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

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

ESF 511

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 students