finding them in the field, observing them in class and on their own, and with lecture notes. By supplementing field work with a literature survey, students will better understand the varied survival requirements for vertebrates with complex life histories, conservation issues, and difficulties for managing reptile populations. Classroom lectures, discussions, demonstrations (live animals, video, slides), field sessions to New England locales, and library work are scheduled. Students are expected to complete an extensive literature survey on a topic of their own choosing.

Section A: Tom Tyning
Times Fridays, September 3 & 10,
7:00 - 9:30 pm and Saturdays, September 4,
8:30 am - 4:30 pm and
September 11, 8:30 am - 8:30 pm
Maximum: 16
Credits: 2

ESE 520
Science Teaching Methods
Competency Areas: Cert - Required; EAO, CB, EE, IND & RMA - Elective
Required of and Priority to FL03 ES Certification students.

Science Teaching Methods is designed to help prepare students to be able to effectively teach science at the high school or middle school level. The course takes place at Compass School, an independent middle and high school in Westminster, VT (25 minutes from Antioch). Participants will have the opportunity to observe experienced teachers in action and to interact with middle and high school students, using these interactions as a forum for discovery, growth, and practice of teaching methods. We will practice classroom management strategies, communication techniques, curriculum design and lesson planning, assessment, and lab methods and safety.

Section A: Eric Rhomberg
Time: Thursdays, 1:00 - 4:00 pm
Location: Compass School, Bellows Falls, VT
Maximum: 16
Credits: 3

ES 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar's Office by December 1, 2004 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course submtitute, or as an elective. Contracts received after the December 1 deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar's Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: Variable

ES 690U
SIS: Special Project
Competency Areas: RMA - Required for students not doing a Masters Thesis; EE & Cert - Optional, Elective

The Special Project will be conducted as a supervised independent study. As a culmination of a student's work at Antioch, the Special Project is comparable to a master's thesis in scope, but differs in that it is not focused on research design. The Special Project follows standardized approaches used in a student's chosen field such as a solid waste plan, a curriculum development plan, or a marketing plan. The Special Project's content and format must be approved by both the student's advisor and program chair, but may be supervised by a qualified person external to the department. Note: RMA Students are required to complete either a Special Project or a Master's Thesis. Please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar's Office by December 1, 2004 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the December 1 deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar's Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: 3

ESE 522
Teaching Exceptional Children: Focus on Adolescence
Competency Areas: Cert - Required; EAO, CB, EE, IND & RMA - Elective
Required of and Priority to ES Certification students.
(Formerly, Children with Special Needs)

Adolescent children and those with special needs present the classroom teacher with a wide variety of challenges in terms of management, motivation, and relationships. This course is designed to familiarize the student with special educational needs of adolescents who have a range of cognitive, physical or emotionally handicapping conditions. Related topics that will be covered include: Special Education (legal) requirements within school systems; developmental issues; the Individual Education Plan (IEP); curriculum adaptations; and issues in mainstreaming and normalization.

Section A: Kathy D'Alessio
Time: Fridays, September 10 - November 5,
1:00 - 4:00 pm
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 2

ESP 589
Watershed Assessment Techniques
Competency Areas: RMA - Required alternate; EAO, CB, EE, Cert & IND - Elective
This course will fulfill the “Watershed Management” required alternative for RMA students.
Priority to RMA students.

This course will combine an overview of regulatory and non-regulatory efforts to manage watersheds with recent research on watershed degradation and subsequent strategies to mitigate such impact. Topics will touch upon non-point pollution, storm water runoff, well protection and comparative evaluation of wetland values as it pertains to water quality. Students will be expected to develop spreadsheet based models to calculate precipitation run-off, soil loss and phosphorus loading for a micro-watershed. Such modeling will be utilized in conjunction with projecting impacts associated with a build-out analysis of a micro-watershed within Keene.

Section A: Michael Simpson
Time: Fridays, October 29 - December 10,
1:00 - 4:00 pm and
Saturday, November 13 & Sunday December 5,
9:00 am - 4:30 pm
Maximum: 16
Credits: 2

ESS 520
Wetland Delineation and Evaluation
Competency Areas: EAO, CB, EE, Cert, IND & RMA - Elective
Pre-requisites: Wetlands Ecology, NRI - Veg, Soils Mapping and Interpretation, or Wetlands Flora

Whether you are planning to be a regional/local wetlands administrator, serve on your local conservation commission or more formally perform or evaluate work in or adjacent to wetlands, this course will provide you with the field skills and experience from which to build your reputation in the wetlands arena. The course will utilize the 1987 US Army Corp of Engineers wetlands delineation methodology. This is the currently preferred methodology for those seeking to become a 'certified' wetlands scientist. The course will also review methodologies for wetlands assessment including the NH Method For Evaluating Non-Tidal Wetlands and the Army Corps's Highway Methodology. Students will work in teams to field test such methodologies at the scale of a micro-watershed. Wetlands delineation and evaluation rests upon the foundation of mapping skills, hydrology, soils and vegetation. Thus, this course is more appropriate for students that have had either the course work or experience in these disciplines. However, for this year, the prerequisites are that students have taken one (1) of the following courses: wetlands ecology, vegetation/soils module of the natural resource inventory courses (NRI), soils: mapping and interpretation or wetlands flora.

Section A: Michael Simpson
Time: Fridays, Sept 3 thru Oct 15,
1:00 - 4:00 pm and
Saturday & Sunday, September 25 & 26,
9:00 am - 4:30 pm
Maximum: 14
Credits: 2

ESS 568
Wildlife and Forest Management
Competency Areas: CB & RMA - Required alternate; EAO, EE, Cert & IND - Elective
Priority CB & RMA students.
First Priority to students who entered FL03 & earlier.

For environmental professionals, the best and most frequent opportunities to positively affect wildlife are through habitat management and protection. The objective of this course is to equip students to plan habitat management for birds and mammals of the northeastern states. This course will also address guidelines for integrating timber and wildlife management. The major course project is the development of a detailed wildlife management plan for a specific large parcel of land using the U.S. Dept. of Agriculture S.C.S. approach and including a budget showing potential for timber and cordwood sales to cover costs.

Section A: Meade Cadot
Time: Fridays, 1:00 - 4:00 pm
Location: Harris Center, Hancock and Antioch
Maximum: 16
Credits: 2

Doctoral Program (Ph.D)

ESP 526
Art, Culture, and Nature:
Understanding the World Through the Arts
Competency Area: Elective

A world in crisis compels us to act. But before we act, before we attempt to change social patterns or individual behavior, we need insight and understanding of the world in which we live. Science offers one powerful and important window, based on the practice of observing phenomena and then sharing and confirming those observations through multiple witnessing. Art also directs our attention, but in a manner very different from science. Art arrests the mind. It causes us to pause, to contemplate deeply, and to think anew about our world. Out of the silence of this pause can emerge new meaning and innovations, which may present powerful alternatives to policy and action. This class explores art as technique to expand thinking and awareness of our natural and human worlds. Through a combination of theory/conceptual thought and art-in-practice, students will gain experience using art to engage a deeper level of understanding about the world around us. Students are expected to complete one studio project.

Section A: Alesia Maltz
Maximum: 15
Times: Thursdays, 8:30 - 11:00 am
Credits: 3

ES 775
Candidacy Continuation
Competency Area: Dissertation Process
Restricted to students who have completed three years of the program, but have not completed their Service Project, Integrated Essay, AND Dissertation Proposal.

The Candidacy Continuation semester is designed for students who need additional time to complete their doctoral candidacy projects. Students retain full access to faculty and all student resources at Antioch. During this semester they continue to work independently with their advisor and the rest of the faculty as needed to complete their service project, integrated essay, doctoral dissertation proposal. Students may schedule their Dissertation Proposal Review meeting during this candidacy continuation semester. Registration in Candidacy Continuation will carry half-time status for loan deferment and Financial Aid purposes.

Section A: Beth Kaplin
Maximum: 15
Credits: uncredited

ES 702 Comparative Ecological Analysis
Competency Area: Foundation
Required of and Restricted to PhD I students.

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.

Section A: Beth Kaplin
Times: Saturdays, 2:00 - 7:00 pm and
Sundays 8:00 am - 12:00 pm
September 11 & 12, October 2 & 3
November 6 & 7, December 4 & 5
(Additional contact hours will be met
by specific coursework designed
to be completed on-line.)
Maximum: 15
Credits: 4

ES 776
Dissertation Seminar
Competency Area: Dissertation Process
Restricted to Ph.D IV students.
Prerequistites: Completion of the Integrated Essay, Service Project, and approved dissertation proposal. Students should be actively engaged in researching and writing the dissertation.

This yearlong seminar is designed to provide support, consultation, and limited instruction for students carrying out their doctoral dissertation research. In this semester, class includes an on-line component in which students contemplate and discuss problematic aspects of research including research ethics, dilemmas of working in the field, data analysis, making formal presentations, dissemination of research results, and development of one's identity as a scholar. The in-class component focuses on two aspects: writing a successful dissertation and advanced qualitative analysis. Additional faculty may be brought in as needed to address these content areas. 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.

Section A: Thomas Webler
Times: Fridays, 1:00 - 7:00 pm and
Saturdays, 8:00 am - 12:00 pm and
2:00 - 6:00 pm and
Sundays, 8:00 am - 12:00 pm
September 10, 11 & 12, November 5, 6 & 7
(Additional contact hours will be met
by specific coursework designed
to be completed on-line.)
Maximum: 15
Credits: 4

ES 899
Doctoral Dissertation
Competency Area: Dissertation Process
Restricted to PhD IV students.

Students who are actively engaged in writing the doctoral dissertation are required to register for these credits. You cannot register for this class unless your dissertation proposal has been approved by your committee.

Section A: Doctoral Faculty
Maximum: 15
Credits: 4

ES 899C
Doctoral Dissertation Continuation
Competency Area: Dissertation Process
Restricted to PhD V+ students who have registered for two semesters of ES 899 Doctoral Dissertation, and have not completed the dissertation.

Section A: Doctoral Faculty
Maximum: 15
Credits: uncredited

ES 704
Environmental History
Competency Area: Foundation
Required of and Restricted to PhD I students.

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 US, world environmental history, 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.

Section A: Alesia Maltz
Times: Fridays 1:00 - 7:00 pm and
Saturdays, 8:00 am - 12:00 pm
September 10 & 11, October 1 & 2,
November 5 & 6, December 3 & 4
(Additional contact hours will be met by specific
coursework designed to be completed on-line.)
Maximum: 15
Credits: 4

ES 771
Integrated Essay
Competency Area: Integrated Projects
Restricted to PhD III students. Note: The Integrated Essay does not meet as a course. The project is discussed in the Theory and Practice Seminar. The student receives credit upon satisfactory completion of the integrated essay.

The Integrated Essay is the culmination of the learning domain. It is an opportunity for students to organize, interpret, and amplify their core scholarly interests. The essay represents the ability to synthesize and conceptualize knowledge, to contribute new ideas to an emerging field of study, to express the theoretical and practical significance of these ideas, and to consider their consequences for scholarship, research, and/or professional practice. Throughout the learning domain, students explore widely, noting convergences, connections, and interstices - nodes and networks of intellectual resonance that contain deep insights. The purpose of the Integrated Essay is to cultivate those insights, by exploring them in depth, tracing their formulation, development, and application.

Section A: Mitch Thomashow
Maximum: 12
Credits: 4

ES 720
Reading Seminar I
Competency Area: Foundation
Required of and Restricted to PhD II students.
Open to ES Masters students by written permission of instructor attached to or on registration form.

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 Year 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 Year 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.

Section A: Alesia Maltz
Times: TBA
(Additional contact hours will be met by specific
course work designed to be completed on-line.)
Maximum: 15
Credits: 3

ES 721
Reading Seminar II
Competency Area: Foundation
Required of and Restricted to PhD II students.
Open to ES Masters students by written permission of instructor attached to or on registration form.

Section A: Mitch Thomashow
Times: TBA
(Additional contact hours will be met by specific
course work designed to be completed on-line.)
Maximum: 15
Credits: 3

ES 722
Reading Seminar III
Competency Area: Foundation
Required of and Restricted to PhD II students.
Open to ES Masters students by written permission of instructor attached to or on registration form.

Section A: Beth Kaplin
Times: TBA
(Additional contact hours will be met by specific
course work designed to be completed on-line.)
Maximum: 15
Credits: 3

ES 723
Reading Seminar IV
Competency Area: Foundation
Required of and Restricted to PhD II students.
Open to ES Masters students by written permission of instructor attached to or on registration form.

Section A: Thomas Webler
Times: TBA
(Additional contact hours will be met by specific
course work designed to be completed on-line.)
Maximum: 15
Credits: 3

ES 728
Research Strategy:
Theory, Method and Design II
Competency Area: Research Strategies and Learning Domains
Required of and Restricted to PhD II students.

The meaning and nature of scholarly research in the field of environmental studies is changing tremendously. While positivist approaches still dominate, interdisciplinary, post-positivistic, creative, reflexive, and innovative research methods presently enjoy a previously unachieved level of scholarly acceptance. Why? Because our present social-environmental condition cries out for more comprehensive understandings. Positivist research is powerful and effective, but innovative research lies at the core of revitalizing prevalent beliefs and perspectives on social-environmental dynamics.

In the second semester of this two-semester research seminar, we learn the strategy of four major qualitative methods: the case study, grounded theory, ethnography, and action research. Each method is illustrated by visiting speakers who present their ongoing research to the class and share their research experiences and advice. As a counterbalance to this strategic thinking, we also emphasize developing research skills. Students will do field work in the following techniques: observation, research interviewing, coding and analysis, and participatory research. Major emphasis will be placed on completing a grounded theory project, building off interviews done by the entire class.

Section A: Thomas Webler
Times: Fridays, 1:00 - 7:00 pm and
Saturdays, 8:00 am - 12:00 pm
September 10 & 11,
November 5 & 6 and December 3 & 4
(Additional contact hours will be met by specific
course work designed to be completed on-line.)
Maximum: 15
Credits: 3

ES 752
Service Project
Competency Area: Integrated Projects
Required of and Restricted to PhD III students.

The Service Project is an opportunity to cooperate with a specific institutional, organizational, or community group addressing concerns of relevance to the student's academic work. This provides a public context for one's scholarly interests, both providing expertise to a project, and allowing the student to learn from the experience of the community, building broad coalitions for environmental work, and using the doctoral learning process as a service for diverse constituencies. Note: The Service Project does not meet as a course. The project is discussed in the Theory and Practice Seminar. The student receives credit upon satisfactory completion of the Service Project essay.

Section A: Heidi Watts
Maximum: 12
Time: To be arranged with instructor
Credits: 4

ES 890
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract must be submitted to the Registrar's Office by December 1, 2004 in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the December 1 deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar's Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: Variable

ES 761
Theory and Practice Seminar II
Competency Area: Integrated Projects
Restricted to PhD III students.

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?

Section A: Mitch Thomashow & Heidi Watts
Times: Fridays, 1:00 - 7:00 pm and
Sundays, 8:00 am - 12:00 pm
September 10 & 12 and November 5 & 7
(Additional contact hours will be met by specific
coursework designed to be completed on-line.)
Maximum: 15
Credits: 3