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GREEN SUSTAINABILITY DISTANCE EDUCATION UNIVERSITIES: Accredited Nature-Connecting Online Alternative and Natural Holistic Bachelors Masters and PhD Degrees, Sensory Courses, Jobs and Career Training Education, Includes certified life experience equivalence and prior instruction, hands-on sustainable environmental programs |
ECO 800 COURSE SYLLABUS: VALUES EDUCATION CAREERS
Certification in Applied Ecopsychology/Integrated Ecology (NAE)
Certification in Applied Ecopsychology/Integrated Ecology (NAE)
The practical art of Natural Attraction Ecology: a sane thinking and feeling tool to increase the joy of life in balance
Project NatureConnect
Friday Harbor, San Juan
Island, Washington, USA
Institute of Global Education
Holistic
Alternative Online Natural Health Wellness Spirituality
Special
NGO Consultant, United Nations Economic and Social Council
Green
Careers, Sustainable Jobs, Degrees Graduate Schools
Scholarships
| SYNOPSIS: This green, values education careers course and its university syllabus, below, describes a significant breakthrough: distance education sustainable counseling and therapy training that includes your prior learning, equivalence courses and life experience and that offers financial aid grants. It helps you remedy the excessive disconnection of our psyche from nature's flow that produces our disorders. Its applied ecopsychology helps you follow nature's path to Earth and humanity in peaceful balance. PROGRAM OVERVIEW:
Educating Counseling and Healing With Nature Degrees, Grants, Career Training Courses and Jobs Online. Individuals
who have enjoyed a refreshing visit in a natural area often report that
their sensory contact with nature's balance and beauty increased their
well-being in lasting ways. They say that the connection renewed their
psyche, cleared their mind and energized their spirit. To this end, the
remarkable process of Educating, Counseling and Healing With Nature
(ECHN) empowers anyone, anytime, to increase personal, social and
environmental well-being, and to help others do the same.
ECHN students learn how to help nature's self-correcting ways interlace with their heart, mind and spirt. This enables them, along with their clients and friends, to increase health and wellness through a grant for thinking, feeling and relating like nature's perfection works. Educating Counseling and Healing With Nature values education careers training offers critical nature connected distant education and university distance learning, graduate school scholarships and alternative careers degrees, and jobs. They are designed for independent thinkers who want to add sensory nature-contact methods to therapy, teaching or coaching practices. The environmental need is great for those who have the integrity and dedicated passion to master sustainable, green, health and wellness spirituality skills. They help individuals who need or seek a safe alternative to the destructive ways of society that block the restorative flow of nature in through and around us. We honor your desire to blend your life experience and training with your respect for nature, by providing special grants and equivalence credit for it. If you like, you may combine our certified accredited coursework with a Nature-Connected Degree or Certificate in most subjects, personal interests, or jobs. (see bottom of this page)
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Values Education Careers and Sustainable Livelihood Training ECO 800: Certification in Applied Ecopsychology/Integrated Ecology (NAE) for Certificate, Degree and Student Cooperative Agreements (Required: 1 Credit) 1 credit See Eco 880 for MS Comprehensive Exam Note: viewing this course in program sequence with links to additional information is highly recommended. SELECT HERE ECO 800 consists of demonstrating one's comprehension of PNC's personal and professional public education, social networking and cooperative community participation . This course provides credit for demonstrating the student has met the acquired knowledge requirements of the cooperative self-organization, growth and economics of the Project NatureConnect Institute of Global Education program at the Akamai Applied Ecopsychology Institute. These requirements are described in the Student Webstring Cooperative Contract and are part of the ECO 751 course. The course consist of taking a certificate or degree level comprehensive exam (below) and submitting a short petition that documents the student’s fulfillment of the requirements of academic program challenge exams and Student Cooperative Contract." OPTION: Visit the astonishing equivalent and preferred alternative Avatar process for completing this course. Course Materials: Book: Educating, Counseling and Healing With Nature (ECHN). Webpage: http://www.NaturalAttractionEcology.com and its links. PREREQUISITES Participants engage in this course from the start of their program or as soon as possible thereafter. They must have completed all required Certificate or Degree course work before submitting the required comprehensive exam, below, however, they can work on it and update it continually. RATIONALE: PNC students learn methods and materials that help them become nature avatars, a conscious embodiment or personification of the natural world and its often overlooked powers to help us increase personal, social and environmental well-being. Students are held responsible to have a working knowledge of NAE-ECHN so, like a refrigerator, all they have to do is plug its operants into their project and get cool results. This makes it simple to meet their project and degree requirements to integrate or apply the ecopsychology of NAE with their other skills and interests. COMPREHENSIVE EXAM PROCESS Students design, or copy, and then respond to statements that they find are key, most important or most attractive parts of the program's books and Internet pages. Students collect these statements and make them into true statements that could later be used in a "true or false" comprehensive exam whose purpose would be to demonstrate a student's familiarity with the ways and values of Applied Ecopsychology and Natural Attraction Ecology. Students locate and collect 100 or more key statements in ECHN, at http://www.NaturalAttractionEcology.com and its links, and with the course books Web of Life Imperative, Einstein's World and Reconnecting With Nature. However, at least 50 percent of the 100 True statements that they collect and present must come from ECHN and NaturalAttractionEcology.com and its links. Note that over
the past decades, ECHN has also been called Organic
Psychology, the Natural Systems Thinking Process(NSTP) or the
Reconnecting With Nature Factor or Whole Life factor) . OPTION: Visit the astonishing equivalent and preferred alternative Avatar process for completing this course. PART ONE HOW TO DESIGN AND TAKE THE COMPREHENSIVE EXAM. A. FOR THE BACHELORS AND/OR LEVEL ONE CERTIFICATION Read the Natural Attraction Ecology book Educating, Counseling and Healing With Nature (ECHN) and read http://www.NaturalAttractionEcology.com and its links FOR THE MASTERS AND/OR LEVEL TWO CERTIFICATION Read the Natural Attraction Ecology book Well Mind, Well Earth and Connecting With Nature. B. From A, above, identify and collect at least 50 statements that you believe convey key facts or ideas presented in ECHN Chapters 1, 3, 4, 5 and Appendices D and H. and http://www.NaturalAttractionEcology.com and its links Although using the ECHN hard copy book is the most convenient and practical reference and way to access the course material, via http://www.ecopsych.com/ksanity.html you can download ECHN in Word (not PDF) and then copy, modify or create true statements and paste them into your exam from the downloaded copy. Add 50 or more additional statements from your course books WLI, RWN, and EW, to total a minimum of 100 in all. The more wide ranged and complete is your exam, the stronger is your demonstration of your comprehension You may use student quotes from the books and web pages. Do not directly use quotes from noted authors that are found in the books or web pages. You may, however, restate noted author quotes (as true statements in C, below). C. As mentioned above, present each key quote or idea that you find so that it might later be used as an "either true or false question/statement." Indicate the book and page where the statement may be found. (For example: "ECHN page 22" or "NAE.com" or "transform.html") You submit only "true" statements. Then: D. You respond to the question/statement you submit Numerically indicate your personal strength-of-agreement with, or strength of attraction to, your "true question/statement" by inserting an "X" at the number, for example, as below, "x" at #8 : 1 2 3 4 5 6 7 X 8 9 10 No Attraction Moderate Attraction Strong Attraction E. Add a short comment about when or where you experienced your response to the statement on a PNC course or elsewhere RATIONALE: C, D, and E, above, hold the potential for you to bind together facts, including numbers, and experiences to produce statements that include your personal impressions of them. These are usually strong and dependable 9-leg statements. The exam will also serve you well in being able at any time to locate the original source or background of concepts you will be using as an avatar, mentor, facilitator, expert etc. F. Your comprehensive exam will be evaluated with respect to the range of your responses and what is significant to you as an avatar for the Natural Attraction Ecology educating, counseling and healing with nature application of ecopsychology. Be sure to identify as, and include, statements about the following key processes and terms, along with their locations so you can find them again. One way to organize this is to recognize that there are, below, about thirty overlapping topics along with twenty Axioms that blend to become Natural Attraction Ecology. You can be sure you have covered most of the program by assigning two of your statements to each of the topics and direct the remaining forty to other attractions or the axioms. NOTE:
An example of a complete Comprehensive Exam Question: ECHN STATEMENT/QUESTION I HAVE CREATED/SUBMITTED: "Nobody can take any self-evident truth away from us. It has expressed itself. It has registered in our consciousness. We own it." (ECHN p.3) My numerical personal strength-of-attraction or agreement with my answer to the question: 1 2 3 4 5 6 7 X 8 9 10 No Attraction Moderate Attraction Strong Attraction PERSONAL OR OTHER'S EXAMPLE OR EXPERIENCE It is a fact that I visited the pond that attracted me in this activity because I remember through my senses seeing the cattails there, identifying the Redwing Blackbird's special song and getting muddy feet when I obtained a water sample for my aquarium. PART TWO Certification Completion and Project/Research Preparation Program At the end of each ECO course students write up and submit to their study group a short summary/evaluation of their learnings. These papers may be used to look back upon and help them with their thesis proposal or project. This helps keep things tied together and focused. For a Degree or Certificate: Maintain a checklist with completion dates as part of ECO 800 - to keep track of courses taken, summary papers submitted, exams taken, payments made, etc. Keep running notes and thoughts (like a diary) on possible dissertation topics/ideas. Procedures: Join the Student Co-op using the email form we will send you, Once you become a Co-op member, for the remainder of your program follow the guidelines and take on roles in the cooperative as described on the community process page http://www.ecopsych.com/communityprocess.html and in the course ECO 751 http://www.ecopsych.com/eco751.html. (Note that credit for this kind of work can also become part of ECO 791 http://www.ecopsych.com/eco791.html See http://www.ecopsych.com/eco700.html for further details. 1 Guide and mentor fellow students in the webstring model and in participation procedures on and off courses. 2. Continually engage in public education and social networking. 3. Immediately begin to and produce journaled, course communicated, and other forms of evidence that also serve demonstrate their comprehension of ECHN (see example in Procedures, below). ECO 800 consists of a personal and professional growth evaluation process that includes parts of ECO 751 and the Comprehensive Exam (above). It applies to the completion of Certification Level One or of an MS Degree. 4. PROJECT: Identify and develop your MS project and/or Ph.D. project with an appropriate mentor. Our purpose is to support a student's project that will help or strengthen their personal areas of influence and goals. The object is to enable a student to become better and more empowered do-ers in situations where they have made or found space to do. 5. EQUIVALENCY:Take challenge exams, when needed, for life experience and previous courses completed in equivalency: See http://www.ecopsych.com/eco700.html for details. ECO 503, 504, 522, 509, 753, 793 are elective courses that you can take if you need the credit. 6. REPORT your results from doing ECO 751 sections 2 and 4 (above) as part of ECO 791 7. Make arrangements to complete your program payments, and show the total that you have paid to date. Optional: The student prepares a short validation paper that reports the completion of the material above and steps 1-5 on the Program Calendar http://www.ecopsych.com/communityprocesscalendar.html that documents his or her preparedness to enter the final phase of their degree program at the University of their choice. It is accompanied by a petition that may also help generate scholarship funds for his or her program completion based on need. The paper will display the student's adequacy in using research techniques and referencing of resource materials under APA guidelines. When approved by the faculty and a voluntary student cooperative study group, this paper serves as a certification of the student's successful ECO 800 completion of the IGE Graduate Student Cooperative component of their degree program. PART 3 (optional) General Course Syllabus Information COURSE SYLLABUS TOPICS some or all of the following: *building effective thesis proposal *building meaningful proposal for projects in lieu of thesis *selecting and narrowing a research topic *justification of need for the course and certification *establishing an effective strategy *selecting an appropriate methodology *using a style manual *building the academic argument and scholarly presentation *presenting valid findings *demonstrating the results *identifying limitations *drawing appropriate conclusions *deriving recommendations COURSE OBJECTIVES The cornerstone of graduate degree work in the Applied Ecopsychology of Natural Attraction Ecology is for the student to demonstrate excellence in lieu of the expectations of various parts of society. In whatever form it takes, this validation must represent their work in IGE. At the bachelors level, it is the demonstration of the comprehension of an advanced body of knowledge in a given field. This certification course is intended to empower the participants: *to complete their degree program in conjunction with an IGE affiliated University *to produce a certifying document or their work at IGE *to understand the most appropriate manner of reporting their educational excellence to others. BRIEF NEED STATEMENT Effective preparation is the first key to successful completion of a degree program. A great deal of literature exists in support of building an effective certification of a students work and ability, COURSE AUDIENCE This course is open to all students WHAT TO DO: Document or List all the courses you have taken to show you have met all the requirements for Certification or Matriculation If you are requesting credit for equivalent courses or BS or MS degree experience, document how you have spent the hours that provided the equivalency experiences. Arrange to take the written and then, when required, the oral competency exam for you final certification or matriculation. If you are going on to a degree, show or write 3-10 pages that demonstrate you know how to write using the APA Manual of Style that will be required for your Thesis or Dissertation if you do one. This paper may be an outline of your proposed topic for your degree. The paper may also be a statement of how you will apply this work in future personal or professional circumstances. 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 . Contact:
Michael J. Cohen, Ph.D.
Telephone 360-378-6313 Read the Ecopsychology Journal interview with Dr. Cohen: http://www.ecopsych.com/ecopsychologyjournal.html Email: nature@interisland.net. Website: www.ecopsych.com Personal page: http://www.ecopsych.com/mjcohen.html RESOURCES Overview Article<http://www.ecopsych.com/hallucinatearticle.html> Process Synopsis<http://www.ecopsych.com/transformation.html> Fundamentals <http://www.ecopsych.com/mjcohen22.html> Outcomes<http://www.ecopsych.com/survey.html> Interview<http://www.ecopsych.com/ecopsychologyjournal.html> Research<http://www.ecopsych.com/2004ecoheal.html> Identity<http://www.ecopsych.com/thesisquote6.html> Petition<http://www.ecopsych.com/petition2.html> Articles<http://www.ecopsych.com/2004artnews.html> Book<http://www.ecopsych.com/ksanity.html> Film<http://www.imdb.com/title/tt1357054/> NAE<http://www.NaturalAttractionEcology.com> .................................................................................. Journal quotes from students who are doing natural attraction activities: This weekend we had a wonderful blizzard! This brought us mounds and mounds and mountains of fluffy white snow which now adorns everything in sight. The world revolves around the snow for a moment, and I am reveling in it. At each turn there is a new aspect of the snow which I am fortunate to experience. The fresh blanket of white is amazing. I can only hint at the sparkling, pristine beauty...the exquisite purity...and the enchantment. For this activity I was attracted to a snow cap perched atop something high in the air, a narrow cap of snow perched just so, arching over the top. I felt into the accumulation of snow, which is stacked about 12 inches high and is about 3 inches wide. A tall, narrow hat of snow. I felt into it, and assumed its position and activity: - Sitting tall, way up high - Solid, steady - Completely still - Cold, collection of millions of flakes which now form a solid mass, a body of snow - Extremely stable - Utterly relaxed. The wind came at just the right angle and blew a bit off of an edge of the hat of snow. The hat did not waver or flinch. - Ready to change form: the bit of snow flew off and fell readily and happily, splattering on the ground I sat and breathed, being these qualities, allowing my body/mind to adopt these qualities of being at a deep level. Some things that came to mind: This snow-hat came all of a sudden as a result of sudden environmental conditions. It is a stable yet transient life-form. Being both still/stable and relaxed/ready for anything is an extremely balanced state for these conditions. In the past, I have been in suddenly arising situations in which I was not nearly as stable because I was either ready for anything but not still, or still but not relaxed and ready for anything. Both of these states of being resulted in instability and painful results- either perilous, terrifying and painful falls, or chaotic movement making coherent organization a challenge. But when I respond to sudden conditions by adopting a stance of still, calm, stable, cool readiness, - I am able to attain a graceful form, to become an adornment rather than a mess. - Knowing that this form is transient gives it spiritual depth and special value. It becomes precious. - Myself "as this form" has the opportunity to be a rare piece of artwork in my life, to be remembered with affection for years after the wind blows me into a different form. - Staying still, calm, and ready, willing to be blown by the wind and frozen by the cold into flakes, I am able to settle just so atop things high above the ground. I am able to do things which I would not be able to do under ordinary circumstances by maintaining my qualities of stillness, coolness and relaxation while the forces around me create me into a work of art. Temporarily, my actions and nature's actions together amount to special powers which I can rejoice and delight in, and which I can experience the benefit of. I felt joy and appreciation for all of these insights, and breathed my thanks to the snow-form, which stood tall and proud. A gust of chill wind blew a whisp of cloud by overhead, waving in appreciation for my noticing cold, wind, relaxation, readiness to move with it. Everything in the area began to flutter with this breeze, a dance of delight. Meanwhile, snow stood by, still and almost blue in its snowy loveliness, seeming to settle even more deeply into itself, into stability and beauty of form, natures sculpture which now includes me. I feel this way when I do yoga. The Tree and Chair poses both embody some of these qualities, though both request that one stays in that stable position, while the snow is utterly relaxed and balancing. Ballerina pose balances this way. But this "pose" allows for the sort of relaxation in the Corpse pose (lying down). Emotionally, I feel this way in moments of sweet appreciation for a moment that will be gone in a flash. I just stop and give thanks for the moment, glad that it happened, not needing it to continue- indeed, not have a wish to extend it, because that would alter something essential (and this would be a loss). Its transience makes it precious. Outside, I've experienced this while balancing on a log, arms outstretched, resting lightly, knowing I might tip over at any moment and rest again on the forest floor. I've experienced it sitting atop a large boulder, so that I feel like an adornment. Was the feeling considered to be an expression of the natural world? Yes, it was. Can I remember any incidents, beliefs or people who who removed you from enjoying this particular natural sense? There have been situations in which people around me (or wranglers inside me) were unwilling or afraid to adopt one or more of the qualities which combine to create this magical opportunity. - I or they tried to make the transient moment permanent- to hold fast against the wind rather than letting a piece fly off joyfully and splatter happily over the earth. - I or they clenched in fear at being suddenly stacked high in the air. When it was me, I clenched. When it was they, they pushed me to stay still or cautioned me against my attraction, mistrusting it and pressuring (or begging or manipulating or even asking) me to abandon my attraction for theirs. Being clenched, the whole thing destabilized and toppled. The work of art requires readiness for anything, for change, for transformation into something else. - I responded (or they responded to me) with heat and activity instead of calm, stillness and cool. The whole thing blew back out into the air and fluttered down in a million pieces. Are these "wronglers" alive in me? I suppose to some degree, as this particular combination is one which I will be forever practicing. I am not yet a master. But I am better and better at catching myself and cultivating the magical combination. I have many, many transient moment jewels and feats of magic behind me, and I know how to do it (or to allow it), so I imagine they will continue to be created so long as I live. They are wonderful! If I saw someone enjoying this sense, it would bring to mind the works of art which are nature....cathedrals of stone, kaleidoscope skies, looking-glass pools, lacy, beaded flowers, and those unnameable moments of love and meaning created when two living, loving beings grow a gossamer, golden webstring between them. Activity 9: My favorite plant, animal, mineral or sensation while doing this activity is the tall, narrow snow-cap. I like it because it is cool, still, balanced, willing to rest tall and high, at the same time relaxed and receptive to the forces of nature, ready to be swept away into another form the next moment. It is a transient work of art. Being this way, simple snowflakes become a strong, if momentary work of art whose beauty is carried forward into the next form. I like myself because I am cool, still, balanced, willing to rest tall and high. At the same time, I am relaxed and receptive to the forces of nature, ready to be swept away to a new way of being at any moment. I am a transient work of art. Though I am just an ordinary person, these qualities enable me and my life to momentarily become a work of art. The beauty of this transient, artful form is then carried forward into my future forms. Matching myself with a person I know: I feel attracted to match myself with my sister Ellie. Attractions to her that I recognize in myself: we are both sweet-natured, nature-loving, fun-loving, intelligent, forgiving, curious, family-oriented, courageous, articulate, empowering, artistic, down-home, and goofy. 2. The three most important things you learned from this chapter and activity. Quote parts of the reading you feel are important and explain why. a. Matching an attraction in nature helps me "get" a way of being holistically "in my body" so that I understand at the physical, emotional, spiritual and social levels. "You can find that truth by trusting your experience- what you sense adn feel- while doing these activities." b. The insights help me understand and accept the past and empower me for the future. "The activity is similar to analytical therapies. It helps differentiate stories from the past from opportunities in the present, including the opportunity to psychologically change past stories." c. Matching my attractions helps me to support and energize the qualities and skills that I value most. By nature, experiencing attractions is empowering. It enables me to locate these strengths in myself and bring them to the fore.. "Recognize that if you sense them, they are also some part of you." My experience in nature shows me that I am a person who gets good feelings from reveling in works of art that are only intended to last for a moment,from still, tall collections of sparkling snowflakes. I get good feelings from honoring the attractions in myself and others. This enhances my trustfulness of nature's essence. It identifies the part of me who already trusts the wisdom of my visceral senses. Matching to sensory attractions is an effective vehicle for becoming a moment-by-moment work of art. This could be helpful for someone who feels very disconnected or alienated from others. It enables a person to quickly identify a way to turn any experience into a work of art. For an extensive collection of Journal quotes from students doing natural attraction activities: Visit http://www.ecopsych.com/survey.html OPTIONAL Course Syllabus Information COURSE SYLLABUS TOPICS some or all of the following: *building effective thesis proposal *building meaningful proposal for projects in lieu of thesis *selecting and narrowing a research topic *justification of need for the course and certification *establishing an effective strategy *selecting an appropriate methodology *using a style manual *building the academic argument and scholarly presentation *presenting valid findings *demonstrating the results *identifying limitations *drawing appropriate conclusions *deriving recommendations COURSE OBJECTIVES The cornerstone of graduate degree work in the Applied Ecopsychology of Natural Attraction Ecology is for the student to demonstrate excellence in lieu of the expectations of various parts of society. In whatever form it takes, this validation must represent their work in IGE. At the bachelors level, it is the demonstration of the comprehension of an advanced body of knowledge in a given field. This certification course is intended to empower the participants: *to complete their degree program in conjunction with an IGE affiliated University *to produce a certifying document or their work at IGE *to understand the most appropriate manner of reporting their educational excellence to others. BRIEF NEED STATEMENT Effective preparation is the first key to successful completion of a degree program. A great deal of literature exists in support of building an effective certification of a students work and ability, COURSE AUDIENCE This course is open to all students WHAT TO DO: Document or List all the courses you have taken to show you have met all the requirements for Certification or Matriculation If you are requesting credit for equivalent courses or BS or MS degree experience, document how you have spent the hours that provided the equivalency experiences. Arrange to take the written and then, when required, the oral competency exam for you final certification or matriculation. If you are going on to a degree, show or write 3-10 pages that demonstrate you know how to write using the APA Manual of Style that will be required for your Thesis or Dissertation if you do one. This paper may be an outline of your proposed topic for your degree. The paper may also be a statement of how you will apply this work in future personal or professional circumstances. 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. At least a monthly telephone contact, at the 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. Email communication may require up to three or more exchanges per week. -Alternative Communications Students may send communications and materials via postal service and fax, as appropriate. COURSE DELIVERY STYLE Participants will gather supportive books and materials from their coursework before undertaking the preparation of this presentation. Upon preparation of the complete first draft of the Validation, participants will submit the document for peer review. Following peer review, participants will prepare and submit the proposal for formal review by the instructor and an ad hoc review committee of peers. REQUIRED COURSE MATERIALS Participants are required to make use of the materials from their previous coursework and the American Psychological Association style manual to conform their written work. -Required Style Manual (select one) American Psychological Association, (1983),Publication Manual of the American Psychological Associaion, Third Edition. Washington D. C. COURSE ASSIGNMENTS -Assignment #1: Conceptualizing the Project Under the direction of the instructor, and referring carefully to the materials from their coursework, identify your strategy for being certified to complete your degree program. -Assignment #2: Annotated Bibliography Prepare a first draft of the paper's strategy. Use some of the criteria for the MS waiver and RES 890 when applicable. Familiarize yourself with hints found at http://www.ecopsych.com/eco500dissert.html -Assignment #4: Manuscript Outline Construct an outline of the papar's flow. -Assignment #5: Peer Review Submit your draft proposal to two colleagues or more familiar with the research topic for peer review Based upon the outcome of the peer review process, restructure your materials into a formal research proposal of 5-15 double spaced typewritten pages. -Assignment #6: Formal Package Submit the final project and petition. SUPPLEMENTAL LEARNING RESOURCES See additional resource suggestions in RES 890 -Writing Guides Strunk, W. and White, E. B. (1979) The Elements of Style, Third Edition. New York: MacMillan. Cook, C. K. (1985) Line by Line: How to Edit Your Own Writing. Boston; INDIVIDUALIZATION OF STUDENT ASSIGNMENTS The strategy for the Validation will be proposed by the participant under the direction of the lead faculty. This will permit maximum individualization of the project to the interests of the student. COURSE EVALUATION The student's work will be evaluated based upon a review of the components of the Validation and evidence of the peer review process. COURSE GRADING DETERMINANTS The course grade will be calculated based upon the following formula: * implementing the strategy plan 50% *annotated bibliography 20% *manuscript outline 20% *peer review 10% COURSE COMPLETION TIMETABLE Participants will have a maximum course time for any one course shall be 6 months. WEEK #1: Initiate first telephone contact with the instructor for the purpose of clarifying the plan of action for the course. WEEK #2: Make first email contact with instructor, sending email including written plan of action for instructor's feedback. Begin conceptualizing the Validation according to the instructions in assignment #1.. Maintain journal notations related to the salient points of the readings. In collaboration with the instructor, identify and purchase a style manual and other materials, as deemed essential for effective completion of the research plan and the project. WEEK #4: Complete the documentation elements in preparation for building the research plan. Begin indepth evaluation of the material, maintain complete and careful notations of the salient points of all documents. WEEK #8: Carefully complete preparatory materials and build an effective annotated bibliography of them and their sources. WEEK #10: Prepare the strategy elements of the Validation. WEEK #12: Design the proposed manuscript outline. WEEK #14: Submit first draft of the Validation to peer review. WEEK # 16: Make final changes in the documents and submit final draft of the Validation for review and approval by the instructor. WEEK #18: Feedback will be received from the instructor. WEEK #20: Corrected version of the Validation will be received by the instructor for signing and submission to the dean from final approval. WEEK #24: Contact instructor for final feedback. SPECIAL NOTES AND INSTRUCTIONS NOTE #1: Accelerated Progress Students may progress through this course at a faster pace, as appropriate, and under the careful direction of the Committee Chair. NOTE #2: Grace Period Students are encouraged to complete the course assignments well within 180 days allowed. However, on occasion, and as the situation merits, faculty may voluntarily extend a 90 day grace period for students who have circumstances which have made it unduly difficult or impossible for them to complete the course requirements within the 180 days. Students should request the grace period in writing from the instructor well before the end of the semester. NOTE #3: Leaves of Absence Under special circumstances, students may request and can be awarded formal leaves of absence from their studies. Students would not be required to pay tuition for any new semesters which occur during the period of leave. It is anticipated that a leave of absence will begin for most students immediately following successful completion and approval of the formal research proposal. The leave would extend to the next or subsequent point of enrollment, should the student require completion of additional studies related to the final project. A leave of absence related to the thesis or dissertation will be allowed to extend through the completion of research study, the preparation of the first draft of the manuscript, defense of thesis or dissertation, and submission of the final approved manuscript. Leaves of absence related to the final project will count toward the maximum allowed period for completion of the degree. Written requests for leaves of absence should be submitted to the Chair of the student's committee for approval and confirmation with the Dean of the college. FACULTY CONTACT INFORMATION For the faculty contact information, please refer to the Lead Faculty Information section of the Program Overview. If unclear of contact information, communicate immediately with the University Administration. ##### .................................................................................. Achieve a Degree or Certificate to strengthen your professional interests, or your hobbies or pastimes, by connecting them with nature. Implement your strongest hopes as you increase personal and global well being. Topics, subjects or leisure pursuits can include those listed below or other areas of interest: |
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