.
Michael J. Cohen, Ed.D.
Lead Faculty
Akamai University
Applied Ecopsychology
ECO 752: ADVANCED FIELD STUDIES AND EXTERNSHIP IN EDUCATING AND COUNSELING WITH NATURE (6 credits )
Applied Ecopsychology/Integrated Ecology
Master of Science, Doctor of Philosophy
Institute of Applied Ecopsychology
College of Environmental Science
Akamai University
Michael J. Cohen <nature@interislnad.net>
November 1, 2000
NOTE: This course requirement may be filled via documenting that you have had equivalent education experience. The means to do this is found at http://www.ecopsych.com/eco7equivalent.html
COURSE DESCRIPTION
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]
PREREQUISITES
Students will complete all required core courses prior to undertaking the
field study.
COURSE TOPICS
*create nature psychology program constituencies.
*demonstrate theoretical knowledge in applied settings
*make improvements within work settings
*exhibit excellence in core competencies
*reflect new understandings from practical studies
*address the tasks of the professional arena
*integration of academic competencies with professional behaviors and protocols
*expectations of the workplace
COURSE OBJECTIVES
*to help students utilize Natural System Thinking Process nature connected psychology techniques to produce responsible relationships within their career field.
*to demonstrate theoretical knowledge in applied settings
*to make immediate improvements within their work settings
*to exhibit excellence in core competencies
*reflect new understandings from the practical studies
*to demonstrate competence in the general domains of the program
*to better address the tasks of their professional arena
*to integrate academic theory and professional techniques within a
monitored setting
*to expose the student to cases and situations that are representative of
the role and function of an independent practitioner in the professional
environment
BRIEF NEED STATEMENT
An essential component of the transition all students must make from the
academic to the professional environment is the integration and application
of academic theories, principles and practices to the requirements and
expectations of the professional arena. To encourage successful transition
to the professional environment, supervised field studies in an approved
site with business, industry, government or nonprofit sector (or a
supervised independent field study project, with permission from lead
faculty) is a required component of the curriculum of all degree programs
at Greenwich University. Through these opportunities, students are able to
effectively integrate theories, principles, and practices from their core
studies through the application of this learning within the professional
environment, allowing the real world to challenge and enhance their
understandings.
COURSE AUDIENCE
This is a required course for all students pursuing a graduate degree in
Integrated Ecology/Applied Ecopsycholgy and is closed to other students.
FACULTY-STUDENT COMMUNICATIONS
-Telephone Contact
The student and instructor will have an initial phone conversation within
one week prior to the student's start date at the field site. The purpose
of this interaction is to clarify the plan of action for the field study,
the course objectives, and the schedule of activities, familiarize the
student and instructor with each other, and develop clear timelines for
completion of course requirements. This interaction is required, and it
will be conducted at the student's expense unless otherwise arranged by the
student and the field site sponsor. In addition to the initial phone
interaction, the student and instructor will have phone contact during the
progress of the course, at weeks 6, 12, 18 and 24. Through these
additional contacts, student and instructor will assess progress and
timelines, modify expectations and the plan of action, as necessary, and
answer questions and concerns of either party.
-Electronic Contact
In addition to telephone contact the student will maintain a minimum of
once-per-week email, post or telefax contact with the instructor for the
purpose of communicating progress and resolving any difficulties which
might arise at the field site. This is a forum for specific questions by
the student and instructor, a time for instruction by the faculty, and
problem-solving, as needed. The instructor and the student are expected to
respond to electronic communications by phone or email within 48 hours,
if at all possible.
-Optional Methods of Contact
In addition to the aforementioned methods of communication, each student is
encouraged to provide ideas about the optional methods of communication
appropriate for the capabilities of the field site environment. For
example, audiotaped or videotaped messages can be used, as appropriate,
with feedback by the instructor. Synchronous video linking, chat room, and
bulletin board access can be used if the student has access to
internet-based video hardware and software. The instructor will be pleased
to explore options for increased and improved communication with the
student.
COURSE DELIVERY STYLE
The following guidelines describe the course delivery style and the basic
activities and responsibilities of the student, the field site sponsor,
and the course instructor for the conduct of this field study:
Required Activities and Responsibilities of the Student:
Set mutually satisfactory and feasible goals with faculty and field site
sponsors. Become an integral and participating member of the field site
staff. Become familiar with business policy and procedures and abide by all
regulations. Support the field site and its staff in any contacts with the
public. Notify the field site sponsor when you are unable to work as
scheduled. Consult your supervisor or field site sponsor when confronted
with problems you cannot satisfactorily solve by yourself. Schedule three
meetings during the field study placement with lead faculty, and your field
site sponsor and supervisor. Complete work as outlined in field study
agreement with lead faculty and field site sponsor Make sure field study
sponsor receives, fills out and returns students evaluation form at the end
of the field study placement. Students maintain a daily journal for the
duration of the field study and prepare a scholarly paper addressing the
purpose and goal of the field study for the particular degree program.
Required Activities and Responsibilities of the Field Site Sponsor:
Orient the student to the philosophy, policies, programs and services of
the placement site. Prepare the site staff for the arrival of the field
study student. Define the expectations of the field study student including
specific project(s) for the duration of the placement. Determine with
field-study student, the types of learning experiences which provide
challenge, growth and success - and provide these experiences. Integrate
the field study student as a fully functioning participant in appropriate
levels of on site activities, projects and programs. Provide supervision by
meeting at least once a week (or other more appropriate time interval) with
the field study student. Train field study student as necessary. Evaluate
field study student's progress, overall performance and the degree to which
s/he has met the stated goals and objectives through a verbal review at
mid-placement and by a written final evaluation, as requested by the
Universty.
Required Activities and Responsibilities of the Instructor:
Communicate and review progress with the field study student at least
monthly during the field site placement to supervise academic components of
work (i.e.: suggest readings, help students connect internship to
theoretical base, clarify assignments of academic work). Serve as a
consultant to field study student and field site sponsor for technical
advice regarding the expectations and guidelines of the university. Conduct
a mid-placement review and sign progress report. Provide mediation support
for field-study student, as needed. Make a site visit if possible. If not,
contact field site sponsor or supervisor at least once by phone. Provide
guidance in focusing the final paper, which should be a minimum of 15 pages
in length. Arrange communication with student at end of field placement to
review and evaluate experience. Oversee the gathering of the student and
field site sponsor's final reports, review and evaluate the student's
course paper, prepare the final instructor evaluation, and submit Grade
Report in a timely manner.
REQUIRES COURSE MATERIALS
-Required Texts
Reconnecting With Nature, Michael J. Cohen
Well Mind, Well Earth, Michael J. Cohen
Connecting With Nature, Michael J. Cohen
-Recommended Bibliography and Learning Resources
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: Application for Field Study
Preparation should begin at least two months before the student anticipates
enrollment for the field study course by gathering the necessary
information needed to effectively complete the Application for Field Study
and submission to lead faculty. As needed, the field study student will
work with the field sponsor and the instructor to create the necessary
framework and schedule for the successful completion of the field study
application. For the application to receive approval, it is essential that
the field site sponsor agree to provide on-site coordination and have the
capacity to offering clear expectations and guidance to the student for the
duration of the field placement.
The Field Study Application should include the following information:
1. Specify the field study course by name and number.
2. Indicate proposed date of enrollment by indicating the semester (Fall,
Winter, Spring, Summer) the student will begin actual field placement
activities.
3. Verify completion of the prerequisite core studies of degree program by
submission of grade report of attaching letter of confirmation from all
appropriate faculty.
4. Name the field site, sponsor (and direct supervisor, if different) and
contact information (full address, telephone number, and email address).
5. Name of Administrator in Charge of the organization within which the
field site rests.
6. Proposed on site timetable and schedule of hours to show minimum hours
will be achieved.
7. Describe the full array of activities you will conduct on site and
identify the position title assigned.
8. Explain how field placement will help you focus on field study goals.
9. Clarify the accommodations and services to be provided for student at
the field site 10. Clarify the accommodations and services the student must
provide and how these will be attained.
11. Identify the insurance coverage protecting student, this institution
and field site institution from liability claims.
12. State the itinerary of the student for traveling to and from the field site.
13. Clarify that proper papers and medical clearance have been attained by
the student by submission of photocopies or letters of attestation.
14. State the student-faculty timetable for communications during the
field study.
15. Attach a student-faculty course memorandum including the course
syllabus with list of assignments and methods of evaluation.
16. Attach a statement signed by administrator of the sponsor organization
responsible for field placement site, agreeing to the terms of the field
study placement and assigning or authorizing the field site sponsor to
undertake the responsibilities of th field site placement.
17. Include signatures of agreement of the student and lead faculty.
-Assignment #2: Field Placement Activities
Participate within the field study site according to the plan of action
established with the instructor and the field site sponsor at the outset of
the course. Maintain required activities, and the communications and
meetings with instructor and site sponsor, according to the course
completion timetable. Conduct required or recommended readings and
maintain daily journal notations.
-Assignment #3: Oral Reviews with Instructor
Schedule and conduct telephone (or other means of communication, as
arranged beforehand) contacts with the instructor, according to the course
completion timetable, for the purposes of oral review of learning and
progress at the field site, clarification or revision of the plan of action
for the field study, review of the course objectives, and the schedule of
activities.
-Assignment #4: Reflective Paper
Within the requirements for a course final paper found at
http://www.ecopsych.com/eco500paper.html develop an academic paper
relative to the "subject matter" of the field
study, in a manner which is reflective of the experiences undertaken. The
reflective paper should be approximately 10 double-spaced, typewritten
pages, addressing the objectives of the course, drawing from the daily
journal notations, and required readings (if any), and formulated in such a
manner as to contribute insight and ideas relative to the professional
development of the student. The primary purpose of the paper is to permit
the student to reflect upon the new learning acquired through the field
study, to reflect upon the new professional maturity, to relate what was
learned in the practical environment to the core studies of the program and
the academic literature reviewed. Paper should adhere to standard manuals
of style and contain effective scholarly discussions, and a thorough
referencing of the literature used (if any).
-Assignment #5: Final Site Sponsor Evaluation
The student will participate with the field site sponsor in the conduct of
a final field study review. This review will reflect upon to effectiveness
of the student in addressing and accomplishing the objectives of the course
within the field site environment.
SUPPLEMENTAL LEARNING RESOURCES
-Supplemental Texts
*Internship Success: Real-World, Step-by-Step Advice on Getting the Most
out of Internships by Marianne Ehrlich Green. Published by Barnes and
Nobles
NOTES: Price: $10.36
*Internship, Practicum, and Field Placement Handbook, The: A Guide for the
Helping Professions, Edition:1, by Brian N. Baird, Pacific Lutheran
University. Published by Prentice Hall Canada ISBN:0-13-475088-8
INDIVIDUALIZATION OF STUDENT ASSIGNMENTS
Each student is expected to apply new learning from their core courses to
real world situations within their professional environment or the wider
community, as appropriate.
COURSE EVALUATION
Both the experiential (time spent at the field study site) and the academic
work are valued towards the award of credit. Regularly scheduled
communications and meetings, readings, journal notations, and formal
evaluations are expected part of the field study course. For the course
grade the instructor will evaluate the student through mid-placement and
end-of-placement oral assessments, the final overarching assessment of the
field site sponsor, and the students scholarly paper.
COURSE GRADING DETERMINANTS
The course grade will be calculated based upon the following formula:
*mid placement oral review by instructor 25%
*reflective paper 25%
*final evaluation by site sponsor 25%
*final oral review by instructor 25%
COURSE COMPLETION TIMETABLE
Week #1: Instructors final review of student application/plan of action.
Pre-placement oral discussion and orientation between student and
instructor.
Week #2: Formal initial meeting between student and site sponsor wherein
student objectives and tasks at the field site are formally reviewed, and
plan of action is set for the first half of the field placement.
Week#2: Student begins field site activities and begins maintaining daily
journal notations which will continue for the duration of the field
placement.
Week #3: Student sends first written communication to instructor via post,
telefax, or email, verifying that field placement is underway in an
orderly fashion.
Week #6: Student makes first telephone contact with instructor to review
progress and to arrange to work out any difficulties at the field site.
Week #10: Formal mid-placement meeting between student and site sponsor
wherein student progress is reviewed, and plan of action is set for the
second half of the field placement. Site sponsor sends written review to
instructor following this meeting.
Week #11: Student arranges for time and date for mid-placement oral review
by instructor.
Week #12: Student makes telephone contact with instructor for
mid-placement oral review. Following the oral review, student and
instructor review progress and establish plan of action concerning any
difficulties at the field site.
Week #18: Student makes telephone contact with instructor to review
progress and to arrange for final evaluation requirements at the field
site.
Week #19: Student arranges for final review by field site sponsor and the
completion of the written final evaluation of the student.
Week #20: Formal end-of-placement meeting is held between student and site
sponsor wherein student success in field placement is formally reviewed
including a thorough review of the contents of the sponsor's final
evaluation of the student. Site sponsor completes the written final
evaluation of the student and sends to the instructor.
Week #22: Final evaluation by site sponsor is to be received by instructor
Week #24: Final oral review is conducted by instructor and student grade
report is prepared and submitted to the University.
SPECIAL NOTES AND INSTRUCTIONS
FACULTY CONTACT INFORMATION
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
Communications should take place during daytime working hours in the western time zone or by appointment.
Project NatureConnect
Institute of Global Education
Special NGO consultant to United Nations Economic
and Social Council.
P.O. Box 1605 Friday Harbor WA 98250
(360) 378-6313
nature@interisland.net
www.ecopsych.com