Environmental Studies Courses Fall 2006

Master's Programs
Doctoral Program (Ph.D)

Master's Programs

ES 520
Advanced Statistics
Competency Area: EAO, CB, EE, Cert, IND, RMA/RMC - Elective
Priority to Conservation Biology students.
Prerequisite: Ecological Research Design or, by instructor's written consent (must have a 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, discriminate 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: Steve Johnson
Time: Thursdays, 1:00 - 4:00 pm
Maximum: 16
Credits 3

ES 518
Advocacy Clinic I
Competency Area: EAO - Required; CB, EE, Cert, IND & RMA/RMC - Elective
Required of Environmental Advocacy & Organizing students.

Do you want to take sustained, effective action on an issue you care about and achieve purposeful results? Are you looking for an opportunity to develop and hone your advocacy skills and to connect with what can strengthen your effectiveness as a social change agent? 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, democratic governance and social justice. 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

ESF 557
Aquatic Invertebrates
Competency Area: Natural Communities elective

This class is an investigation of the diversity of aquatic macro-invertebrates through the study of their taxonomy, morphology, development, ecology and evolution of selected aquatic invertebrates. Emphasis will be placed on freshwater aquatic macro-invertebrates of the glaciated northeast United States. This course will also touch upon rapid assessment techniques targeting aquatic macro-invertebrates to assess stream health

Section A: TBA
Changed 08/02/06 to: Section A: Maria Aliberti
Time: Fridays, 8:00 - 11:00 am
Changed 08/02/06 to: Time: Fridays, 1:00 - 4:00 pm (no class September 15 & November 17), and Saturday, October 14, 8:30 am - 4:30 pm (location TBA)
Maximum: 16
Credits: 3

ESAM 516
Building Sustainable Organizations
Competency Areas: RMA/RMC - Required; IND - Strongly Recommended; CB, EAO, EE & Cert - Elective
Priority to RMA/RMC & 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. The course relies on heavily active participation by all class members, drawing from each participant's previous organizational and managerial experiences.

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
Required of and Priority to ALL ES students entering in Fall 06.
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 and FirstClass. Registration for training modules available August 30 and Sept 5).

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: John Gunn
Time: Section A: Wednesdays,
9:00 am - 12:00 pm
(Priority to Env Ed students who take ESE 502, Foundations of Env Ed Section A)
Section B: Wednesdays, 1:00 - 4:00 pm
Section C & D: Fridays, 8:00 - 11:00 am
Sections E & F: Fridays, 1:00 - 4:00 pm
Maximum: 16 per section
Changed 08/02/06 to: Maximum B - F: 14
Credits: 3

ESE 535
Conceptual and Human Development
Competency Areas: Cert - Required: EE - Required alternate; EAO, CB, IND & RMA/RMC - Elective
Required of and Priority to Fall 05 ES Certification entrants.

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, 1:00 - 4:00 pm
Maximum: 16
(1 seat reserved for Education student)
Credits: 3

ESS 563
Conservation Biology
Competency Area: CB - Required; EAO, EE, Cert, IND & RMA/RMC - Elective
Required of and 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: Rob Baldwin
Time: Section A: Thursdays, 8:00 - 11:00 am
Section B: Thursdays, 1:00 - 4:00 pm
Maximum: 12 per section
Credits: 3

ESF 546
Conservation Challenges at the Wildland/Suburban Interface
Competency Area: Natural Communities elective
Priority to Fall 05 ES entrants.
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: $425 includes transportation, camping and food.

Section A: Pete Throop
Time: Thursdays, September 7,
6:30 - 9:00 pm, (pre-trip meeting) and
Saturday - Wednesday,
September 16 - 20 (Study trip)
Maximum: 12
Credits: 2

ESE 514
Curriculum Design: Non-Formal
Competency Areas: EE - Required; Cert, EAO, CB, IND & RMA/RMC - Elective
Required of and Priority to Fall 05 ES Environmental Education entrants.

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.

Section A: Cindy Thomashow
Section B: Sue Gentile
Time: Section A: Thursdays, 8:30 - 11:00 am
Changed 07/24/06 to: Time: Section A: Thursday, 4:30 - 7:30 pm
Section B: Fridays, 8:30 - 11:00 am
Changed 08/02/06 to: Section B: Time: Thursdays, 4:30 - 7:30 pm
NOTE: Students on waiting list for Section A will be moved into this Section.
Maximum: 15 per section
Credits: 3

ESXO 503
Dispute Resolution
Competency Areas: RMA/RMC - Required alternate; IND - Strongly Recommended; EAO, EE, CB & Cert - Elective
Priority to Fall 05 Resource Management & Administration entrants.

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. There is also a $32 materials fee that will be collected by the instructor.

Section A: Rebecca Todd
Time: Thursdays, September 7 - October 19,
1:00 - 4:00 pm, and
TBA Saturday, 9:00 am - 4:30 pm
Added 10/16/2006: Also meets Sunday, October 15, 9:00 am - 4:30 pm
Maximum: 12
Credits: 2

ESS 572
Earth Systems Science: Planetary Dynamics
Competency Areas: Biosphere Science - Required
Required of and Priority to ES students entering in Fall 06 (see specifics below).

This course employs a systems approach to understanding earth's physical and biological environment, by examining the critical components and processes 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 & B (Kaste) will emphasize the intimate linkages between our atmosphere, biosphere, lithosphere and hydrosphere. We will study the processes by which earth's materials are constantly transferred between these living and nonliving reservoirs, and how these natural cycles have been profoundly influenced by human activities.

Sections C & E (Thiet) will emphasize earth systems processes on a global scale and their synthesis in light of contemporary global change issues, particularly as changes in global biogeochemistry and land use patterns impact biological systems.

Sections D & F (Jordan) will emphasize the manifestation of global-scale earth system processes in New England. Climate change dynamics will form a central theme, with particular emphasis on the Holocene and historic time periods.

Sections A & B: Jim Kaste
Sections C & E: Rachel Thiet
Sections D & F: Jim Jordan
Time: Section A: Thursdays 8:00 - 11:00
(Priority to CB)
Section B & C: Thursdays 1:00 - 4:00 pm
(Priority to EE who take ESE 502 Foundations of EE Sec A and CB who take ESS 563 Con Bio Sec A)
Sections D Fridays, 8:00 - 11:00 am
Sections E & F Fridays, 1:00 - 4:00 pm
Maximum: 14 per section
Credits: 3

ESP 601
Ecological Economics and Public Policy
Competency Areas: Civic Ecology
Priority to ES students entering in Fall 06: First Priority to Resource Management & Conservation students.

The premise of this course is that human actions are embedded within the natural environment. The political and economic systems that have been developed to meet the needs of a society are framed by the limitations of that environment. This course will allow students to explore how these societal institutions function to deal with questions as freedom of choice, scarcity, ownership, equity, sustainability and change.

The course will investigate the development of environmental policies as informed by science, economics, public opinion and legal precedent. Students will be introduced to the policy tools utilized to translate policy into implementation and how effective such approaches have been in meeting overall environmental policy objectives. The primary focus will be within the United States, but innovative approaches that have been developed and utilized in other countries will also be presented to the students.

Section A: Michael Simpson
Time: Thursdays, September 7 - December 7,
8:30 - 11:00 am,
and Sunday, November 12,
9:00 am - 4:30 pm
Maximum: 16
(2 seats reserved for 2nd year ES students)
Added 08/15/06: Section B: Jim Gruber
Time: Thursdays, 8:30 - 11:00 am
Maximum: 12
Credits: 3
Note: Students waitlisted for Section “A” have 1st priority & will automatically be added to Section B
Credits: 3

ESF 554
Ecology and Management of the Adirondack Mountains
Competency Area: Natural Communities or Policy elective

Please Note: Attendance at the pre-trip meeting is mandatory. Enrolled students who fail to drop the course 1 week before the first pre-trip meeting or who fail to attend the 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: $240.00 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 14,
6:00 - 9:00 pm (pre-trip meeting), and
Saturday - Wednesday,
September 30 - October 4 (Study trip)
Maximum: 12
Credits: 2

ESE 513
Environmental Education Methods: Principles of Educating for Sustainability
Competency Areas: EE - Required alternate; Cert, EAO, CB, IND & RMA/RMC - Elective
Priority to ES Environmental Education students who are entering their second year.

Pamela Mang writes that sustainability is “the ability of the human species to stay around for the long haul.” What does this mean? How do you define sustainability? What does it require? How can it be? What is the role of education in that process? What would people know and be able to do if they were educated for a sustainable future? What can we as educators do to cultivate the necessary knowledge, skills, and habits of mind in our students so that they may enact sustainable lifestyles? This course provides an introduction to educating for sustainability (EFS). We will explore the concept of sustainability and the meanings of EFS as we identify and clarify how these may be incorporated into our work as environmental educators. With the goal of increasing awareness, knowledge, and understanding of the core content, competencies, and habits of mind which characterize EFS, we will consider its philosophical foundations and historical context and engage in activities focused on integrating core content in our work, including systems thinking, sustainable economics, the role of social equity in sustainable communities, place as curriculum, and the science of sustainability. From habits of mind to regenerative resource management, we will study the emerging field of EFS to broaden our expertise as environmental educators.

Section A: Sue Gentile
Times: Thursdays, September 7 - November 2,
1:00 - 4:00 pm
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 2

ESCE 628
Environmental Education Methods: Interpretation
Competency Areas: EE - Required alternate; EAO, CB, Cert, IND & RMA/RMC - Elective
Priority to ES Environmental Education students who are entering their second year.

Interpreters are a blend of teachers, naturalists, historians, performers and artists, exciting hearts and souls through a number of media, while making the natural and cultural world relevant to all. Stimulated by our readings, discussions, exercises and visits to existing interpretive facilities and programs, we will each craft something we want to interpret, in a medium and a setting that inspire us. This might be creating an interpretive program, developing an interpretive walk, designing a series of interpretive signs for a nature trail, doing a brochure. If we're both educational and artistic in our efforts, both informative and provocative, we just might influence behaviors and beliefs.

Section A: Judy Silverberg
Time: Thursdays, September 28 - December 14 ,
2:00 - 4:00 pm &
Saturday, October 21, 9:00 am - 4:30 pm
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 2

ESP 551A
Environmental Law
Competency Area: Civic Ecology
Priority to ES students entering in Fall 06.

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, 9:00 - 11:30 am, and
TBA Saturday, 9:00 am - 4:30 pm
Maximum: 16
Changed 08/15/06 to: Maximum 12
Changed 08/31/06 to: Maximum 14
(2 seats reserved for 2nd year ES students)
Credits: 3

ESCO 527
Environmental Writing
Competency Area: EE - EE Methods Required alternate; CB, Cert, EAO, RMA/RMC, IND - Elective
Priority to Fall 05 ES entrants.

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: Fridays, 8:30 - 11:00 am
(Optional field trip to Cape Cod - TBA)
Maximum: 14
Credits: 3

CLASS CANCELLED 07/14/06
ESE 537
Exploring Possibilities in Education
Competency Areas: Cert, EE, EAO, CB, IND & RMA/RMC - Elective
Priority to ES Biology and General Science Certification students.

What makes great schools? And what makes great teachers? We will visit 4 - 5 progressive middle and high schools in a variety of settings, each for a full day, to explore these guiding questions. Along the way we'll struggle with an assortment of related questions like: What kinds of school reform are worthwhile? How defensible is progressive education? What can democracy look like at great schools? What kinds of homework and grading policies and practices should good schools and teachers use? How are progressive educators and schools responding to new federal educational policies, standards and standardized testing? In what kinds of public school systems and with what kinds of teachers do students like and thrive?

Section A: Jimmy Karlan
Time: Wednesdays, 1:00 - 4:00 pm,
1-2 TBA seminars, 9:00 - 11:00 am and
4 - 5 TBA full-day field trips (hopefully Wednesdays)
Maximum: 10
Credits: 3

ESE 502
Foundations of Environmental Education
Competency Areas: EE - Required; Cert - Required alternate with written permission; EAO, CB, IND, & RMA/RMC - Elective
Required of and Priority to ES Environmental Education students who enter Fall 06.

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: Cindy Thomashow
Time: Section A: Wednesdays, 1:00 - 4:00 pm
Section B: Thursdays, 1:00 - 4:00 pm
Section B Cancelled 08/15/06: Note: Students must contact Registrar's Office to change to other section.
Maximum: 15 per section
(1 seat per section reserved for
Science Education student)
Credits: 3

ESP 561
Geographic Information System (GIS) for Conservation Biologists
Competency Area: CB - Required Civic Ecology
Required of and Restricted to First semester Conservation Biology students.

This is an introductory course in the use of GIS to effectively communicate spatially explicit environmental information. The class will explore how to access GIS information available on the WWW, extract and analyze data using ArcView software, create data files relevant to natural resource inventory work, and effectively transmit results to both lay and technical audiences. This class will emphasize use of GIS in a research context, especially including its role in habitat conservation planning and policy development.
Added 08/02/06: Students will use ArcGIS 9.x software (not ArcView) Pre-class readings will be assigned. Check FirstClass course folder.

Sections A & B: Fash Farashahi
Time: Section A: Thursdays, 5:00 - 8:00 pm
Section B: Fridays, 5:00 - 8:00 pm
Maximum: 12 per section
Credits: 3

CLASS CANCELLED 07/24/06
ESF 511
Herpetology
Competency Areas: Natural Communities elective

Reptiles and amphibians pose several conservation challenges. We know many of the habitat attributes that herps depend on (networks of vernal pools for migratory salamanders, mosaics of uplands and diverse wetlands for freshwater turtles). But still many questions remain. What size area is necessary to support a given population? How far do individuals move in one season, or in a lifetime? In this course, we will examine the habitat needs of northeast herps. We will develop an understanding of the potential for herps to direct landscape-level conservation efforts in the northeast.

Section A: TBA
Time: Fridays, 1:00 - 4:00 pm
Maximum: 16
(1 seat reserved for Science Ed student)
Credits: 3

CLASS ADDED 07/14/06
ES 525
Instructional Delivery: Art & Craft
Competency Areas: Cert- Recommended elective, EE- EE Methods elective; EAO, CB, RMA & IND- Elective.
Priority to Cert students who entered Fall 2005.

Students pursuing teaching certification in the state of NH are expected to understand and demonstrate a variety of instructional strategies for enhancing learning (NH Professional Education Standard Ed. 610.02 [f]).

Successful science teachers develop a toolbox of techniques for delivering effective instruction. They use a variety of provocative classroom start-ups, create enticing agendas, present engaging demonstrations, maximize their studentsÕ on-task time, play with momentum, develop sustainable record keeping, make interesting presentations, attend to different learning styles, spiral back on previous knowledge and skills, manage with empathy and respect, move purposefully around their classrooms, facilitate student-to-student discussions, use metaphors and counter-examples, play skeptic, respect wait-time, and design learning-full quizzes. This course will help you become aware of and more proficient with some of these techniques for delivering effective instruction.

This course is designed to complement and enhance your Science Teaching Methods class.

Section A: Jimmy Karlan
Time: Fridays, 8:00-11:00 am
Maximum: 14
Credits: 3

ESP 530
The Language of Nature
Competency Area: Civic Ecology
Priority to ES students entering Fall 06.

What we know about the environment, how we know it, and who can speak with authority about it, are questions of language as well as science. This course will focus on the power of language in environmental communication. Critical reading of a variety of texts in the history of science, environmental thought, and nature writing will provide a basis for discussion and analysis. Weekly assignments will focus on the development of writing styles and skills.

Section A: Joy Ackerman
Times: Thursdays, 8:30 - 11:00 am
Maximum: 16
(2 seats reserved for 2nd year ES students)
Credits: 3

ES 699C
Master's Thesis
Required for all CB students; optional for EAO, EE, Cert, IND, & RMA/RMC 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: Tom Wessels
Section F: Joy Ackerman
Section G: Michael Simpson
Section H: 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 the Master's Thesis reader. Submit the Thesis Continuation Progress Report (see Thesis Guidebook) to your Thesis Advisor at the time of registration. Enrollment in Master's Thesis continuation confers half- ime status for loan deferment purposes through December 22.

ESP 560
Materials and Energy Sustainability
Competency Areas: RMA/RMC - Policy elective; EAO, CB, Cert, EE and IND - Elective

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, energy efficiency, environmental management and life cycle analysis to equip participants with the tools they need to understand and potentially reduce environmental impact within the different domain of their lives. Course participants will produce a Cap Stone Project of an actual organization and document their application of the concepts discussed in class.

Section A: Michael Simpson,
Peter Cooke and Tony Sarkis
Time: Fridays, 8:30 - 11:00, and
Saturday, November 11,
9:00 am - 4:30 pm
Changed 07/14/06 to: Fridays, 8:00 - 11:00 am and Saturday, November 11, 9:00 am - 4:30 pm
Maximum: 16
Changed 08/02/06 to: Maximum: 18
Credits: 3

ESF 514
New England Flora
Competency Area: Natural Communities
Priority to Fall 05 ES entrants.

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.

Section A: Melissa Harty
Time: Thursdays, 8:00 - 11:00 am
Maximum: 16
(1 seat reserved for
Science Education student)
Credits: 3

ES 515
Organizing Social Movements & Campaigns
Competency Areas EAO - Required; CB, EE, Cert, IND, & RMA/RMC - Elective
Required of and Priority to Environmental Advocacy & Organizing 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 elective
Priority to Fall 05 ES entrants.

This course provides an overview of avian evolution, taxonomy, anatomy, behavior and conservation. In addition to occasional local field trips during the regular class time, there will be 1 - 2 all-day weekend trips to be scheduled during the first class meeting. Selections from the PBS series, “The Life of Birds” will supplement in-class lecture material.

Section A: Steve Johnson
Time: Thursdays, 8:00 - 11:00 am
Maximum: 16
Credits: 3

ESP 524
Patterns of Environmental Activism
Competency Area: Civic Ecology
Priority to ES students who are entering Fall 06: First Priority to Environmental Advocacy & Organizing students.

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: 16
(2 seats reserved for 2nd year ES students)
Credits: 3

ES 693
Practicum, General
Practicum Seminar
Competency Areas: EAO, CB, Cert, EE, IND & RMA/RMC - 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: Sarah Bockus
Section C: Christa Koehler
Section D: Duncan Watson
Section D Cancelled 08/15/06
Added 08/02/06: Section E: Melissa Diven
Time: Sections A & B: Thursdays,
September 7, November 30 & December 7
11:15 am - 12:45 pm
Sections C & D: Fridays,
September 8, December 1 & 8,
11:15 am - 12:45 pm
Added 08/02/06: Section E Times: Thursdays, September 7, November 30 & December 7, 11:15 am - 12:45 pm
Changed 08/15/06 to: Practicum Seminar Meetings:
Time: Sections A, B & E will meet Thursday, September 14, November 30 & December 7,
11:15 am - 12:45 pm
Section C will meet Fridays, September 15, December 1 and 8,
11:15 am - 12:45 pm
Maximum: 15 per section
Changed 08/02/06 to: Section B: Maximum: 7
Added 08/02/06: Section E: Maximum: 8
Credits: variable
(Practicum Seminar credited as part of Practicum)

ESE 521
Problem-Solving & Inquiry-Based Science Teaching
Competency Areas: Cert - Required; EE - Methods Required alternate; EAO, CB, IND & RMA/RMC - Elective
First Priority to Fall 06 ES Certification students.
Second Priority to Fall 05 ES Environmental Education entrants.

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 ” 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: Jimmy Karlan
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: RMA/RMC - Required alternate to GIS; EE - EE Methods Required alternate; EAO, CB, Cert & IND - Elective
Priority to Fall 05 Resource Management & Administration entrants.

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: Jim Gruber
Time: Fridays, September 8 - November 3,
8:00 - 11:00 am,
Maximum: 16
Changed 08/02/06 to: Maximum: 18
Credits: 2

CLASS ADDED 07/24/06
ESF 551
Reptile Field Biology
Competency Areas: EAO, CB, EE, Cert, IND & RMA - Natural Communities elective

The conservation of reptiles in the northeast poses several challenges. Essential elements are: understanding of habitat preferences and home range sizes; understanding of life history strategies; assessing population size and viability. In this class, students will be introduced to the varied and complex life histories of northeast reptiles by finding them in the field and observing their habitats. By supplementing field work with in-class lectures and assignments based on the scientific literature, we will delve into the conservation issues and the difficulties of managing and recovering reptile populations. Students will learn how to idnetify species in the field and how to recognize habitats that are closely associated with particular species.

Sec A: Suzie Fowle Schroeder
Times: Thursdays 8:00 - 11:00 Sept 14, Sept 28 and Oct 5 plus Saturday field study trips 8:30 am - 4:30 pm Sept 16 and Sept 30 (TBD field sites in Western Mass)
Maximum: 16
Credits: 2

ES 695
Research Practicum
Competency Area: CB, RMA/RMC, and IND - Practicum option
Restricted to CB, RMA/RMC, and IND students doing a masters thesis and who are doing thesis research as their practicum.
Students may register for 2 or 4 credits which will count toward the total of 8 Practicum credits.
Students must have written permission from thesis advisor attached to or on registration form to sign up for this practicum.

Note: There is no formal seminar for this practicum, however the student is expected to meet regularly with their thesis advisor.

ESE 520
Science Teaching Methods
Competency Areas: Cert - Required; EE - EE Methods Required alternate; EAO, CB, IND & RMA/RMC - Elective
Required of and Priority to Fall 05 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
Changed 10/16/2006 to: Eric Rhomberg, Louise Van Order & Stephen Holmes
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, 2006 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 1st 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/RMC - Required for students not doing a Masters Thesis; EAO, Cert, EE & IND - 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 director, but may be supervised by a qualified person external to the department. Note: RMA/RMC 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, 2006 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 1st 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; EE - EE Methods Required alternate; EAO, CB, IND & RMA/RMC - Elective
Required of and Priority to ES Certification students.

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: Maureen Greene
Time: Thursdays, September 7 & 21, October 5 & 19,
November 2, 16, & 30, and December 7 & 14,
5:00 - 8:00 pm
Maximum: 16
(1 seat reserved for Science Education student)
Credits: 2

ESS 568
Wildlife and Forest Management
Competency Areas: CB - Required alternate; RMA/RMC - Science elective; EAO, Cert, EE, & IND - Elective
Priority CB* & RMA/RMC students.
*CB Priority goes to students who didn't take either Wetlands Ecology or Forest Ecosystem Analysis in the summer

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
Added 09/20/06: No class on October 13 or on December 22
Location: Harris Center, Hancock and Antioch
Maximum: 16
Credits: 2

Doctoral Program (Ph.D)

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, or 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: Alesia Maltz
Maximum: 15
Credits: uncredited

ES 702
Comparative Ecological Analysis
Competency Area: Foundation
Required of and Restricted to Ph.D. 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: Rob Baldwin
Times: Saturdays, 2:00 - 7:00 pm and
Sundays, 8:00 am - 12:00 pm
September 9 & 10, October 7 & 8,
November 4 & 5, December 2 & 3
(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 seminar is designed to provide support, consultation, and limited instruction for students carrying out their doctoral dissertation research, and is composed of three different workshops: a writing workshop, a qualitative methods workshop, and a quantitative methods workshop, each led by a different instructor. All students will participate in the writing workshop and will select either the quantitative or qualitative workshop to participate in. These latter two workshops are offered concurrently. Students, along with the instructors, are intended to serve as a peer community, providing support, advice, and critique.

Section A: TBA
Changed 08/02/06 to: Section A: Daniel S. Smith
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 8, 9 & 10 and
November 3, 4 & 5
Changed 08/02/06 to: Times: Saturdays & Sundays, October 7 & 8 and November 4 & 5 Saturdays - 2:00 - 8:00 pm, Sundays 8:00 am - 12:00 pm
(Additional contact hours will be met by specific coursework designed to be completed on-line)
Maximum: 12
Credits: 4

ES 899
Doctoral Dissertation
Competency Area: Dissertation Process
Restricted to Ph.D. 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 Ph.D. 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 Ph.D. 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 8 & 9, October 6 & 7,
November 3 & 4, December 1 & 2
(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 Ph.D. III students.

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. The purpose of the Integrated Essay is to cultivate those insights, by exploring them in depth, tracing their formulation, development, and application.

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. Like the Service Project course, students should sign up for this course in the term they will do the bulk of the IE writing.

Section A: Alesia Maltz
Section B: Joy Ackerman
Section C: Heidi Watts
Section D: Tom Webler
Section E: Beth Kaplin
Section F: Mitch Thomashow
Section G: Jon Atwood
Maximum: 5 per section
Credits: 4

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

Section A: TBA
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 Ph.D. 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. As a counterbalance to this strategic thinking, we 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: TBA
Changed 08/02/06 to: Section A: Daniel S. Smith
Times: Fridays, 1:00 - 7:00 pm and
Saturdays, 8:00 am - 12:00 pm
September 8 & 9,
November 3 & 4 and December 1 & 2
(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 Ph.D. 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

Credits: Variable

ES 761
Theory and Practice Seminar II
Competency Area: Integrated Projects
Restricted to Ph.D. 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: Alesia Maltz & Heidi Watts
Times: Fridays, 1:00 - 7:00 pm and
Sundays, 8:00 am - 12:00 pm
September 9 & 11 and November 4 & 6
Changed 07/24/06 to: Times: Fridays, 1:00 - 7:00 pm and Sundays, 8:00 am - 12:00 pm
September 8 & 9 and November 4 & 6
(Additional contact hours will be met by specific
coursework designed to be completed on-line.)
Maximum: 15
Credits: 3