Applied Ecopsychology: benefits from reconnecting with Nature.

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Michael J. Cohen, Ed.D.
Lead Faculty
Greenwich University Applied Ecopsychology

ECO 603: EXPLORATORY READINGS IN APPLIED ECOPSYCHOLOGY/INTEGRATED ECOLOGY (3 credits)

Michael J. Cohen, Ed.D.

Director, Project NatureConnect

P. O. Box 1605

Friday Harbor, WA 98250 USA

Tel: (360) 378-6313

Email: nature@pacificrim.net

Website: www.ecopsych.com

COURSE DESCRIPTION

While they are teaching and researching sensory ecology, students

will seek, read and critique methods and materials from their own library

research. Students 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.

PREREQUISITES

Students must complete ORT 500/600 and be taking, or have completed, ECO 501 or its equivalent.

COURSE TOPICS

*interlibrary and Internet literature search

*foundational readings

*understanding effective writing style

*effectively draw upon the knowledge of other scholars

*structuring a quality manuscript

-Optional Topics

*Reconnecting with natural senses

*Psychology of nature negatives

*Psychological origins of our separation from nature

COURSE OBJECTIVES

This directed readings course is intended to empower the participants to:

*become acquainted with a core of books that help define and empower sensory ecology.

*effectively search the literature in preparation for learning establishing and teaching ecopsychology

*analyze, summarize the research literature

*present findings from reading and that support academic arguments for applying ecopsycholgy

BRIEF NEED STATEMENT

Instructional programs for mid-career adults are effective, many times,

only to the extent that the participants can individualize their studies

for immediate application within the professional environment. General

programs of study must make provisions for students to undertake highly

advanced inspections of the scholarly literature to allow an individualized

and specialized preparation. Participants, motivated to explore aspects of

the subject matter in greater detail, should be encouraged and guided in

this pursuit. It is essential that the study of sensory ecology

maximize the relevance of advanced studies to the demands and expectations

of the community, business, corporate, governmental, and professional

arenas within which the students live and work. Defining strategies which

relate learning more closely to actual demands and expectations of life and

work and what educators call "reality" permit more effective preparation

of the participants for the real challenges they will face in the

professional arena. Students who learn in this manner are advantaged

within the marketplace and highly desired by employers.

Effective investigation of higher level theories, principles, and practices

is an essential elements in the development of the successful professional

practitioner in every field of endeavor. Rigorous programs of advanced

level reading have lead many to achieve higher ideals with the

competencies, wisdom, values, and motivations necessary to stand out

effectively within their professions and thereby make meaningful

contributions to the betterment of the human condition.

COURSE AUDIENCE

Open as an elective to all graduate and undergraduate students with the

permission of the instructor.

FACULTY-STUDENT COMMUNICATIONS

-Telephone Contacts

The student will initiate an initial telephone conference with the

instructor within one week of enrollment to clarify a plan of action for

the course. This initial contact will help familiarize the student and

instructor with one another, and permit the transmission of clear

expectations for completion of course requirements. Periodic telephone

interaction , as required, at student's expense, should be continued for

the duration of the course.

-Email Communications

Frequent email communications between student and instructor should be

initiated and continued for the duration of the course.

-Alternative Communications

Students may send communications and materials via postal service, as

appropriate. Chat room sessions, when available, can be held on a weekly

basis.

COURSE DELIVERY STYLE

Students conduct a broad based and exhaustive search for literature in areas that supportively relate to applied ecopsychology and pursue foundational readings under the direction of the instructor. The readings provide a cross-sectional review of a historical and cross-cultural writing in applied ecopsychology. The participants prepare journal notations concerning the salient points from the literature accompanied by poignant, single sentence "quotable" summaries of these points that they create, and an annotated bibliography of the readings. The participant creates an academic paper which, using the summaries, contains a highly effective scholarly presentation with an academic argument that reflects upon the nature connected psychology in a creative manner. The paper must adhere to an acceptable manual of writing style.

REQUIRED COURSE MATERIALS

-Required Textbook

There is no required textbook for this course, however, a general

bibliography will be available from the instructor related to applied ecopsychology. An extensive library and Internet literature search is to be conducted under the guidance of the instructor through which the students will select appropriate reading materials and create quotations in support of applied ecopsychology and their course paper.

-Recommended Bibliography

Students may select from the following general bibliographic materials, and the bibliographies they contain, as appropriate. See www.amazon.com for publication details and availability.

*Dancing Wu Li Masters, Gary Zukoff

*The Monkey Wrench Gang, Edward Abby

*Lame Deer, Seeker of Visions, Richard Erdoes

*Voice of the Desert, Joseph Wood Krutch

*The Soul Unearthed, Cass Adams,

*My Name is Chellis, Chellis Glenndinning,

*Ecopsychology, Theodore Roszac

*The Web of Life, John Storer

*Dream of the Earth, Thomas Berry

*Earth in Mind, David Orr

*Wilderness and the American Mind, Roderick Nash

*The Quiet Crisis, Stewart Udall

*Wisdom of the Body, Walter B. Connon

*Ishi in Two Worlds, Theodora Kroeber

*Education of Little Tree, Forest Carter

*Magical Child, Joseph Chilton Pierce

*Ishmael, Daniel Quinn

*Summerhill, A.S. Neill

*The Web of Life, Fritjov Capra

*The Spell of the Sensuous, David Abram

COURSE ASSIGNMENTS

-Assignment #1: Collaborative Communication with Instructor

Initiate telephone contact with the instructor to clarify the plan of

action for the course and initiate collaborative email communications.

Maintain email contact with the instructor for the duration of the course.

Initiate and continue journal notations concerning all communications with

the instructor.

-Assignment #2: Literature Review

Conduct a library and Internet search and previous student search for scholarly literature appropriate, specifically related to sensory ecology, under the direction and guidance of the instructor. By design, this should be include

foundational writings which have informed the authors of the works under

investigation. Review the literature and assesses its effectiveness as a

tool for effective teaching of sensory ecology and academic argument. Make

journal notations concerning all readings and prepare an annotated

bibliography which identifies the many ways the literature informs

practice.

-Assignment #3: Annotated Bibliography

Carefully review and prepare an exhaustive annotated bibliography

clarifying the contributions of the written works to the scholarly

discourse. Prepare these annotations in accordance with acceptable means

of annotation and submit these as requested by the instructor in a formal

written presentation.

-Assignment #4: Scholarly Paper

Prepare a paper containing a scholarly discussion of your findings.

Gather insight into the differences between theory (from

the readings) and practice (from ongoing course observations), identify and

clarify these incongruities. The paper should be approximately 15 double-spaced

typewritten pages and include referencing of the literature and

observations.

SUPPLEMENTAL LEARNING RESOURCES

-Internet Resources

*Guide to Internet Research

http://users.southeast.net/~drgwen/index.html

*Gateway to Academic Resources on Internet

<http://www.lib.uiowa.edu/gw/>

*Research Guide on Internet

http://www.lib.odu.edu/start/index.html

-Textbooks

*Specialty Books

5833 Industrial Drive

Athens, OH 45701

(800) 466-1365

(614) 594-2274

Fax (614) 593-3045.

Email: order@specialty-books.com

http://www.specialty-books.com

*Amazon Books

549 South Dawson

P.O. Box 81410

Seattle, WA 98108-1310

(800) 201-7575

(206) 694-2992.

Fax (206) 694-2950.

Email: orders@amazon.com

http://www.amazon.com

Books can be ordered directly from the Web site.

INDIVIDUALIZATION OF STUDENT ASSIGNMENTS

The primary purpose of this course is to provide opportunities for students

to carefully inspect the full reaches of sensory ecology literature. This course allows the student to select a topic for reading, identify the appropriate literature, prepare a thesis for the central focus of the course and undertake the structuring of a

scholarly paper.

COURSE EVALUATION

The instructor will evaluate the completeness and effectiveness of the

student's written materials, including the annotated bibliography, and the

scholarly paper.

The instructor and a student support/interact group will reflect upon the following expectations in evaluating the work of the student:

*detail of presentations

*depth and maturity of the literature review

*richness and diversity of the material presented

*clarity of references to the scholarly readings

*focus and conceptual quality

*richness and coherence in translation of academic theories and concepts

*appropriateness of applications

*quality of writing of the scholarly presentation

COURSE GRADING DETERMINANTS

The course grade will be calculated according to the following formula:

*annotated bibliography 30%

*scholarly paper 70%

COURSE COMPLETION TIMETABLE

While the student is expected to carry out and complete all assignments and

meet the expectations of the instructor within 180 days from the start

date, students are encouraged to pursue the course requirements according

to the following timetable.

Week #1: Make telephone contact with the instructor for the purpose of

establishing the plan of action and scheduling the timeline and mode of

communications for the duration of the course. Secure a recommended

bibliography from the instructor and begin to gather text and journal

literature in support of the special area of advanced reading.

Week #2: Submit by email a summarization of the agreed upon plan of action

for the course. Establish a thesis statement as the basis for the

approach to the directed reading. Gather literature and begin

readings and maintenance of journal notations (which must continue for the

duration of the project) related to all readings. Begin creation of an

annotated bibliography of the readings undertaken.

Week #6: Continue to read and review the literature. Maintain journal

notations related to all readings. Begin to organize your thinking

related to the manuscript outline for the academic argument of the

scholarly paper. Maintain frequent email communications with instructor.

Week #12: Structure a complete manuscript outline for the scholarly paper

including those sections as directed by the approved manual of style

selected to guide the preparation of the manuscript.

Week #16: Submit the annotated bibliography. Within the requirements for a course final paper found at

http://www.ecopsych.com/eco500paper.html prepare the first draft of

the paper and submit an abstract of the paper for peer and faculty review, critique and

recommendations related to the appropriateness of the presentation. Make the changes as merited from the

peer review.

Week #20: Submit the scholarly paper.

Week #22: Receipt of effective feedback from the instructor.

SPECIAL NOTES AND INSTRUCTIONS

-Course Completion

The grade of Incomplete may be given ONLY AFTER discussion with the

instructor and only if there is an extremely good reason to give such a

grade. An Incomplete will NOT be given because a student is "behind" in

work, needs extra time, simply because s/he wants to delay the completion

of the assignments. It is important that you turn in assignments within

the parameters of the agreed timeline. However, there are often unforeseen

circumstances will may befall any of us, therefore, I will be patient with

you in the event of some personal crisis. Don't surprise me at the last

minute, call me, email me, and we will work it out.

-Thoughts about Writing.

Purchase a collegiate writing style manual. If you are unclear which is

the appropriate manual, please contact me and we can discuss this important

issue. All written work should adhere to the writing style and manuscript

preparation guidelines described in your style manual. Pay extra special

attention to the rules related to referencing and citation of the academic

literature. In all circumstances, you will be expected to acknowledge the

works of others which have informed the work you wish to submit as your

own. If you are unclear with regard to this expectation, ask before you

begin writing.

-Academic Integrity

Academic dishonest in any of its forms, including cheating, plagiarism,

misuse of the University web site, failure to comply with guidelines for

the preparation of a scholarly manuscript, and all aspects of professional

ethics, will not be tolerated. Any form of academic dishonesty is grounds

for dismissal from the program.

FACULTY CONTACT INFORMATION