Master of Science
Coursework
"Oh, what
a catastrophe, what a maiming of love when it was made personal,
merely personal feeling. This is what is the matter with us:
we are bleeding at the roots because we are cut off from the
earth and sun and stars. Love has become a grinning mockery because,
poor blossom, we plucked it from its stem on the Tree of Life
and expected it to keep on blooming in our civilized vase on
the table."
D. H. Lawrence
"In learning
how to think with nature is the salvation of our sanity and Earth.
Stressfully
separated from nature's sensuous rewards, we psychologically
bond to destructive gratifications.
Genuinely reconnecting
our thinking with nature replaces our destructive bonds with
the renewing power of constructive passions."
Michael
J. Cohen, Department
Chair
Laymen and
experts alike recognize that the thinking of nature separated
human cultures is inflicting damage on people and the life sustaining
systems and resources of the planet. Critical stress arising
from the nature disconnected way we think, adversely impacts
people and the environment. It deteriorates human relationships,
the air, water, and soil, our climate, and plant and animal species.
The thought process of industrial society damages earth's ability
to provide for life in balance and risks damaging vital personal
and global systems beyond repair. Nature connected cultures and
individuals who have not been touched by, or have outgrown, the
destructive aspects of industrial thinking neither display nor
promote the runaway problems we face. Until recently, no process
has been widely available that enables people to think like nature
works and thereby help our troubles subside.
Our destructive
ways are not logical. They are psychological, they arise from
disturbing the natural logic of the psyche which, in turn, emotionally
disturbs our thinking into producing our dilemmas. It is illogical
to try to solve our problems by using the same thinking process
that causes them.
People are
part of nature. Research in natural areas during the past 30
years has produced the Natural Systems Thinking Process, a nature
reconnecting distance learning program. It empowers individuals
and institutions to learn how to make conscious sensory contact
with natural areas. People psychologically tap into nature's
wisdom, beauty and balance there, and think with it by letting
it heal, nurture and energize into awareness the loving intelligence
of nature that inherently pervades
our rationality, psyche and spirit. Documentation of the Natural
Systems Thinking Process and it beneficial effects is found in
32 articles published by ERIC, The Association of Humanistic
Psychology of the American Psychological Association, The Interpsych
Newsletter Journal, Journal of Environmental Education, the 1986-97
Conference Proceedings of the North American Association and
Association for Experiential Education and many other professional
journals.
In view of
our rising personal and environmental problems, the dire need
for a cadre of experts who can implement, use and teach the Natural
Systems Thinking Process is unquestionable.
Although many pages and articles
are available that help interested learners better understand
the Project NatureConnect program, a free, 15 minute discussion
by phone with a faculty member has
proven most effecient and helpful in discovering how to customize
the program to your goals.
Program
Objectives
Although environmental
and humanitarian issues are at the fore of modern society, virtually
unrecognized are their psychological roots in our disconnection
from nature. This program has shown to develop professionals
who not only have the academic and scientific background to study
key nature disconnected psychological issues, but who also design,
develop, and implement practical ecopsychology solutions to the
problems which face people, society and the environment. Participants
are challenged to think about problems and issues from a sensory,
inter species, global community, web of life point of view. Within
this framework students learn to apply the Natural Systems Thinking
Process to their other interests. Mastery of the process helps
them develop sustainable balanced relationships on critical fronts.
The educational
philosophy of the Integrated Ecology/Applied Ecopsychology program
is to empower motivated adult learners to become experts in implementing,
teaching, promoting and researching the Natural Systems Thinking
Process. Graduates will be able to evoke responsible personal
and global relationships.
Participants
will be empowered to effectively use and teach the use of nature
connecting activities and materials which enable people to:
-Learn ways
of thinking critically that reconnect with and heed natural callings
within ourselves, others and natural areas.
-Understand
why we naturally deserve to have good feelings and how to obtain
them in personally and globally responsible ways.
-Learn how
to self regulate by letting nature connections nurture the balanced
spirit, wisdom and unity of nature within and about us.
-Reverse apathy,
stress and dysfunction by energizing our natural senses and feelings.
-Scientifically
let our natural connectedness regenerate and rejuvenate the hurt
and abandoned parts of our inner nature.
-Enjoy nature's
enchantment within and about us.
-Learn how
to speak to Earth and let it teach us, to know nature as nature
knows itself.
-Recognize
the culturally induced unbalanced relationship between the old-brain
and the new-brain and conscientiously let tangible contact with
nature re-balance them.
-Learn to personally
or professionally organize, facilitate and introduce the ecopsychology
of Project NatureConnect's Natural Systems Thinking Process and
to network with others with similar goals for responsible personal
and global balance.
-Apply to appropriate
parts of their personal and professional life the Natural Systems
Thinking Process Ecpsychology guides that are described in the
Orientation Section of ECO 501.
Additional
information about the Natural Systems Thinking Process and program
is available at http://www.ecopsych.com/ and in the book, Reconnecting
With Nature,
by Michael J. Cohen.
Program
Audience
The program
is designed to meet the educational and vocational needs of mid-career
professionals who seek to integrate the Natural Systems Thinking
Process into their personal and professional lives and bring
its benefits to the public and planet. The program audience includes
professionals employed in psychiatry, counseling, guidance, therapy,
mental health, group work, social work, spiritual leadership,
peace, conflict resolution, environmental studies, environmental
education, recreation, nature interpretation, youth work, personal
recovery, chemical abuse, interpersonal abuse, self-improvement,
experiential education, wildlife management, outdoor education,
citizenship, adjudicated youth, horticultural therapy, indigenous
people, community development, landscape gardening, intentional
relations, noetic science, leadership, systems theory, and public
health.
Minimum
Entry Requirements
Evaluation for admission mostly
considers the applicant's success on the Orientation
Course as well as the applicant's prior learning and professional
experience, letters of recommendation, and a letter of intent
from the applicant. Applicants
should have completed a recognized undergraduate degree or its
documented and approved equivalent in a related field of study.
Candidates should show familiarity with and dedicated interest
in the Natural Systems Thinking Process and its website at www.ecopsych.com.
Participants must be proficient in standard English, be computer
literate, and for the duration of their program, have access
to a computer, electronic mail and the Internet.
NOTE 1: If
any of the specific coursework or professional preparation elements
are missing at the time of enrollment, participants will need
to add these elements to their required program.
NOTE 2: Students
should prepare a written statement of their practice and research
interests in Applied Ecopsychology/Integrated Ecology and communicate
with lead faculty .
Lead Faculty
Information
Michael J.
Cohen, Ed.D.
P.O. Box 1605
Friday Harbor, WA 98250 USA
Tel: (360)378-6313
Email: nature@interisland.net
Michael Cohen
is an Ecopsychologist who founded and coordinates Project NatureConnect,
a distance learning degree program with extended educational
workshops and course offerings from The Institute of Global Education,
a special NGO consultant to the United Nations Economic and Social
Council. He has developed the Natural Systems Thinking Process
through degrees at University of California, Berkeley, Columbia
University and Clayton University along with 36 years of living
outdoors year round researching and teaching multisensory nature
activities. Dr. Cohen is faculty at several universities and
has founded degree granting environmental outdoor education programs
for the Trailside Country School, Lesley College, and the National
Audubon Society. His many books and articles include Reconnecting
With Nature: finding wellness through restoring your bond
with the Earth, the 1990 award winning Connecting With
Nature: Creating Moments that Let Earth Teach, and
the self-guiding Applied Ecopsychology training manual Well
Mind, Well Earth. He is the 1994 recipient of the Distinguished
World Citizen Award and has been recognized as a maverick
genius.
The Appropriate
University
Degree Program
The quality,
content and process of the core courses in the IGE program are
fully accredited in the United States and internationally as
a part of Project NatureConnect's regionally accredited cooperative
University programs that review the courses and offer credit
for them.
The appropriate
university degree program works with accredited and non-accredited schools.
Candidates should be aware of the advantages and disadvantages
of programs that are regionally accredited.
Minimum
Degree Requirements
As participants
in the Graduate
Student Cooperative Program participants must complete a minimum of 36 graduate
credits, as outlined below, matriculate into an appropriate university
and there work on a thesis (or major project in lieu of dissertation,
with permission from faculty), according to appropriate
university
guidelines. Participants must also complete an admissions to
university candidacy examination at the conclusion of their academic
coursework and then proceed with a full research proposal process.
Matriculated students, following successful submission of an
acceptable first draft of the thesis manuscript, will complete
a defense of thesis and then finalize the thesis document.
NOTE 2 : Students
who have completed coursework in any of the required areas may
petition lead faculty for a waiver of these requirements. Students
would then write a paper that showed how they would integrate
NSTP into the waivered area by documenting their learning, skills
and experiences in both.
NOTE 3: With
permission, once NSTP competency has been attained, electives
may be selected from outside the program area with the approval
of the Cooperative support group and lead faculty. Students would
then write a paper that showed how they integrated NSTP into
the waivered area
Masters
program guidelines:
- For best
results follow the sequence of the Certificate Program while enrolled
in the Graduate Student Cooperative.
Certificate coursework is automatically transferable into
appropriate
degree programs.
- The program must be completed in two years. Special petitions
for extra time are considered.
A total of
15 AE/IE core course credits must be taken as part of the Cooperative
program and paid for during the first semester to be in good
standing in the program. The coursework for these credits may
be distributed over three or more semesters. Semesters start
in January, April, July, and October. 6-15 credits may be taken
each semester.
Courses marked
(prior
OK) means that you may
make a contract/petition to apply prior learning
to parts of them.
Enrollment:
Semesters start
in January, April, July, and October. 6-15 credits may be taken
each semester. 18 credits may be taken with special permission.
Enrollment in the program starts by applying for the Orientation Course
Courses:
Courses that
are available to the public may be found at
http://www.ecopsych.com/courses.html
TO FIND A COURSE SYLLABUS:
In general, on the WWW enter
the address
http://www.ecopsych.com/
then add a single course number like so:
eco503
(lower
case; no space between eco and number )
then add
.html
The
completed address you create ( http://www.ecopsych.com/eco503.html ) will bring you to
the course syllabus on the web with the following exception:
The address.html is listed
bold in red below if that address is different that the official
course number.
Courses listed
below are linked to their syllabus.
Courses in
bold
blue
are core courses of which you must take the minimum of 15 credits
that are indicated by a red star*
All Doctoral
Students with a Masters Waiver are required to take
ECO 501 before taking ECO 601
and
ECO 502 before taking 602
MASTER'S COURSES AVAILABLE 1/1/01..
(Doctoral
Courses
are located in the Doctoral Program. Many consist of teaching
the Master's courses in consultation with a mentoring committee.
All courses are part of the Certification Program)
[ ...........]..*ECO 500 Global Citizenship 1 credit
[ ...........]..*ECO 501 Introductory RWN 3 credit Prereq ECO 500
[ ...........] .*ECO
502 parts I and II WMWE
3 credit .ECO 501ADDRESS .............eco502parts.html
[ ...........] http://www.ecopsych.com/eco502parts.html
[ ...........] .*ECO
503 /603
Directed Readings 3 credit (prior OK)
[ ...........] .ECO 504/604 (optional) Sensory Knowing & Culture 3 credit (prior .............OOK)
[ ...........].*ECO 508 Natural Attractions (Einstein's World) 1
credit Prereq ECO
................500
[ ...........].ECO 509 (optional) Global History of
the Senses 3 credit
[ ...........].*ECO 522* /622 Public Relations/Funding 3 credit
(prior
OK)
[ ...........] .ECO 751: Field Studies /Internships 6 credits
(prior
OK)
[ ...........].*ECO541: Qualitative Research 3 credits
(prior
OK)
[ ...........].*ECO 791: Selected Projects/Topics
3 credits (prior
OK)
[ ...........].*ECO 792: Advanced Readings 3 credits
(prior
OK).
[ ...........]..*ECO 793: Selected Topics/Projects
3 credits (prior
OK)
[ ...........]ECO
800: Certification in Applied Ecopsychology/Integrated Ecology
(1 credit)
[ ...........]..RES 890/990: Thesis Research 6-9 credits( prior OK)
MASTER'S REQUIREMENTS
6-15 (18) Credits/semester.
10 Credits/semester are needed for 3 semester program
Core Competencies Required
(req) : 15 credits
ECO 500: req Global Citizenship 1 credit
ECO 501: req Elements of Educating and Counseling
with Nature I (3 credits)
ECO 502: req Elements of Educating and Counseling
with Nature II (3 credits)
( http://www.ecopsych.com/eco502parts.html
)
ECO 503: req Directed Reading in Applied Ecopsychology/Integrated
Ecology (3 credits) (prior OK)
ECO 504: Integrating Sensory Knowing and Culture (3 credits)
(prior
OK)
ECO 508 req Natural Attractions and Intelligences
(Einstein's World) 1 credit
ECO 509 Global History of the Senses 3 credit
ECO 522 req Public Relations/Funding 3 credit (prior OK with permission)
ECO 800:
req
Certification in Applied
Ecopsychology/Integrated Ecology (1 credit)..........
Field Studies
(Required: 6 credits)
*ECO
751:
Field Studies in Applied Ecopsychology/Integrated Ecology (6
credits)
Prerequisite ECO 501, ECO 508,
*ECO
753:
Case Studies in Education and Counseling with Nature (6 credits)
Research
Preparation Courses
*ECO541: Participatory Research
for Applied Ecopsychology/Integrated Ecology (3 credits)
*RES890: Thesis Research (6
credits)
Advanced
Studies (Electives)
*ECO
791:
Selected Projects in Applied Ecopsychology/ Integrated Ecology
(3 credits)
*ECO
792:
Advanced Readings in Integrated Ecology (3 credits)
*ECO
793:
Selected Topics in Applied Ecopsychology/ Integrated Ecology
(3 credits)
Field Study
Parameters
Field study
parameters for Integrated Ecology consist of initiating, applying,
promoting and integrating the Natural Systems Thinking Process
into chosen fields of professional or personal interest. This
may be done through on site or distance learning internships,
apprenticeship, field investigation, professional practice, field
project or action science techniques. ECO 501, 508, Prerequisites.
The goals of
the field study element are to provide opportunities for meaningful
experience through which participants may acquire and demonstrate
an advanced expertise in applying and furthering the art and
science of integrated ecology. This may be accomplished in organizations
or institutions of the student's choice or as independent projects
with approval from lead faculty. Professional presentation of
the student's results at an appropriate conference or meeting
is required.
Through experience,
field opportunities are used to hone how the student utilizes
and teaches the fundamentals of the Natural Systems Thinking
process. We are born as part of nature yet nature and nature-centered
people, in their wisdom, do not exhibit our runaway problems.
We learn to live, on average, less than 1/2 day per lifetime
consciously in tune with nature. It is the extremely nature-separated
way we live, think and relate that brings about our most challenging
problems.
Like an arm
torn from a body, our excessive indoor lives and stories traumatize
and separate our peace and reasoning from their natural origins
in nature and its intelligence.
Skillfully,
a surgeon can physically reattach an amputated arm to the body.
Only then can nature's wisdom heal the separation and restore
integrity. Gradually, the separation trauma and its destructive
symptoms subside. With respect to Organism Earth, the Natural
Systems Thinking Process, offered in Applied Ecopsychology and
Integrated Ecology, acts like the surgeon. It enables students
to skillfully and enjoyably help reattach people's thinking to
nature's wisdom in the environment and each other. That wisdom
then restores our disconnected reasoning, senses and interests.
Backyard or
back country, the educational methods and materials of Natural
Systems Thinking Process empower us to create moments that let
Earth teach. We learn to sense, enjoy and validate the natural
attractions found in natural areas and in our inner nature. We
learn to honor these attractions and thoughtfully rebind them
into our thinking. We learn to speak, feel and interact with
the wisdom, love and spirit that guides natural people and Earth.
This has proven to reduce stress, recycle our destructive thinking,
and catalyze responsible personal, social and environmental relationships.
Through this process all things become partners for personal
and global recovery.
Research
Parameters
Participants
are expected to pursue a thesis emphasizing a small experimental
research project or case study project, or a major product in
lieu of research (with permission from lead faculty). Emphases
for student projects are to integrate or establish the Natural
Systems Thinking Process as part of appropriate psychological,
therapeutic, educational, recreational, political or spiritual
areas. Under the assumption that the purpose of life is to support
life by fulfilling natural attractions, participants select and
design research that produces their greatest contribution to
the life process and helps others do the same. Qualitative studies,
participatory action research, quantitative science or a mixture
of these approaches may be used to meet this goal. For example:
-With the consent
of their support committee, a participant would design and apply
appropriate measurement techniques that scientifically document
changes resulting from themselves or others:
-Designing
and actualizing an Applied Ecopsychology course of study for
the clients of a therapist.
-Introducing
the natural systems thinking process into political, environmental
or social areas of conflict as a means of resolving conflict.
-Introducing
themselves as an trained agent of the natural systems thinking
process into areas seeking or needing personal, social or environmental
improvement.
-Acting as
an ambassador on behalf of the natural systems thinking process
and providing public information that would stimulate interest
in the support and use of the process. *Promoting and implementing
the natural systems thinking process as a stress management or
mental health tool in industry or other institutions. *Promoting
and implementing the natural systems thinking process in the
field of distant education, environmental education, chemical
or physical abuse, recovery, therapy, education or community
development.
-Evaluate the
research of people in related fields and how it could strengthen
the natural systems thinking process
Course Descriptions
ECO 500: Global
Citizenship Orientation: The Art and Science of Thinking With
Nature. (1 credit)
This short
course is offered to students when required or suggested by their
department or by the student's personal choice during any period
semester of enrollment or application. It may also be used as
a student facilitator training internship once the student has
completed the course. Students discover how our excessive separation
from nature stresses our sensuous inner nature and initiates
our personal and global troubles. Students learn to reverse this
destructive process by mastering five thoughtful sensory nature
reconnecting activities that dissolve stress by satisfying our
deepest natural loves, wants, and spirit. This hands-on course
teaches lasting leadership, education, counseling, and mental
health skills that feelingly tap the "higher power"
wisdom of Earth's creation process. The email and telephone contacts
of the course empower students to let nature help them nurture
warm interpersonal relationships, wellness, and responsibility
on personal and global levels. Students relate the course methods
and materials to their fields of interest in order to integrate
these areas with the global ecosystem. They become familiar with
the Natural Systems Thinking Process and improve their Globally
Balanced Thinking Score.
ECO 501: Educating
and Counseling with Nature I (3 credits)
Students will
learn to promote personal, social and environmental responsibility
by mastering and adapting unique "nature-connecting"
methods for personal and professional use. Students will discover
firsthand how tangible reconnection with nature provides information,
satisfies deep natural wants and how, when unsatisfied, these
wants disrupt inner peace and fuel personal, cultural and ecological
disorders. Under the direction of the instructor, students establish
and identify a three person study team with whom they work. They
maintain a journal of their participation and prepare a 15 page
reflective paper.
ECO 502 Educating
and Counseling with Nature II (3 credits)
Students investigate
advanced techniques to promote personal, social and environmental
responsibility by mastering and adapting unique "nature-connecting"
methods for personal and professional use. Students continue
their work with a two or three person study team with whom they
interact. They may assume the role of an intern, helping to promote,
organize, and guide presentations for a selected group. Students
exchange and react to their teaching, findings and evaluation
efforts and prepare reflective paper of at least 15 double-spaced
typewritten pages discussing how the program has informed their
understandings of the importance of Applied Ecopsychology and
Integrated Ecology within their personal and professional lives.
ECO 503 Directed
Readings in Applied Ecopsychology/ Integrated Ecology (3 credits)
While they
are learning the elements of Applied Ecopsychology/Integrated
Ecology, students will pursue directed reading from a sensory
ecology bibliography provided by lead faculty, supplemented by
their own library research. Participants will carefully explore
the literature and prepare an annotated bibliography. As the
principal course assignment, participants will prepare a scholarly
paper of at least 15 typewritten double-spaced pages discussing
problems and solutions to important issues and practice of Applied
Ecopsychology/Integrated Ecology.
ECO 504 Integrating
Sensory Knowing and Culture (3 credits)
For use while
they are teaching and researching Integrated Ecology, students
will gather a library of references, from the internet and publications,
that are related to their particular career field or interests
that reflect upon the issues relevant to sensory ecology. Students
will read and discuss the literature with Dr. Cohen and other
professionals, discover how sensory ecology contributes to their
career interests and then enact strategies that inject sensory
ecology into institutions. Students will gather a bibliography
of literature in their professional field or interest that supports
work in sensory ecology and prepare an annotated bibliography.
Students will prepare a reflective paper of at least 15 typewritten
double-spaced pages discussing how the literature has informed
their understanding of the opportunities for integration of lifeweb
psychology concepts within their career field.
ECO 508: Natural
Attractions Intelligences
and Sanity (1-credit)
Students discover how to help prevent contemporary
society's nature-separated thinking from deteriorating personal
growth and responsible relationships. They increase their effectiveness,
marketability and global citizenship by learning about the process
of educating and counseling with nature. Course participants
learn how to introduce a readily available organic psychology
and natural systems thinking process into various aspects of
society.
ECO 522: Public
Relations and Marketing (3 credits)
Students survey
the field of Public Relations and Marketing to determine the
most significant means to promote, implement and produce support
for their involvement in the natural systems thinking process.
They identify what that makes each technique and strategy worthwhile,
select those that make the most sense to them, defend them, and
apply them in areas that add to the field of nature connected
psychology and their personal interests. The student writes a
three page progress report that documents their work and learning
in this area and that would assist others who read it.
PREREQUISITES Students must complete ECO 501 or its equivalent.
ECO 751: Field
Studies in Applied Ecopsychology/ Integrated Ecology (6 credits)
Students experience
in theory and practice how Western Civilization separates the
"human" from the "natural" and estranges
us from nature's integrity, love, and spirit, in and around us.
Students master, design and implement conscientious techniques
which reverse this dilemma and catalyze responsible relationships
for "reconnecting with nature in people and places"
through negotiating a field experience placement within their
career field which supports a practical observation of Integrated
Ecology. This field experience will represent a minimum of 90
hours in one or more monitored placements. In them, students
apply the syllabus of ECO 501 and ECO 502 as a perceptual filter,
maintain a weekly log reflecting upon their experiences and prepare
a scholarly paper (at least 15 typewritten double-spaced pages)
discussing how the field placement experience has built their
understanding of overcoming barriers to successful integration
of Integrated Ecology concepts within their career field. [Prerequisite:
ECO 501: Elements of Educating and Counseling with Nature I]
ECO 752: Externship
in Applied Ecopsychology/ Integrated Ecology (6 credits)
Students independently
promote, implement, and teach an integrated ecology course or
program to three or more students as a group (or individually).
This is an extensive reading project and a 300 hour field study
program using reconnecting with nature activities in an appropriate
setting, while investigating appropriate literature, areas for
professional growth, and implementing introductory training programs
in Integrated Ecology in relationship to their chosen career
field. Based on their field experiences and reading, students
will prepare a reflective paper (fifteen-page minimum) addressing
the following questions: 1) Related to other alternatives now
in effect, why is the study and implementation of Integrated
Ecology essential to effectively addressing the human condition
and the future survival of the earth and its systems? 2) What
campaigns could the student wage from within their profession
to re-educate or reverse the opposing forces identified as the
most damaging factors acting in opposition to the implementation
of the concepts of Integrated Ecology fostered by Project NatureConnect
and like-minded programs and campaigns? [Prerequisite: ECO 541:
Field Study in Integrated Ecology]
ECO 753: Case
Studies in Education and Counseling with Nature (6 credits)
Students experience
in theory and practice how Western Civilization separates the
"human" from the "natural" and estranges
us from nature's integrity, love, and spirit, in and around us.
Students complete field research and prepare case studies describing
and validating the growth and development of at least eight individuals
who are using nature-reconnecting techniques and prepare a scholarly
paper (at least 15 double-spaced typewritten pages) discussing
all aspects of the research project and the findings. [Prerequisite:
ECO 541: Field Study in Integrated Ecology]
ECO 791: Selected
Projects in Applied Ecopsychology/ Integrated Ecology (3 credits)
Students select
a project in integrated ecology for advanced investigation in
collaboration with lead faculty. This course is intended to allow
participants to pursue specialized studies of a unique nature
within integrated ecology and to contribute in a meaningful manner
to the development of the body of knowledge within Integrated
Ecology. A scholarly paper is required.
ECO 792: Advanced
Readings in Applied Ecopsychology/ Integrated Ecology (3 credits)
In collaboration
with lead faculty, students select and pursue advanced readings
in integrated ecology. This course is intended to allow students
to add in a significant manner to the body of knowledge in integrated
ecology. A scholarly paper is required.
ECO 541 Participatory
Research Techniques for Applied Ecopsychology/ Integrated Ecology
(3 credits)
Students will
investigate the available literature on participatory research
techniques. This may include readings in the literature pertaining
to implementing system-transforming innovations (Bushe and Shani),
participatory action research in the workplace (Whyte), reflection
in action (Schon), reframing organizational culture (Frost, et.
al.) and self-reliant initiative (Fals-Borda), as well as other
qualitative and action science methodologies. Students will identify
an appropriate mini-study, apply techniques from their readings,
complete the study and prepare a technical paper of at least
ten double-spaced typewritten pages referencing the literature
and describing the value of participatory research techniques
to the fields of Applied Ecopsychology/Integrated Ecology.