Environmental Conservation Education (ENYC-GE)

The course focuses on recognizing & assessing the complex interrelationships between the city & its environment. The central problem is the alienation of urban residents from their surrounding environments. Different frameworks for integrative analysis of human-environment relationships are used–from human ecology to geography to resilience. The intent is to re-conceptualize the city in ways that make these phenomena explicit, & to communicate this to multiple publics. Students will also learn to conduct a quick sustainability assessment of a local neighborhood and develop a communication plan for it.

The course provides skills in analyzing environmental justice issues using digital tools. In this course, students learn risk assessment, online location of sources, applied GIS (Geographic Information System), & spatial analysis. The course involves instruction in basic GIS

Major conceptions of nature as an ecological system that have arisen in science, history, & philosophy. Attention focuses on interpretations of relationships of human to non human natures as a basis for examining methods & objectives of knowing, learning, & valuing appropriate to educational & social practice.

Critical examination of the ethical dimensions of major environmental controversies; the safety & economics of nonrenewable energy systems, the wisdom of alternative energy systems, recourse scarcity, population & world hunger, pollution, conflicting political & economic world forces. An assessment of arguments & evidence relevant to the changing of environmental debate. Topical focus changes yearly.

Identification of the formal structure, leadership, & recent activities of public & private organizations, groups, & businesses that express concern for, or engage in, public educational activities related to the environment. What are the agencies & organizations? What are they doing? What are their commitments? What are the intellectual grounds of their activities. Topical focus changes yearly.

Introduction to environmental education with particular emphasis on theoretical & practical applications. Historical & philosophical perspectives will be explored in relation to current topics in environmental education & implications for school reform. We will examine national & local models of environmental education & analyze their relationship to contemporary issues of environmental literacy. Case studies will be drawn from a wide range of educational settings. Students will develop competencies in planning environmental education.

Review & integration of leading conceptions encountered in the program through critical analysis of major conceptual writings on environmental issues. Formulation & completion of a thesis.

Students spend one semester in a business, organization, school, or center that is involved in environmental education. Each placement & identification of responsibilities will be negotiated in light of student interests & the activities of the cooperating institution. Students attend a biweekly internship seminar to facilitate their internship work experience.

Field ecology at Black Rock Forest is a concentrated spring graduate field course in ecology & biology. Student become familiar with the flora & fauna of the Hudson Highlands region of New York as they study the major natural habitats within the area (A visit to Central Park before the trip permits comparison of urban versus rural issues in ecology). Field exercises have included plant community sampling, paleoecological analysis of sediment cores, characterization of shrub communities using diagnostic keys, & survey of birds/insects/amphibians/aquatic invertebrates. Readings from Science, Nature, Ecology & other literature are carefully coordinated with our field studies.

This course is designed by the student and sponsoring faculty to investigate an area or field of specialization not normally offered in scheduled course offerings. It is an opportunity to work one-on-one with a faculty member to engage in fieldwork/internship, research, curriculum development, or another independent project. Through course meetings and assignments, students develop the necessary skills to later use in their job search and career. Students who are participating in fieldwork must complete at least 45 hours of work per credit. Students must obtain an independent study approval form from their advisor.