Prescott College Master of Arts Viewbook by Prescott College

INTRODUCING PRESCOTT COLLEGE

About Prescott College Prescott College began in the 1950s when leaders of a small town in the stunningly beautiful pine and chaparral country of central Arizona were searching for a new cultural identity. Drawing on the Congregationalist tradition of founding over 50 leading colleges and universities in America, beginning with Harvard in 1636, and including other leading colleges and universities such as Middlebury, Dartmouth, Amherst, Smith, Yale, Oberlin, Grinnell, Whitman, Colorado, Pomona, and Scripps, Dr. Charles Franklin Parker, minister of Prescott’s First Congregational Church, and Prescott College founder, announced an ambitious project of creating the Harvard of the West, Prescott College. Many of the philosophical and educational principles that form the foundation of Prescott College – designed to produce the leaders needed to solve the world’s growing environmental and social problems – emerged in 1963 in a significant conference of state and nationally-known leaders from higher education funded by the Ford Foundation’s Fund for Post Secondary Education, Business, and Industry.

In a Changing World . . . Dr. Parker’s vision “for a pioneering, even radical experiment in higher education” and “to graduate society’s leaders for the 21st Century who would be needed to solve the world’s growing environmental and social problems” seems especially prescient today. Human society is coming to terms with the fight against global warming and its potential for large-scale, adverse health, social, economic and ecological effects. Society is also looking to new models of education to better prepare students of all ages for their role as global citizens.

Making a difference in the World. 1

College Without Walls

Knowledge Without Boundaries

Prescott, Arizona, 2009

INTRODUCING PRESCOTT COLLEGE

Education Where You Live and Work Prescott College students complete their coursework wherever they are – in rural communities, small towns and large metropolitan areas – without interrupting jobs, family life, or connections to their own communities. Students live in Arizona, California, Colorado, New Mexico, and throughout the West, Pacific Northwest and New England.

Education Unplugged Prescott College offers three low-residency degrees: Bachelor of Arts, Master of Arts, and Ph.D.; and two low-residency Certificates: Post-Bachelor of Arts, and Post-Master of Arts, in a wide variety of subject areas, all of which cater to the adult learner who has already accrued valuable life experience. The average age is 35, and women represent 70 percent of total enrollment. The College’s academic programs are “unplugged” from such conventional practices as the departmentalization of knowledge; confining learning to the classroom and textbooks rather than real experience; and thinking of college as preparation for life, rather than life itself. Prescott students learn critical thinking and research and how to apply them to real-life problems and their own passions by living them, testing them out in real time. At Prescott College the best learning is collaborative, and the best teaching is individual. Education at Prescott College is grounded in the fundamental idea that the student is in control of her or his learning, and learns best through self-direction and real-life experience. Programs of study at all levels are individualized; no two paths taken by students are identical.

An Emphasis on Teaching Students are empowered at Prescott College because the faculty views students as co-creators of their educational experience rather than as consumers. Like professors at other distinguished colleges and universities, Prescott College faculty author books, publish in prestigious journals, speak at international conferences, and receive competitive grants to support their research and creative work. What distinguishes Prescott College faculty is a commitment to put their students first. While faculty are supported and encouraged to make strides in their fields, they are first and foremost passionate educators, emphasizing teaching over research and other scholarly activities.

Student-Directed Learning Envision your educational goals, design your course of study, and complete coursework under the guidance of an expert. Faculty and advisors work with each student to co-create an individualized concentration within a degree area. This collaborative approach ensures valuable learning for teacher and student alike. Students work at their own pace, driven by their own passions and guided by experts in their chosen fields.

Hybrid Low-Residence/Online Instruction Model Prescott College’s low-residency programs are unlike any other educational experience, combining self-directed, individually mentored and online distance education with a limited-residency requirement. This approach offers the opportunity to design a meaningful program which is carried out with the support of faculty and mentors who work with students in their chosen field of study.

INTRODUCING PRESCOTT COLLEGE

Colloquia Learning and Connecting with Colleagues Low-residency, the time you must actually be at Prescott College’s campus, is minimal. Master’s and Certificate students attend two, three-day colloquia per term, four per academic year. Colloquia provide interactive peer learning and dialogue. Colloquia begin on Friday morning and end on Sunday afternoon. With permission of Core Faculty, documented attendance at a professional conference or appropriate training program may sometimes be substituted for one colloquium each semester. During the colloquia, students connect with their cohort, make presentations, and contribute to ongoing dialogue and scholarship among peers and faculty. These are rich and treasured times, during which students and faculty from diverse cultures and different areas of study and expertise build friendships, exchange ideas, and benefit from internationally known keynote speakers and collegial networking. Students typically come away from the colloquium experience inspired, energized, and ready for their next phase of independent scholarship.

“The colloquia gave me a chance to experience the culture and beauty of the Southwest while convening face-to-face with peers and mentors. Being able to put “faces with names” and form friendships kept me feeling connected to Prescott College and student life even while I was many miles away. Colloquia offered me the opportunity to both deepen into areas within my field of study and to broaden my educational experiences by attending sessions not related to my field of study. I really miss my trips to Prescott College that I came to joyfully anticipate during my tenure as a student!” Mili Ballard ’09

Recent Keynote Speakers Jennifer Allen Executive Director, Border Action Network

Sergio Avila-Villegas Wildlife Biologist with Sky Island Alliance

Jeffrey Ball Environmental Editor, Wall Street Journal

Chet Bowers Western Scholar, Adjunct Professor of Environmental Studies at the University of Oregon

Gary Ferguson Author chronicling the impact of the natural world on human lives

Stephen R. Kellert The Tweedy Ordway Professor of Social Ecology, Yale University School of Forestry and Environmental Studies

Jean Kilbourne Author and filmmaker, advisor to the Surgeon General, Visiting Scholar at Wellesley College.

Katie Lee Environmental Activist

Jack Loeffler Aural historian, writer, radio producer, and sound collage artist

Cherríe Moraga

Typically, colloquia include: extended conferences between students and their instructors and advisors; presentations by students of work-in-progress; discipline-specific workshops by faculty; brainstorming and networking sessions; panel discussions; and interdisciplinary seminars that supplement and cross the lines of individual learning programs. Colloquia also include workshops that address the nuts and bolts of the Master of Arts Program, such as the qualifying packet, research methods, practica/internship, thesis plan, thesis or capstone project, and social and ecological literacies. Resource faculty are also available for consultation, including librarians and members of the Master of Arts Program Core Faculty.

Poet, playwright, essayist, and co-editor of This Bridge Called My Back: Writings by Radical Women of Color

Nancy Jack Todd Vice President, Ocean Arks International, and Editor and publisher of Annals of Earth, an ecological journal published by Ocean Arks International

Beverly Wright Professor of Sociology and founding director of the Deep South Center for Environmental Justice at Dillard University

Contents... Introducing Prescott College Education Unplugged An Emphasis on Teaching Student-Directed Learning Hybrid Low-Residency

Colloquia Master of Arts and Post-Master’s Certificate Programs How the Master of Arts Program Works

1 3 3 3 3

5 9 10

Department Chair Core Faculty and Graduate Advisor Academic Program Specialists Residency Requirements Graduation Requiremens

10 11 11 11 11

Graduate Teaching Assistant Program Areas of Study Academic Programs

13 17 19

Adventure Education Graduate Advisor, John Gookin Alumni, Nadine Budbill Alumni, Beth Walker Student, Zac Adair Counseling Psychology Student, Kevin Wheeler Student, Tanya Alvarez Education Alumni, Lisa Packard Alumni, Larry Jarrett Environmental Studies Alumni, Christina Caswell Alumni, Cristina Eisenberg Humanities Alumni, Monica Rountree Alumni, John Sheedy

19 21 22 22 23 25 26 27 29 30 31 33 36 37 39 42 43

Faculty Academic and Program Policies Cohort Foundation Courses Foundations of Mental Health Counseling Graduate Scholarship in Environmental Studies Graduate Research and Scholarship in Education

Modes of Inquiry in Humanities Research Methods Research Methods: Adventure Education The Practicum Guidelines Supervision Credentials Conducting Graduate-Level Research The Master’s Thesis Residency Requirements New Student Orientation The Colloquia Site-Based or Bioregional Colloquia Part-Time Students Course-Only Students Computer Literacy Requirement Transfer Credits Study Plan Theory Practicum Thesis Equine-Assisted Learning Counseling Psychology Professional Teacher Preparation Social and Ecological Literacies Social and Ecological Literacy Statements Graduation Requirements

Equine-Assisted Learning Post-Master’s Certificate, Equine-Assisted Learning Sample Study Plans Academic Resources Costs and Financial Aid Applying to Prescott College Master of Arts Program Application

57 57 57 57 58 58 58 58 58 58 59 59 59 59 59 59 60 60 60 60 60 60 61 61 61 61 61

62 66 65 73 75 77 79

57 57 57 57 7

ACADEMIC PROCESS

Master of Arts and Post-Master’s Certificate Programs The low-residency Master of Arts and Post-Master of Arts Certificate programs at Prescott College are ideal for students who wish to advance their undergraduate or professional experience, change their career track, or engage in advanced academic work for personal or professional gain while remaining in their home communities, without sacrificing personal or professional responsibilities.

relies heavily on written work and Qualifying Papers, the Thesis Plan, and the master’s Thesis as the principal demonstration of the quality and quantity of work completed for the program. Prescott College’s hybrid low-residency delivery model does employ some distance education, as defined by the US Department of Education, since portions of some

“If you attend Prescott College, be prepared to see the other 99 percent of the world we tend to overlook.” James Nez ’02, M.A. ’05, American Indian Studies with a focus on the Navajo Tribe

With the assistance of experienced Faculty and Graduate Advisors, Master of Arts students create individualized programs of study that best fulfill their interests and career objectives. The three components of the Master of Arts program – Theory (coursework), Practicum, and Thesis – are completed through independent study with the guidance of Graduate Advisors or Course Instructors. All Master of Arts students also participate in on- or off-campus residencies that take place two times each semester. The Theory and Practicum components of the PostMasters Certificate programs are also completed independently. Some Post-Masters Certificates require participation in specially designed intensive workshops in addition to participation in the on-campus Colloquia. The ideal Prescott College graduate student is selfdirected, has had prior success with independent learning, is enthusiastic, and can articulate his or her educational goals. While students have a great deal of flexibility in designing a course of study within the programs of Adventure Education, Environmental Studies, Humanities, and Education (non-certification), students seeking to complete a master’s degree in Education with certification or in Counseling Psychology follow a curriculum mandated by applicable standards for professional licensure. The Master of Arts program is a writing-intensive experience for students in all programs. As the majority of coursework is done through independent study, students have limited opportunities for oral demonstration of their learning and knowledge. The program, therefore,

courses or, in the case of the Counseling Psychology program, entire core courses are offered online. As a result we

are required to describe the ways in which we verify the identity of participating students. We do this via a range of overlapping methods such as residency events and other synchronous delivery, one-to-one relations between Graduate Advisors and students, and password verification for email and for the Moodle courseware system. 9

How the Low-Residency Master of Arts Program Works The Prescott College Master of Arts program provides the opportunity for highly competent adult learners to design unique degree programs that exactly meet their needs and interests. The Master of Arts program is committed to rigorous and innovative academic practices characterized by self-direction, critical discourse, research, experiential learning, and service. In keeping with the College’s Mission, all Master of Arts program students are required to incorporate an awareness of and sensitivity to issues of social justice and environmental sustainability into their programs. A cohort foundation course launches the program in each of the five areas of study: Adventure Education, Counseling Psychology, Education, Environmental Studies, and Humanities. Through that course, students engage with a learning cohort of other master’s students with whom they will continue to interact throughout their program. Students’ graduate study culminates with a Thesis that builds on their existing knowledge in their field and demonstrates the real-world applications of their education. Students pursuing a degree in Adventure Education, Education (without Teacher Certification), Environmental Studies, and Humanities design highly individualized, interdisciplinary programs incorporating Theory, Practicum, and Thesis (see page 58) in consultation with their Core Faculty and their designated Graduate Advisor. This design is presented as a formalized Study Plan which is authored at the outset of the student’s program with input from the Graduate Advisor and Core Faculty and then updated each semester of enrollment as the exact course of study evolves and matures. (Examples of study plans completed by recent Master of Art students may be found on page 62.) In order to graduate from Prescott College with a Master of Arts degree in Environmental Studies, Humanities, Adventure Education, and non-certification areas of Education, students need to complete a minimum of 40 credits. For the majority of students this will take four full semesters (two years) to complete. Additional time may be required for students who enroll with limited academic or professional preparation in their fields or whose programs include extensive research. Students who come to the program with strong preparation and a flexible schedule may be able to complete the program in as little as three semesters (18 months) of fulltime study.

Counseling Psychology Program Students enrolled in the Counseling Psychology program structure their program of study to meet both the licensing requirements of the State in which they intend to work professionally, and the requirements promulgated for 10

Mental Health Counselors by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Students desiring state certification or licensure in counseling psychology complete a minimum of 60 credits. Some specialized concentrations such as Adventure-based Psychotherapy or Expressive Art Therapy have additional course requirements and can take between five and six full-time semesters, depending upon the licensure requirements of other agencies. (More information regarding this program may be found on page 40. Detailed program descriptions and curricula may be found in the Prescott College Master of Arts in Counseling Psychology Program catalog.)

Education/Teacher Preparation Students pursuing a Master of Art’s degree in education with teacher certification follow a largely prescribed curriculum of teacher preparation and College-designated coursework. The program consists of a minimum of 60 credits of academic coursework, structured performance assessments, and field experiences that include a 12-week capstone Student Teaching Practicum. Coursework includes an initial cohort Orientation course, 50 credits of program certification coursework (including eight semester credits of student teaching), a College-required 3-credit Research Methods course and a 12-credit Thesis. All coursework, assessments, and field experiences are aligned with the Arizona Professional Teaching Standards, the Council for Exceptional Children (CEC) Standards, the Interstate New Teachers Assessment and Support Consortium (INTASC) Principles, and the International Society for Technology in Education/National Education Technology Standards for Teachers (ISTE/NETS). Upon successful completion of the program, students may apply to the College for an Institutional Recommendation (IR), which facilitates the student’s receipt of Provisional Teacher Certification through the Arizona Department of Education. Students planning to obtain certification in a state other than Arizona are responsible for research into that state’s certification requirements to ensure compliance. (More information regarding this program may be found on page 21. Detailed program descriptions and curricula may be found in Prescott College’s Professional Teacher Preparation Programs catalog.)

ACADEMIC PROCESS

The Student Support Network Department Chair The Department Chair is a full-time member of the Prescott College Faculty. The chair is the critical link between the College, Core Faculty, Graduate Advisor, and student. In addition to the administrative and policy-making aspect of the role, Department Chairs chart the overall direction of their area of study.

Core Faculty and Graduate Advisor Each student in the Master of Arts program has a Core Faculty member who oversees and evaluates her/his program. This Core Faculty is assigned to the student by the Chair and Faculty of the degree program based on academic focus, geographical location, or other reasons. Upon acceptance into the program, the Core Faculty recommends a Graduate Advisor who will serve as guide and evaluator for the student as the graduate study is carried out. The student and prospective Graduate Advisor converse and speak with the Core Faculty to ensure a good match. Throughout the student’s program, the student, Graduate Advisor, and Core Faculty select other faculty members who assist with different program requirements. Graduate Advisors are hired first and foremost for their expertise in the student’s area of study.

Academic Program Specialists Academic Program Specialists are available to all students and Graduate Advisors for questions relating to all administrative aspects of the program, including enrollment processing, incomplete, and leave options.

Residency Requirements During the program, most students attend two Colloquia per semester in Prescott, Ariz., which include presentations, workshops, and networking opportunities. First semester students (full- or part-time) are required to complete orientation plus six days of residency.

All six days of residency must be completed at the Prescott College Colloquia in Prescott. Students in their second and later semesters who are enrolled for nine or more credits are required to complete six days of residency per term. Three of the days must take place at a Prescott College colloquium in Prescott. The three remaining days may take place either at a Prescott Colloquium, at one of the Graduate Program Councilapproved residency options, or at an alternative conference that is approved by the student’s Advisor and Core Faculty based on the residency intent or criteria. Students in their second and later semesters who are enrolled for six to eight credits are required to complete three days of residency per term. All three of these days must take place at a Prescott College Colloquium in Prescott. Choosing which colloquium in Prescott to attend (after the first semester) is up to the student, unless the student’s Graduate Advisor or the Core Faculty of the student’s particular department has communicated a specific requirement to the students. Additional information about foundation coursework, Theory, the Practicum, Thesis, social and ecological literacies, academic polices, and part-time enrollment can be found beginning on page 57.

Master of Arts Graduation Requirements Adventure Education, Education (non-certification), Environmental Studies, and Humanities: • 40 credits is the minimum amount needed to complete the Master of Arts degree. The minimum requirements are higher for students seeking certification or licensure in Counseling or Education. • Completion of a 3-credit Core Foundations course during the first semester of study. • Completion of a minimum of 6 credits of Practicum. • Completion of a minimum of 12 credits of Thesis development. • Completion of a minimum of 3 credits of Research Methods coursework. • Study Plans for each semester. • All Theory coursework. • Demonstration of social and ecological literacies. • Approved Qualifying Paper. • Qualifying Presentation. • Approved Thesis Plan. • Individual Thesis Presentation. • All required residency attendance statements. • Completed end-of-semester summaries for each semester. 11

GRADUATE TEACHING ASSISTANT PROGRAM

If You Want to Learn, Teach Master of Arts Graduate Teaching Assistant program debuts with class of seven Seven graduate students got their feet wet in the classroom in fall 2009 as Prescott debuted a pilot Graduate Teaching Assistant Program. “For students considering careers as an educator, testing the waters as a Graduate Teaching Assistant can prove to be an invaluable learning experience as they gain, practical on-the-job skills, develop leadership, and help to pay for their graduate education – all while serving as a resource for on-campus undergraduate program faculty and students,” explained Program Coordinator Joel Barnes. While the first group is pursuing degrees in Environmental Studies or Adventure Education, the program is being expanded to encompass the following undergraduate degree areas: Education, Human Development and Cultural and Regional Studies. “[These students] are true liberal artists in that their graduate studies draw from the humanities, wilderness therapy and counseling, literary and visual arts, sustainable community development, peace studies, and social and ecological justice,” Barnes noted. Graduate Teaching Assistants: • teach or assist with undergraduate courses; • facilitate classroom, laboratory, field, or discussion sessions; • review and edit student papers and exams; • hold regular office hours and meetings with students in study and review sessions; and, • assist faculty members with instructional preparation, delivery and assessment, among other duties. “We are piloting what a more expanded residential Master of Arts program might look like and how it might work,” explained Barnes. “On-campus undergraduate students benefit from direct interaction and scholarly dialogue with graduate level students in their classes. The graduate students benefit from hands-on teaching experience. “When you take on the role of a teacher you strengthen your mastery of whatever content you’re teaching. Instead of approaching academic inquiry from the point of view of disciplines, you approach it from the context of a student’s passions, addressing real-world

challenges, and you pull in the disciplines that best inform those real-world scenarios. “In many cases, Master of Arts students are closer in age and demographic to the undergraduate students. They’re closer to being peer mentors and role models than faculty. When you’re learning from someone who is closer to your age and social demographic, it’s easier for you to imagine yourself in their schools, and reaching and attaining their level of scholarship.” The program is expected to grow to 40 or 50 residential graduate students over the next few years, Barnes said, “all contributing their graduate-level scholarship to our community. This will allow those who want to invest themselves to really get involved and strengthen the college community.”

2009-2010 Graduate Teaching Assistants Paul Smotherman M.A. ’10 Undergraduate: University of Georgia, Zoology and Anthropology Master of Arts Program Competence: Education, emphasis in Experiential Education Co-instructing: Adventure Education I, II, and III with Ted Teegarden

“I have traveled across the globe, working as a community development worker in Papua New Guinea; a heavy equipment operator in Antarctica; a youth counselor in the high deserts of Utah; as a wolf and lynx biologist on the Kenai Peninsula in Alaska; and an environmental educator in the Tetons. I was attracted to the Graduate Teaching Assistant program because of the opportunity to teach under the mentorship of seasoned faculty. Furthermore, I saw this as a chance to become fully immersed in the learning community at Prescott. In many ways I feel as if I am on the edge of an educational paradigm shift … that will guide my teaching path for many years to come.”

Mollie Olson M.A. ’10 Undergraduate: Philadelphia Biblical University, Health and Physical Education and Biblical Studies Master of Arts Program Competence: Adventure Education Co-instructing: Orientation and Directions of Adventure Education with Erin Lotz

GRADUATE TEACHING ASSISTANT PROGRAM

“The Graduate Teaching Assistant program at Prescott interested me because it offers both the experience of teaching at an established collegiate institution as well as a way to afford getting my master’s degree. I have spent the past year teaching college students in Fiji and Indonesia how to train, prepare, and execute adventures, and my hope is that my experience with this program will refine those skills.”

grams, and school-based adventure programs. The skills and knowledge that I will gain as a Graduate Teaching Assistant are irreplaceable; this new knowledge and experience will help strengthen my leadership skills and provide me with a solid foundation in adventure education. Being in the center of a great program and city will help unite both of my educational experiences.”

Mateo Fiori M.A. ’11

Audrey Clark M.A. ’11

Undergraduate: Cal State Monterey Bay, Liberal Studies, minor in Theater Master of Arts Program Competence: Environmental/Adventure Education Co-instructing: New Student Seminar with Titiana Shostak-Kinker

Undergraduate: Prescott College, Conservation Biology Master of Arts Program Competence: Environmental Studies, emphasis in Conservation Ecology Co-instructing: Conservation Biology with Tom Fleischner and Animal Behavior with Walt Anderson

“PC has always been a leader in the field of Experiential Ed, which is a passion of mine. I was attracted to the program because it would allow me to develop my teaching skills in an area of passion for me academically, which is helping new students with their transition from being passive consumers in our society to active creators of their lives. It is an honor to be a part of the first Graduate Teaching Assistant cohort, and the community of Prescott College as a whole. I am delighted that my life path brought me here and I am dedicated to learning, growing, and helping others along their path whenever I can.”

“In this program I will be able to learn directly from professors and students through observation and collaboration. I believe the Prescott College model of experiential, student-centered education transforms students into engaged, ethically-minded citizens. I want to be a part of that scholarship, both as a student and as a teacher. I hope to continue my metamorphosis into a teacher. As a teacher, I will draw on my four years of experiences as a conservation field biologist – hours scrutinizing plant parts, watching bald eagles, tracking wolves and elk, and interviewing sea turtle poachers in Africa. I will strive to enliven my students to the world around us as my PC professors did for me.”

Kristopher Young M.A. ’11 Undergraduate: Utah State University, Forestry Master of Arts Program Competence: Philanthropic Response Offering Vitality in Devastated Environments Co-Instructing: Fire Ecology with Lisa Floyd-Hanna

“I have trained environmental committee leaders in Sri Lanka and Native Americans to monitor wildland fuel loads and fire effects. I’ve vaccinated urban trees to combat the Asian Long-horned Beetle in the five boroughs of the Big Apple. It is my goal to leave the parts of this planet I touch a little better than when I found them. The Graduate Teaching Assistant is one way in which I can leave my mark at Prescott College [and] instill some of my passions for environmental advocacy and social justice with residential undergraduate students here while learning to be a better communicator, leader, and overall citizen of our world.”

Jen Wendt M.A. ’11 Undergraduate: University of Wisconsin-Milwaukee, Therapeutic Recreation Master of Arts Program Competence: Experiential Education, emphasis in Adventure Education Co-instructing: Experiential Education Theory and Philosophy with Bev Santo

Benjamin Traxler M.A. ’11 Undergraduate: Prescott College, Wilderness Leadership Master of Arts Program Competence: Adventure Education Co-instructing: Map and Wilderness Navigation with David Lovejoy

“Since my undergraduate career I have been working as a professional mountain guide and instructor for The American Alpine Institute in Bellingham, Wash. My work has varied from guiding mountaineering trips to instructing 30-day leadership courses. In the Master of Arts Program here at Prescott College my area of study will be in Adventure Education, focusing on professional training and certifications in the field. I chose Prescott College because of the unique nature of the program. . I knew that I would have the chance to work directly with my faculty and peers to create an experience that is unique to my interests and goals.”

I’ve worked with at-risk youth in a variety of different experiential-based settings, including residential treatment centers, day treatment centers, wilderness therapy pro15

AREAS OF STUDY

Areas of Study Adventure Education • Therapeutic Applications of Adventure Education • Integral Adventure Education • Student-Directed Concentrations

Counseling Psychology • • • • • •

Adventure-based Psychotherapy Ecopsychology/Ecotherapy* Equine-Assisted Mental Health* Expressive Arts Therapy Somatic Psychology Student-Directed Concentrations

Education (non Teacher Certification Program) • • • • •

Equine-Assisted Learning * Experiential Education Multicultural Education School Guidance Counseling* Student-Directed Concentrations

Education/Teacher Preparation Subject Areas • • • • •

Early Childhood Education* Early Childhood Special Education* Elementary Education* Secondary Education* Special Education: Learning Disabilities, Serious Emotional Disabilties and Mental Retardation*

Environmental Studies • • • • •

Environmental Education Conservation Ecology and Planning Sustainability Science and Practice Social Ecology Student-Directed Concentrations

Humanities • • • • • • • • •

Justice, Activism, and Solidarity Sustainable Business Visual Arts Creative or Expressive Arts History Nature, Gender, and Spirituality Spirituality Border Studies Student-Directed Concentrations

*Also offered as a Post-Master of Arts Certificate

Adventure Education

ACADEMIC PROGRAMS

Adventure Education Adventure Education (AE) and Experiential Education (EE) are signature programs of study at Prescott College. Through their research and close association with professionals in the field, Faculty are preparing a new generation of educators and adventurebased entrepreneurs. To prepare for their future roles, students self-design coursework exploring the philosophical foundations of experiential and adventure education, with particular attention to leadership training, wilderness travel, safety and risk management, environmental education, special education programming, challenge course facilitation, and/or corporate teambuilding. Students may also wish to take coursework in counseling theories, group facilitation, human growth and development, adventure therapy, ecopsychology, and ecotherapy, bringing these approaches into work with diverse populations and educational/therapeutic contexts. These courses could lead to a concentration in therapeutic applications of adventure education, curricular reform (e.g., service learning), and social justice. Students entering the Adventure Education program should have prior experience and skills in an area related to their proposed concentration of study. For example, many students have spent several years wilderness backpacking, mountaineering, technical rock climbing, kayaking, canoeing, as ropes course facilitators, sailing, etc. Others have taught in the public schools, independent schools, community facilities, or international programs. Regardless of starting point, students who are interested in expanding their knowledge with studies in adventure education will find it a rich, dynamic, and growing field. Experience working in the field and competency in interpersonal communication and group facilitation are recommended. Students are expected to continue their skills development and expand their experience base while engaged in Master of Arts program. First-aid training and certification is required for all leaders in this field. While each student has the opportunity to design a specialization that fits his or her professional needs, the concentrations featured below have crystallized as being central to the department’s mission and vision.

Concentration in Therapeutic Applications of Adventure Education Master of Arts program students working in Therapeutic Applications of Adventure Education will prepare themselves to employ adventure-based theories and techniques in settings that focus on non-clinical counseling methodologies. This focus was created to enrich professional adventure educators’ depth and breadth of knowledge and skills in working with the affective needs of individuals and groups. It will enrich adventure educators’ applied integration of counseling theories and group dynamics and human development. The concentration is available at various levels, depending on students’ previous experience in combination with their academic and career goals. The concentration in Therapeutic Applications of Adventure Education is not a clinical licensure degree path.

The High Mountain Institute and Prescott College Relationship Participants in the internationally-recognized High Mountain Institute (HMI) Apprentice Program have the unique opportunity to pursue a Master of Arts degree in Adventure Education at Prescott College during their HMI experience. Upon admission to the Prescott College Master of Arts Program, HMI/Master of Arts students work with a Prescott College Graduate Advisor and will complete all the same requirements as other students. Coursework During the first term of study, HMI/Master of Arts program students enroll in the following courses: • Adventure Education (three theory semester credits) • Wilderness Skill Development (three practicum semester credits) • Apprentice Seminar (three practicum semester credits) • Theory and Practice in Experiential Education (three theory semester credits) • Residential Program Supervision (three practicum semester credits)

Concentration in Integral Adventure Education An integral approach to Adventure Education seeks to integrate the mind, body, and spirit of the individual and/or group. Students in this field work to create experiences and programs that tap into the depth of transformational learning through adventure experiences. Examining these situations through the lenses of individual development, and cultural & societal interac19

tion, integral adventure education unfolds and considers the relationship among humans as well as humans in a biological context. This integration of inner and outer realms of being is a primary focus of this concentration. Each adventure encounter or connection has multiple layers of interpretation, including the physical, mental, emotional, and spiritual components. Integral Adventure Education seeks to provide a more holistic, integrative, transformative, and transmodernist understanding of experiences.

Expeditionary Learning Theory and Practice – This discipline explores the learning associated with exploration and journey-based experiences or expeditions. Learning activities involving elements of challenge, adventure, and leadership can take place in a variety of settings, including wilderness, classrooms, and even virtual spaces. Participants in expeditionary education can be directly involved in the expedition or may be linked to expeditions undertaken by others.

Adventure experiences provide a practice ground and reflective context in which to explore the four dimensions of human experience – the internal and the external aspects of individual and collective components, to more effectively address issues and needs. The works of Ken Wilber, Robert Kegan, Andy Fisher, Don Beck, Christopher Cowan, Jenny Wade, and others provide a rich context for this exploration.

Outdoor Program Administration – Students in this concentration focus on leadership development, program management, program assessment, and other areas of study necessary for preparing the next generation of outdoor program educators and administrators.

Examples of Student-Designed Concentrations Challenge Course Facilitation – This academic discipline focuses on building the basic skills and knowledge necessary for safely and effectively leading groups through teamchallenge courses. 20

ACADEMIC PROGRAMS

Examples of Student-Designed Courses Wilderness Rites of Passage/Metaphor and Adolescents Wilderness and Community in Adolescent Development Identifying, Communicating, and Teaching Towards Individual Learning Style in the Backcountry Classroom Instructional Theories in Adventure and Experiential Education Ethical Issues with Recreational Land Use and Institutional Impact Administration in Adventure Education Leadership I: Planning and Managing Adventure Learning Opportunities Leadership II: Risk Management in Adventure Education Experiential Curriculum Design Financial Resource Development and Management

Graduate Advisor

John Gookin, Ph.D. ’11

Example of a Practicum Experience Identifying a Need for Outdoor and Experiential Education Programs: This practicum provides evidence of a clear need for outdoor and experiential programs for today’s youth. Through the development of surveys and market research in the Boulder/Denver area, I show that there is a need for youth to have a creative outlet to explore their natural environment. I also show that students have an interest in learning outdoor-oriented skills, becoming involved in their community through volunteer and service learning projects, and developing leadership skills.

Example of a Thesis Topic Program Development: “The Ins and Outs of Starting an Outdoor Education Program.” This Thesis provides detailed research into the successes and failures of a variety of outdoor education programs, and pools information from a variety of studies and texts in order to develop a model for program development. I created a categorized guide as to the various steps needed in order to develop such a program. The guide includes sections on the following: mission statements and goal setting; personnel management; facility management; creating and managing a board of directors; developing a budget; fundraising; public relations; staff training; insurance; risk management; and record-keeping.

Prescott College Ph.D. student and Master of Arts Program Advisor John Gookin works to improve international outdoor education programs that develop leadership and teach environmental sustainability. As Curriculum & Research Manager at the National Outdoor Leadership School (NOLS), John works with wilderness expeditions across the globe that provide training to every US astronaut, the US Naval Academy, executives, and students from undergrads through people with M.B.A.s from the Wharton Business School. Through his Ph.D. studies he hopes to document transformative learning and create self-assessment tools that other organizations can use to evaluate their effectiveness. John co-authored a recent article in the Journal of Experiential Education (2008, Volume 31, Number 2) entitled “The Pedagogic Value of Student Autonomy in Adventure Education.” The article uses data from NOLS to report significant gains in student learning when authentic and meaningful activities are used away from instructors. It secondarily reports that accident, illness, and near-miss rates don’t vary from when NOLS participants are accompanied by instructors. 21

Alumni

Nadine Budbill, M.A. ’08 Beth Walker, M.A. ’07 Adventure Education

Adventure Education While rafting with a group of teenage cancer survivors several years ago, Beth Walker observed the teens relating challenges on the river to their battle with cancer. When the raft hit an obstacle sideways, they discovered they could stabilize it by shifting their weight towards the obstacle. Translation: facing your problems—whether it is an illness or a boulder or a river—may prevent a wrap or a flip.

For her Master’s thesis, Nadine Budbill M.A.’08 developed a curriculum and guidebook for Dirt Divas, a program for teens which she enterpreneured in her home state of Vermont. Dirt Divas uses team building, goal setting, journal writing, and mountain biking to help girls develop skills for successfully navigating adolescence.

“I felt incredibly supported and nurtured while I was [at Prescott College]. It prepared me to take the work I had already been doing to the next level.” “[Prescott College] allowed me to tailor my graduate studies to the work that I wanted to do. I went into PC knowing what I wanted to learn and what the holes were in my own knowledge,” she said. “The studies that I undertook were directly in alignment with what I’m doing now and what I plan to be doing for the next twenty years ... [the Low-Residency Master of Arts Program] helped me be as effective as possible in pursuing this passion.” For her Practicum, Nadine designed and implemented an evaluation of the Dirt Divas program, conducting surveys and interviews with participants and parents, and analyzing the data. In doing so, she learned valuable career skills she still uses today in her work, she noted. “I felt incredibly supported and nurtured while I was [at Prescott College]. It prepared me to take the work I had already been doing to the next level.” 22

The trip reinforced Beth’s conviction that outdoor activities provide tools to enhance other parts of our lives. She decided to pursue a degree in Adventure Education through Prescott College’s Master of Arts Program, focusing on Wilderness Therapy for Adolescent Cancer Survivors. Her Thesis Project entailed creating an adventure-based, therapeutic curriculum to build self-confidence and strength in adolescents who have experienced long hospital stays and chemotherapy. “Adolescents often emerge from the hospital lacking confidence in their interactions with peers, and experience learning challenges due to the effects of the chemotherapy,” she explained. Beth put her degree to work at the University of Denver’s Living and Learning Communities, coordinating communities of first-year students. Each community is based on an interdisciplinary theme. Students live on the same floor of a residence hall, enroll as a cohort in thematic seminars each quarter, and participate as a group in required co-curricular retreats, speaker series, cultural activities, and off-campus projects.

SOCIETY’S LEADERS FOR THE 21ST CENTURY

Student

Zac Adair, M.A. ’11 Adventure Education When Zac Adair returned to college in his 30s, he worried about being able to handle the coursework and fitting in with what (he thought would be) younger peers. But Zac was facing an even greater challenge: adapting to life without sight.

her Prescott College degree in Therapeutic Uses of the Wilderness Experience to work as assistant director of Maui Surfer Girls, founded by fellow alumna Dustin Tester ’99. Adair and Russo discovered a nearly identical vision of creating a nonprofit wilderness therapy organi-

Just two years prior, an auto accident left Adair completely blind in his right eye, and with two percent vision in the left. An avid surfer, skiier, and former kayaking instructor, he determined not to let blindness keep him from his passions, and enrolled in Prescott College’s Adventure Education program in fall 2006. “My problem is no worse than anyone else’s, my situation is just a little different,” he explained. As part of an independent study, Adair connected with diverse people experiencing physical and cognitive disabilities at Challenge Aspen in Aspen, Colo. He learned adaptive ski techniques, including how to turn on telemark skis with the help of voice prompts from a ski buddy. On a road trip to California in 2007 he rediscovered surfing. Elated about being back on a board, he created curriculum for the Prescott College class Surfing and Wave Dynamics, which he facilitated with faculty member Lorayne Meltzer in Baja, Mexico, the next year. A GoogleTM search for “therapeutic surfing” led Zac to Celine Russo ’98 – now his wife. Russo was putting

zation, and Panacea Adventures was born. Panacea offers rock climbing, backpacking, sea kayaking, whitewater rafting, and ropes course programs in addition to surfing. Adair graduated from the Low-Residency Bachelor of Arts Program last May with a degree in Therapeutic Uses of Adventure Education. Adair and Russo live in Wilmington, N.C., where they surf together almost every day. Adair continues his studies through Prescott’s M.A. program, pursuing a degree in Adventure Programming. His self-designed courses, such as Grant Writing and Fundraising Strategies and Wilderness Risk Management, support the development of Panacea Adventures. The couple plans to launch Panacea’s first expedition in spring of 2010. He will provide logistical support while Celine, who is now a licensed Marriage and Family Therapist, will provide the clinical. “It’s amazing what happens when you have a passion for something,” Adair said. “It seems to be a lot easier when your heart is in it.” 23

Counseling Psychology 24

ACADEMIC PROGRAMS

Counseling Psychology Counseling Psychology is a low-residency professional preparation program for individuals with the goal of becoming licensed mental health counselors or licensed professional counselors. The 60-credit program is aligned with the 2009 Standards for Training in Mental Health Counseling that are disseminated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). At the heart of the program is an approach to mental health and healing that is grounded in the client’s experiential awareness, and thus diverges significantly from the manipulative and mechanistic practices that sometimes characterize the medical model of “diagnose-and-treat” that dominates most psychiatric and psychological training programs across the country. Within the context of the CACREP-aligned curriculum, Prescott College students may enhance and direct their education by choosing from a variety of distinctive concentrations, many of which are only offered by a very select handful of programs in North America. Some are offered exclusively at Prescott College. Students seeking to complete the degree with a specific concentration complete additional coursework. Concentrations are offered in: Adventure-based Psychotherapy Ecopsychology/Ecotherapy Equine-assisted Mental Health Expressive Arts Therapy Somatic Psychology Students seeking to personalize their academic program have the flexibility to consult with the Chair of Counseling Psychology and co-design a Student-directed Competency within the framework of the 60-credit, LowResidency Master of Arts program.

Master of Arts Program Core Courses Foundations of Mental Health Counseling: Professional Orientations, Ethics, and Standards Psychopathology: Diagnosis and Treatment Planning Human Growth and Development Social and Cultural Diversity: Advocacy Issues in Mental Health Counseling Research and Program Evaluation in Mental Health

Counseling Counseling Methods: Prevention and Intervention Helping Relationships: Basic Counseling Skills Career and Lifestyle Development: Challenges of Adulthood Group Work: Clinical Theory and Practice Assessment: Psychological Testing and Appraisal in Counseling

Graduation Requirements Students complete three components within the Master of Arts program in Counseling Psychology; theory (coursework), Practicum and Internship, and a Thesis Capstone Project. Full-time students (15 credits per semester) complete the 60 credit program in two years. Students seeking to complete a concentration must complete additional coursework and, in some cases, participate in additional, experience-based workshops to hone their professional skills. The 60-credit master’s program is typically structured as follows: • Ten, 3-credit Core Courses (30 total credits) • Seven, 3-credit Elective Courses (21 total credits) • One, 3-credit Practicum (three total credits) • Two, 3-credit Internship Courses (six total credits) • Completion of a Thesis/Capstone Project as well as residency requirements How is Prescott College different from other schools you’ve attended?

“There is a stronger sense of community among students, faculty and advisors. The Colloquium is a new concept to me. I enjoy being able to attend a variety of lectures and workshops.” Justine Caiacca, M.A ’09, Counseling Psychology More detailed information regarding this program may be found in Prescott College’s Master of Arts Counseling Psychology Program Catalog.

Student

Kevin Wheeler, M.A. ’10 End of Life and Grief Counseling At first, the participants in the Anticipatory Loss Workshop, presented by MAP student Kevin Wheeler are jovial, the mood bright. The participants joke and reminisce as they list things they love on the stacks of colored cards in front of them: ten important emotional traits or characteristics; ten important foods; ten important hobbies, and ten important people, past or present. Kevin begins to tell a story. Imagine this is happening to you. You are going through life and one day, find a bump on the neck, in the lymph node area. “Discard one card,” he instructs. “Oh my gosh, there go my Lucky Charms,” jokes one participant. Halfway through the story, the instructions change. The facilitator randomly starts taking cards from the participants. People start bargaining, shuffling cards as they realize what is coming. “All of a sudden, all those near and dear people in your life start being lost to you, and you no longer have a choice,” Kevin explains. “People become very quiet.” AIDS activist and end of life and grief counselor-intraining Wheeler “never dreamed” he’d be doing this work, he asserts. Until 2001, when he tested positive for HIV. “I had just become Director of the Arizona Funeral Director’s Association, and life came to a screeching halt,” he said. “I struggled to find counseling to help me cope, to figure out how to live with what is today a chronic illness. “I buried friend after friend when HIV first became prominent. It was a weekly occurrence. As a caregiver for friends and then, to have to turn and be the funeral director, and be the strong one to help people through...” he trails off, words failing. “My goal is to help people who are HIV positive understand that it is not a death sentence.” Since his diagnosis Kevin has become an advocate for those who are left behind. “Too often, long-term partners get pushed aside because the way the laws are written. Often, family members shun them. 26

“The way the state law was written, that partner had no say. As a funeral director, by law I had to turn to family first and the partner would be completely pushed out of any decision-making process. I am glad to say those laws have changed, after long legislation.” Kevin took fellow Master of Arts students through the exercise outlined above at a recent colloquium, co-facilitated with associate faculty Marcia Brand. He learned the basics of the exercise at a training for folks working with HIV years ago, “and developed it from there, so it can fit to any disease,” he explained. “I have watched people almost give up when they’ve lost that one card that was near and dear to them. When it was taken from them involuntarily going around the circle, they want to just give up, throw all their cards in the basket and say ‘there’s nothing left to fight for.’” Kevin follows the exercise with a debriefing and discusses different kinds of grief and differing cultural values around death and dying. “As a funeral director for 20 years this has always been fascinating to me, seeing how different cultures – Native American, Hindu, Muslims – process during the time of the funeral.” He also had participants fill out a living will directive right then and there during the workshop. Kevin sat on the State of Arizona legislative committee which helped craft a new law allowing living will, the power of attorney to continue after death, giving the surviving partner rights and a say in planning the funeral. He chose Prescott College after talking to people at a lot of other graduate schools, most of which said he could study gay, lesbian, and HIV issues “during my practicum, but the studies themselves were more regimented. I wanted greater grasp of knowledge before I started my practicum,” he said. “I never dreamt I would become an HIV advocate. I promote prevention, education to eliminate stigmas, and to help to teach people with the chronic illness – how to live. Mental attitude can affect a person who is HIV positive very greatly... I will die an old man. “I’m a positive man, with HIV.”

SOCIETY’S LEADERS FOR THE 21ST CENTURY: STUDENT PROFILE

Alumni

Tanya Alvarez, M.A. ’09 Multicultural Diversity with a Visual Arts Emphasis For her internship, Steve Walters Servant Leadership scholarship recipient Tanya Alvarez worked as a school therapist with Chicanos Por La Causa, Inc., a non-profit community development project. She worked with at-risk high school students “utilizing art & murals as a vehicle to engage, dialogue, and create positive change.” “Many studies have already concluded that there is a disproportionate amount of minority youth of color being incarcerated. There are not enough culturally relevant after-school programs and behavioral health services within specific areas of the community being affected,” she explained. Tanya tailored her studies at Prescott College towards earning licensure in Counseling with an emphasis on Latino Youth Utilizing Creative Arts. She’s pursuing Certification and Accreditation as a Creative Arts Therapist, with the goal of expanding opportunities for cultural engagement through the arts for youth and families in the barrios of Tucson, Ariz. “I hope to be a part of the solution by developing innovative programs utilizing both the arts and counseling. These are the barrios where I grew up, and I want my children and other families to have an opportunity to succeed. Education, not incarceration.” Tanya works both inside and outside of the system towards her vision of a healthier culture through, well, culture. She serves on the Executive Board of Pima County Juvenile Detention Alternatives Program, on the Regional Behavioral Health Authority’s Multicultural Diversity Action Committee, and as a City appointed member of the Tucson Pima Arts Council’s Public Art Committee. She was recently honored as recipient of Individual Artist of the Year by LULAC Latino Arts Awards and the FBI Community Service Award. “All of these relate to my graduate studies ... it is not enough to just read and study. I feel an obligation to give back and experience the world in which I live, and I believe the arts and counseling have powerful healing properties that should not go unnoticed within the barrios.” Tanya chose Prescott College not only for the quality of both the professional and educational mentorship available to her, but the focus on social environmental

issues and a knowledge of creative arts. Moreover, “the flexible hours and independence of study help me to continue going to work full-time and take care of my family responsibilities,” she said. “Other schools didn’t give me the freedom to choose my mentors or integrate my passions and talents in to my studies. Also, I was challenged to look beyond my comfort zone of set beliefs and to take other view points into consideration and learn to communicate effectively with various other professionals and students in multiple disciplines.

“My studies integrate what I am most passionate about and are relevant to my current employment, and where I live. I am able to apply my real life experiences to my learning environment/graduate studies and vice versa. “I am frequently asked to sit on committees and boards to share my experiences and recommendations. [In that way] I am heard by a broader audience including the grassroots community, academic community and behavioral health. I wasn’t able to do this before.”

Education 28

ACADEMIC PROGRAMS

Education Education students design programs combining a focus on their particular areas of interest with educational theory and practice in both formal and non-formal settings. Many students pursue a concentration in the following broad, non-formal aspects of education: Experiential Education – Pioneering educator John Dewey taught that all true learning comes through experience. Students in this discipline explore classic and current theory of experiential education and hands-on application. Multicultural Education – This discipline relates the field of education to the intricate systems of socially-constructed identity as they exist within the US paradigm. Students will be expected to examine theoretical foundations within multicultural education as they relate to the dominant culture within the US educational landscape. Equine-Assisted Learning (M.A. and Post-M.A. Certificate) – The approach to Equine-assisted Learning (EAL) invites participants to explore non-mental health areas such as: experiential education; organizational development; coaching; effective facilitation; and relational horsemanship. Both the Master of Arts and Post-Graduate Certificate EAL programs blend real-life application with hands-on experience under the guidance of internationally renowned practitioners. The coursework in both the master’s degree and PostGraduate Certificate explores the theoretical understanding, ethical issues, facilitation skills, and relational equine skills crucial for mastery.

Professional Teacher Preparation Programs Students pursuing the Master of Arts in Prescott College’s State-endorsed professional preparation programs in teacher education follow a largely prescribed curriculum aligned with the Arizona Professional Teaching Standards, the Council for Exceptional Children (CEC) Standards, the Interstate New Teachers Assessment and Support Consortium (INTASC) Principles, and the International Society for Technology in Education/National Education Technology Standards for Teachers (ISTE/NETS). Detailed descriptions and curricula for the Master of Arts professional preparation programs in teacher education may be found in the Prescott College Master of Arts Professional Teacher Preparation Programs catalog. Graduate and postgraduate students can earn education certifications through

Prescott College’s State-approved standards-based Education Certification Program in: • • • • •

Early Childhood Education Early Childhood Special Education Elementary Education Secondary Education Special Education o Early Childhood o Serious Emotional Disability o Learning Disability o Mental Retardation • School Guidance Counseling More detailed information regarding this program may be found in the Prescott College Teacher Preparation Programs catalog.

Sample Practicum Experience Thailand Experience: Participating in life at Summerhill will give me an unparalleled glimpse into the educational choices and autonomous yet interdependent lives of children and the larger community of the world’s original “Free School.” It would also be an excellent opportunity to witness “Free Schooling” in a multicultural setting, as many of the students that attend school at Summerhill are from countries all over the world. Following this experience with an internship in a Thai Free School would further expand my perspective of democratic educational practices in different cultural contexts.

Sample Thesis Topic My Thesis will target a means by which to measure the effectiveness of Free Schools and democratically-structured learning environments. It will also explore the use of Nonviolent Communication in these settings, which tend to support multi-cultural and “special needs” children. These are two conditions in classroom environments typically seen as possessing specific challenges for communication and learning. The primary question for my Thesis is how to measure learning in a non-compulsory learning environment.

Faculty Everybody Wins Equine Assisted Learning Program Coordinator Tracy Weber helps horse enthusiasts turn passions into professions As a teen, Equine-assisted Learning (EAL) Program Coordinator Tracy Weber, Ph.D., worked as a groom for a competitive Morgan show stable, learning invaluable skills of teamwork and collaboration and “seeing most of the US through the itty bitty window of a horse trailer at night,” she remembers fondly. But when it came time to choosing a career, there weren’t many options that would allow her to continue working with her equine companions, “just vet school or staying in the industry as a horse trainer,” she said. “If EAL had been available in 1981 it would have been an easy choice ... It’s a career path that combines my passions for people and a passion for horses.” “I’ve met a lot of people who are seeking a way to connect horses to their lives other than competitive showing. If you want something richer that helps you learn about yourself and your relationships, this creates that opportunity. “My vision or commitment is to learner-centered education. When people love what they are learning, are committed to it, find success in it, then everybody wins.” In addition to her work at Prescott College, Tracy teaches at Michigan State University, Rochester Institute of Technology, and Northwood University; has directed grant projects; and is also the founder of Kaleidoscope Learning Circle, an international, equine-based experiential learning organization.

Alumni

Lisa Packard, M.A. ’02 Environmental Education For her master’s Thesis Project, Lisa Packard M.A.’02 created and taught an ecoliteracy course at a local Prescott charter elementary school that integrated standard reading and writing instruction with environmental studies. Lisa took the students on an environmental cleanup project in Watson Woods, a local riparian area, and surveyed elementary school teachers throughout the State on their interest level in environmental education.

“I focused on food, water, and shelter because they were the common things that students could use to relate to … I read them recipes, and we went on a walking tour to buy bulk items to make cookies,” she said. Lisa now works as habitat learning coordinator at the Highlands Center for Natural History, located in the Prescott National Forest. The Highlands Center received a “Be More Awards” KAET public television award for Outstanding Achievement in Educational Outreach this past May in part as a result of Lisa’s efforts. Through her job she continues to teach environmental education in public schools “because I feel like this is where I am most needed,” she explains. She’s starting a new, interdisciplinary garden program at Miller Valley School in Prescott which incorporates math and social studies. In one of her core courses for her master’s program, Lisa read C.A. Bowers’ book, Educating for an Ecologically Sustainable Culture, which “really inspired me to step out of my box,” she said. “He promoted looking to the wisdom of our ancestors when educating children. By this I mean employing a more organic, interdisciplinary approach to teaching.” Lisa found the literature review she completed as background to her thesis to be “humbling and awe-inspiring. I was eager to get out and apply what I had learned; it really caused me to be more focused on my goal,” she said. Prescott is different from the state university she attended as an undergraduate because of “…the academic passion, and passionate scholarship that are characteristics of Prescott College,” she said. “My advisor, Bob Ellis … is phenomenal role model of an [exceptional] educator. I gained a lot from his ability to ask questions, and put the responsibility of learning on the student.” Bob connected her with the Highlands Center, where she currently works. “[Prescott College] was exactly what I was looking for. “I had a student today who saw me eating spinach and asked me what it was. He had never in his life eaten spinach! There was a part of me that was almost sad, and a part that made me grateful to work with these students on such a basic, human level.”

LEADERS FOR THE 21ST CENTURY

Alumni

Larry Jarrett, M. A. ’08 Environmental Education Time and again throughout his career running a real estate brokerage, Larry Jarrett M.A.’08 witnessed the cycle of small towns building industrial parks and factories, or converting farmland into developments that didn’t sell. As a lifetime conservationist, Larry wanted to help break that cycle. “I wanted to promote land conservation,” he said. “I figured the best way to do that would be to tie in or demonstrate the economic benefits it can provide a community.” In 2001, Larry founded the Natural Resources Initiative of North Mississippi (NRI), a volunteer networking group bringing together federal, state and local representatives from the natural resources and economic development sectors. Since its inception, NRI has managed to establish a Mississippi Nature Tourism Taskforce, initiate a Forest Legacy Program to protect significant ecological areas of forest funded through the Forest Service, and most recently cosponsor the first-ever sustainable development conference in Northern Mississippi. Eco Tourism is a viable consideration for communities that have “natural assets,” as Larry describes it; forests, wide-open spaces, and unique natural features like caverns and rivers. Another option is carbon sequestration, the capture and storage of carbon in a manner that prevents it from being released into the atmosphere via “sinks” like forests, soils and oceans. “Under the President’s proposed carbon cap-and-trade policy, land owners could reap economic benefits for practicing sequestration on their property,” Larry explained. Larry found that the Prescott College master’s program was a logical next step in converting knowledge, experience, and his passion for conservation into a professional practice. Throughout his time at Prescott College, he transformed his real estate development firm, Pine Ridge Marketing, LLC, into a sustainability consulting and housing renovation business. This new venture focuses on affordable, healthy, eco-friendly and energy efficient hous-

ing. In 2008 Pine Ridge was tapped to help establish a Land Trust for Northern Mississippi and develop a greenway program in Desoto County, Miss., just outside Memphis, Tenn. “Although, not directly related to environmental issues, my work does directly effect the environment by protecting critical conservation areas and protecting the open spaces and green places of ecological, cultural, or scenic significance in Mississippi.” In addition to studying ecological and environmental economics, Larry also studied sustainable forest management and forest certification systems and their effects on the social and intrinsic value of forests in the American South. “The experience at Prescott helped me gain the knowledge and confidence to become more active with political and environmental issues,” he said. “I now understand the difference between true sustainability and corporate or government ‘greenwashing.’ In today’s fast-paced world of advertising and spin, sometimes they try to make themselves look more environmentally friendly than they really are. “The only way governments and political regimes can or will change is through grassroots efforts that encourage or somehow force change,” he said. “Despite the economic downturn, for the first time in a long time I feel good about our nation’s future in terms of addressing climate change and wilderness protection. “I was attracted to the idea of integrating economic development, environmental protection, ecological literacy, and social justice into the learning process,” he said. “Prescott College’s mission statement matched the social and ecological focus I was looking for.” “I would highly recommend Prescott College to anybody looking for a career change. If you’re tired of the corporate world and want to do something for science, the environment, or yourself – this is the place to pursue your passion.”

Environmental Studies

ACADEMIC PROGRAMS

Environmental Studies Environmental Studies is a broad field of research that by definition is interdisciplinary and solution-oriented. Environmental Studies engages students in discovering and understanding Earth’s natural systems, so that they can become effective and responsible stewards of the land. Since humans both influence and depend on natural systems, Environnmental Studies students put their main focus on the natural sciences, while also learning to understand, examine and shape the political, social, ethical, and environmental patterns of life. Students design real-life Practica experiences and complete Thesis Projects in collaboration with either regional, national, or international organizations. Students typically have a solid background in the natural sciences, environmental advocacy, environmental education, alternative energies, sustainability studies, conservation biology, or resource management. Applicants who have little or no formal background in those areas may be required to complete foundational coursework. While each student has the opportunity to design a concentration that fits his or her professional needs, the concentrations featured below have crystallized as being central to the department’s mission and vision.

Concentration in Environmental Education This concentration is for traditional and non-traditional educators who wish to help others develop an understanding of the natural history and ecology of a certain bioregion. Students learn about place-based and experiential education models used to enhance ecological literacy, and the public’s awareness and appreciation of the natural environment. Environmental Education students have done their graduate research in various organizations and programs: public, private, and charter schools; residential nature centers; adventure-based programs; government agencies; and various public education endeavors. Environmental educators focusing on this concentration should have a foundation in ecology and natural history, environmental studies, and/or the field of education. The Environmental Education concentration includes at least four components that can be given varying degrees of emphasis depending on the student’s learning and vocational goals: • Education (learning theories, curriculum design and implementation, experiential methodology, multicultural issues, and assessment praxis) • Natural sciences (ecology, earth sciences, and natural history) • Human-environment interactions (environmental history and ethics) • Environmental stewardship (ecological conservation and restoration)

Concentration in Conservation Ecology and Planning The focus of this concentration is the study and practice of field-based efforts to protect our planet’s remaining biophysical diversity. Practitioner-scholars with an interest in such interdisciplinary programs as applied ecology, environmental conservation, conservation biology, and/or restoration ecology must be grounded in the natural sciences and understand the sociopolitical context of environmental problems. Students are encouraged to focus on multidimensional conservation, preservation, and restoration issues that integrate ecological science with environmental education,

Faculty Ed Grumbine Environmental Studies Program Ed Grumbine’s current research focuses on ecological conservation in China and the country’s ecological and geopolitical footprints as it reemerges as a global power. Ed visits China every year and maintains an active publication record on these issues – all while keeping up his longstanding research interest in wildlands conservation in the US. In 2009 Ed published papers on the melting Himalayas, the so-called “Third Pole,” and the cascading effects of climate change on water, biodiversity and livelihoods in the region, and issues in creating a conservation movement with Chinese characteristics. He presents in the Southwest and in China on conservation-related topics, and lobbied for climate legislation on behalf of the Society for Conservation Biology in Washington, DC this past October. Grumbine’s new book, Where the Dragon Meets the Angry River: Nature and Power in the People’s Republic of China, is published by Island and is receiving critical acclaim. Ed has taught in Prescott College’s On-campus Bachelor of Arts Program since 2003 and has worked with master’s and doctoral students over the years. He reports that he is “very excited” to be working heading up the Master of Arts ES program for the 2009-2010 academic year.

Prescott College and the Teton Science School The Teton Science School (TSS), a residential environmental center located in Grand Teton National Park near Jackson Hole, Wyo., offers a year-long graduate program for a select community of students in placebased teaching, field science, and outdoor leadership. This innovative program integrates academic coursework with an intensive mentored teaching practicum. The 50-week experiential program encompasses a unique breadth of courses, such as community ecology of the greater Yellowstone geoecosystem, teaching in a winter environment, and advanced instructional strategies. TSS students are also regularly exposed to visiting scholars and writers. Through a collaborative agreement between the low-residency Master of Arts program and the TSS Graduate Program, TSS graduates are able to transfer up to 15 credits toward a master’s from Prescott College in either Environmental Studies or Education.

Partnership with the Gore Range Natural Science School The multi-faceted Fellowship in Natural Science Education is a fulltime, 15-month professional development program focusing on field and classroom science instruction for youth. In conjunction with their teaching responsibilities, Fellows participate in graduate level environmental education courses. Prescott College will accept up to 15 semester credits in transfer from the Graduate Fellows program from the Gore Range Natural Science School. Students must purse a major in Environmental Studies or Education from Prescott College to qualify.

environmental decision-making processes, and natural resource management. Examples of possible student-designed areas of study: • Community-based Conservation – improving lives of local people while conserving areas through the creation of national parks or wildlife refuges. • Riparian and Wetland Ecology and Restoration – renewing a degraded, damaged, or destroyed ecosystem through active human intervention. • Conservation and Environmental Planning – investigating, understanding, and monitoring the effects of ecosystem transformation as a result of human activity to propose remediation, management, and conservation measurements, supported with the results of scientific research to mitigate, reconcile, and turn productive activities into sustainable activities. • Landscape and Ecosystem Ecology – emphasizes the interaction between spatial pattern and ecological process – that is, the causes and consequences of spatial heterogeneity across a range of scales. • Wilderness and Protected-area Management – the study of wilderness especially dedicated to the protection and maintenance of biological diversity, and of natural and associated cultural resources, and managed through legal or other effective means.

Concentration in Social Ecology See feature article about the innovative partnership between Prescott College and the Institute for Social Ecology on page 36 of this catalog.

Concentration in Sustainability Science and Practice Perhaps the greatest challenge facing us in the 21st century is to learn how we can transform human civilization to reflect patterns of sustainability naturally occurring on Earth. A tremendous community-based response has already begun to unfold in a way that spans the disciplines and integrates physical and natural sciences as well as the humanities. Sustainability is nothing new at Prescott College, which for over forty years has led the way in experiential education programs focused on issues relating to sustainability. Prescott College’s Low-Residency Master of Arts program was designed to give students the opportunity to design their own program for studying sustainability from within their own community. This unique style of experiential education helps students combine scholarly research, appreciative and critical inquiry, and collaborative learning. Students are encouraged to draw from theory-based courses while working on practical applications of their learning in an organization, community, or ecosystem of their choice. This is important for students of sustainability because local communities are increasingly in need of information, tools, skills, and leadership for creating a sustainable future.

Examples of Student-Designed Concentrations Ecological Economics – a transdisciplinary field of study that addresses the interdependence and co-evolution of human economies and natural ecosystems over time and space. Sustainable Community Development – an interdisciplinary area of study that moves us towards a quality of life that secures the created human community in cooperation with local ecosystems and native life forms. Agroecology – the study of the role of agriculture in the world. Agroecology provides an interdisciplinary framework with which to study the activity of agriculture. Environmental Management and Planning – the planning and management of interaction by modern human societies with, and impact upon, the environment. Environmental Justice – seeks to redress inequitable distributions of environmental burdens (pollution, industrial facilities, crime, etc.), and equitably distribute access to environmental goods such as nutritious food, clean air and water, parks, recreation, health care, education, transportation, safe jobs, etc.

ACADEMIC PROGRAMS

Students concentrating in this area will join in the global discussion about how to balance and integrate diverse needs in a changing world. They will be prepared for community-based action research on how to optimize economic and social conditions while protecting and even enhancing the health and integrity of natural ecosystems. Students are encouraged to draw on a variety of theories and methods from multiple perspectives to build theoretical and practical solutions for sustainable living and planetary care. Prescott College has strong connections to the larger sustainability movement – many students and faculty are active in the Association for the Advancement of Sustainability in Higher Education, the US Partnership for the U.N. Decade of Education for Sustainable Development (2005-2014), and other organizations dedicated to sustainability.

Example of a Student-designed Concentration Wildlife Ecology, Policy, and Management – My study is designed to provide me with a comprehensive background in wildlife ecology, policy, management, ethics, and conservation biology. I will incorporate social and ecological literacies to facilitate a thorough examination of the ecological and political realms of wildlife management and conservation. My goal is to study sustainability in the context of environmental resources and economic and social justice. Sustainability is an economic state where the demands placed upon the environment by people and commerce are met without depleting the environment or reducing its capacity to provide for future generations. In other words, economic activities should benefit from natural resources while safeguarding all critical elements and its overall health. I intend to explore how some indigenous economic land use practices have been successful in promoting environmental health rather than destroying it. I will place emphasis on sustainable community development and environmental, social, and economic justice.

Examples of Student-designed Coursework Contemporary Western Discourse on International Development Poverty Alleviation through Participatory Approaches Human Ecology and Sustainable Development Food Sovereignty: Establishing Sovereign Agrarian Policies Modern Permaculture Design Urban Development

Example of a Practicum I will obtain supervised practical application of my theory by working in the field with two organizations. Native Seeds Search, offers the opportunity to work with indigenous groups in three locations of Mexico – the Sierra Madre, Alamos, Sonora, and a yetto-be-determined location. The Sierra Madre project which focuses on community development, reforestation, gardening, and the growing of traditional crops, offers me a chance to participate firsthand using the skills and knowledge gained in my coursework. The Alamos project is working to develop a network of producers to grow traditional landraces of crops that are at risk of biodiversity loss. I will participate in group discussions with communities to discuss their agricultural needs and work with Native Seeds Search to develop a plan based on community input.

Example of a Thesis Topic A development plan for the organization I’d like to start in California (potentially called the California Wildlife Alliance) would include a thorough assessment of the organization’s mission, objectives, campaign strategies, and funding mechanisms, along with a five-year strategic development plan.

Graduate Advisor Andres Edwards Sustainable Practices Consultant and Author Andres Edwards works with organizations from public schools to corporations and cities to expand not only awareness of sustainability, but the opportunities to put it into practice. His work encompasses a multitude of fields and skills. Andres is author of The Sustainability Revolution: Portrait of a Paradigm Shift and co-author with Robert Apte of Tibet: Enduring Spirit, Exploited Land. His latest book, Thriving Beyond Sustainability (New Society Publishers), is due for release in April 2010. As the president of Edutracks, a firm specializing in developing education programs and consulting services on sustainable practices for green building and business initiatives, he develops energy management and sustainability plans, as well as training and awareness programs for municipalities, colleges, and property managers. Andres served as Co-Director of the Center for Livable Futures, which educates community members and collaborates with higher education institutions, K-12 schools, local organizations, and businesses to develop programs that highlight opportunities to support a livable future. He has worked as producer, exhibit developer, and consultant for projects in natural history, biodiversity, and sustainable community for companies and towns throughout the US and abroad. Andres holds a B.A. in Geography from the University of Colorado; an M.P.S. in Media Studies from NYU’s Interactive Telecommunications Program; and an M.A. in Humanities and Leadership/Culture, Ecology and Sustainable Community from New College of California, Santa Rosa.

Student Institute for Social Ecology Students pursuing degrees in Environmental Studies and Humanities have the opportunity to work with faculty members from the Institute for Social Ecology (ISE) and participate in the Institute’s activities as a part of their program. Students attend the Colloquia along with their ISE Advisors and also have the opportunity to participate in colloquia, conferences, and courses offered by ISE, incorporating these activities into their studies.

“My decision to pursue a master’s degree in Social Ecology is all I’d hoped for, a unique, challenging, and incredibly rewarding academic experience, and an opportunity to inspire and inform my ongoing activism. I can’t imagine a more stimulating and enriching environment to develop as a scholar-activist than the one provided by the Institute for Social Ecology and Prescott College.” Karl Hardy M.A. ’08

Study plans can incorporate key works in the philosophy, science, politics, and praxis of social ecology, which have been central to ISE’s own curricula over the past three decades. Historically, social ecology has pioneered explorations of ecological approaches to food production, alternative technologies, and urban design, and articulated an ecologicallygrounded political and philosophical outlook. The Institute has played an essential, catalytic role in movements challenging global injustices and a variety of unsustainable technologies, offering participatory, community-based alternatives. The Institute strives to be an agent of social transformation, demonstrating the skills, ideas and relationships that can nurture vibrant, self-governed, healthy communities. A nominal $150 extra charge is in place per semester in order to work with an ISE faculty member. Examples for student-designed Social Ecology coursework • Fundamentals of Social Ecology • Themes in Environmental Justice • The Ecology of Genocide in Darfur, Sudan • Social Movements: Theory and Practice • Water Privatization and Poverty • Natural Building Methods for Cold Climates • Ecological Resistance Movements • Studies of Internalized Hierarchy and Domination • Bioregional Agriculture and Permaculture Design • Ecological Impacts of War • Feminist Science and Epistemology 36

Christina L. Caswell, M.A. ’11 Environmental Education Prairie Pathway: Creating a Great Plains Wildlife Corridor Although she is an avid environmentalist, Christina Caswell M.A.’11 never thought she would take on a project as ambitious as the one she’s doing now. For her master’s degree, Christina is laying the groundwork for a wildlife corridor through the Great Plains. It’s a project she believes she would not have done without the encouragement to “follow her dreams” she received at Prescott College.

“The free-thinking, self-designed program ... really teaches you how to think for yourself and develop your own personal goals.” Humans produce barriers – fences, highways, cities, waterways – that bisect habitats, impede migration, and cause a wealth of problems for wildlife. Christina’s work builds on volunteering she’s done for the Wildlife Land Trust since 2005. She visits wildlife preserves, documenting violations as well as the condition of fencing, land health, and wildlife. “I try to make a positive difference everyday by minimizing my impact upon the Earth and enriching others’ lives (wildlife and people) in ways that I can,” she explains. “This personal philosophy is taking me on a journey to preserve connected areas of the Great Plains for the generations that follow. My Prescott College Thesis directly is connected to my personal convictions.” Although originally attracted to the self-directed nature of the program, as she learned “how environmentally conscientious Prescott is, I knew that this was the right place for me,” she said. “My studies flow easily around home, work, and family life. The free-thinking, self-designed program ... teaches you how to think for yourself and develop your own personal goals.”

“As I browsed the College website and saw how environmentally conscientious Prescott is, I knew that this was the right place for me.”

LEADERS FOR THE 21ST CENTURY

Alumni

Cristina Eisenberg, M.A.’06 Environmental Education “What but the wolf’s tooth whittled so fine the fleet limbs of the antelope?” – Robinson Jeffers

When it comes to species, few are as misunderstood as the wolf. But Cristina Eisenberg’s M.A.’06 research demonstrates that the canids are crucial citizens in natural communities, helping maintain the balance of other populations and the health of ecosystems. Cristina continues work she started for her master’s program as a Ph.D. candidate at the College of Forestry at Oregon State University. She’s trying to answer the question, “How many wolves are enough?” “Other researchers have shown how the wolf’s keystone predator effects cascade down through whole ecosystems, from wolves to elk to aspen to songbirds to butterflies and salamanders and insects. This is called a trophic cascade. I am taking this one step further by measuring how many wolves it takes to trigger these cascading effects,” she said. “My research is showing that an ecosystem that contains a keystone predator in sufficient numbers has much higher biodiversity, and is therefore more resilient and better able to adapt to climate change. “I am measuring the ecological effectiveness of wolves, which has not been done before. To do this I have created an innovative research design based on noninvasive ecological sampling methods. I attribute my creative scientific thinking to my Prescott education, and the heuristic model of learning I was exposed to there,” she said noting the support she received from advisor Tom Fleischner. Cristina’s book based on her master’s Thesis, The Wolf’s Tooth: Keystone Predators, Trophic Cascades, and Biodiversity, is slated to be published in early 2010 by Island Press. She combines literary natural history and scientific writing, drawing inspiration from the work of fellow Prescott College master’s alumnus Craig Childs. “When I began my master’s studies, my goal from the outset was to produce a Thesis that would be publishable as a book. However, I never actually thought my dream would become reality. It took a school like Prescott College, which encourages and supports students in following their dreams and then provides the academic framework to facilitate their learning journeys, to enable this to happen. Prescott provided me with a remarkable learning

support network – a community of students and mentors with shared values about the natural world and the human spirit, and a passion for learning.” National Geographic journalist Doug Chadwick spent time afield with Cristina for a feature on wolf conservation in the West, slated for March 2010 publication. Her work has also been featured in the documentary Lords of Nature by Green Fire Productions. 37

Humanities 38

ACADEMIC PROGRAMS

Humanities The Humanities program provides opportunities for students to develop individually-designed, interdisciplinary or multidisciplinary studies in four major academic areas: • the traditional Humanities (Arts and Letters) • Cultural Studies • Business and Management • the Social Sciences Humanities students are encouraged to develop individualized study areas that incorporate cultural, historical, philosophical, political, and social aspects of their disciplines and work. Students in traditional Humanities can complete individualized programs in a wide range of disciplines. A Creative Writing Concentration might emphasize fiction, poetry, creative non-fiction, journalism, technical writing, or environmental writing. Literature students might choose to study an era or genre of literature or a critical focus such as eco-literacy or postcolonial literature and criticism. In the Visual Arts, students can concentrate in art history, art education, or art theory; any of these areas might include a studio focus such as photography, sculpture, or painting. In addition, students pursue programs in other Arts and Letters disciplines, including photojournalism, theater, media studies, video or film theory or production, and dance. A Cultural Studies focus can include such specific areas as geography, language or literature, or social relationships. Cultural studies often concentrate on a specific people, place, or time, such as popular culture, AfricanAmerican studies, Dine’ (Navajo) culture, language preservation, history of the Southwest, Spanish, international studies, sociology, historic preservation, and so on. Many disciplines in cultural studies focus on a particular aspect of human identity such as class studies or working-class studies; gender, queer, gay-lesbian-bisexual-transgender, or sexuality studies; or women’s or men’s studies. Many Prescott College students focus on one of the disciplines within Cultural Studies that are based on social and ecological responsibility, such as political science, international development, sustainable community development, globalism and economics, social sustainability solidarity studies, conflict resolution, social ecology, dialogical ecology, justice and activism studies, or peace studies.

Other students with an interest in the social sciences concentrate their studies in the fields of anthropology and archaeology. Many options are possible within the large framework of philosophy, mythology, and spirituality, including religious studies, eco-feminism, cosmology, dialogical ecology, spiritual studies, comparative religions, and theology. It is also possible within Humanities to focus a degree on some non-clinical areas in psychology such as wellness, gerontology, ecopsychology, depth psychology, forensic psychology, spiritual psychology, or psychology of women While each student has the opportunity to design a specialization that fits his or her professional needs, the concentrations featured below have crystallized as being central to the department’s mission and vision.

Concentration in Justice, Activism, and Solidarity Prescott College requires its graduate students to develop social and ecological literacies, which results in students considering how their particular discipline specifically and responsibly engenders social justice, solidarity, or environmental justice. Students pursuing a Concentration in Social Justice, Activism, or Solidarity often focus their work on some aspect of human social and cultural life, such as the sociopolitical dimensions and dynamics of culture and power, or the social constructs of race, gender, and class. Other students explore the realm of environmental justice as it relates to the intersections of the natural and nonhuman environment with human and social environments. Students in the low-residency Master of Arts program may design their program to include the history of social activism as it relates to their own work, or to include careful consideration of the concept of being in service as this relates to social justice, environmental justice, coalitionbuilding, and solidarity. This emphasis can be completed as a specific academic discipline within a Cultural Studies framework; for example, a Humanities degree in Justice and Activism or Solidarity Studies. It can also be the emphasis given to a program within any discipline, as in a Humanities degree in US History with an Emphasis on Social Justice Movements. 39

Concentration in Social Ecology

Concentration in History

See feature article about the innovative partnership between Prescott College and the Institute for Social Ecology on page 36 of this catalog.

History includes more than collective memory. Students concentrating in History seek to understand a complex interpretation of the past that accounts for multiple perspectives. For instance, students in Environmental History might study the changes and continuities over time in the metaphors that various peoples have used to describe their relationships with their surroundings. A student of the History of the American West might consider how particular patterns of gender communication in a given community affected the social and economic structures of that community. A student of Native American History might try to explain both enduring traditions and changing circumstances by drawing on a broad range of oral and written sources, music and dance performances, and artifacts. One goal of this concentration is innovation – to look to the past for diverse alternatives to the present, to collect testimony from other times, and to recompose this testimony into narrative.

Concentration in Visual Arts Successful applicants to the Visual Arts concentration enter the program with technical proficiency in their media and a solid grounding in the materials and techniques of traditional or nontraditional media. At the heart of this concentration is the expectation that students commit to bringing depth to their work through advanced study and application of art criticism, art theory, and art history, delving deeply into the actual content of their work and integrating concepts as visual statements in a chosen art form or medium. Students integrate historical, theoretical, and critical concepts with dedicated studio work as they develop personal vision, creativity, and expression. Visual Arts students also give attention to the development and verbal and visual articulation of content inspired by social, cultural, or environmental concerns. The low-residency Master of Arts program Visual Arts Concentration differs from a master of fine arts degree in that it is not a studio-based degree, but rather a theoretical degree with a studio emphasis. Students wishing to pursue this concentration must have access to a studio where they can create art and practice all techniques or media studied. Students are encouraged to participate in art institutes, residencies, and apprenticeships.

Concentration in Creative or Expressive Arts The concepts and practices of expression and creativity extend far beyond the study of art history and theory, or the practice of various art techniques and media, to a realm where art and aesthetics are explored as integral and integrative components of life and community. The study of expression, creativity, and art encompasses traditional visual and literary arts; dance, music, and performance; and aesthetic considerations including architecture, landscape, and community development and planning. The expressive arts are used both therapeutically and in nontherapeutic applications that are beneficial to the wellness and sustainability of individuals, businesses, and community. Development and expression of art and creativity benefit the mind, body, and spirit, and enhance human experiences, both personally and professionally. A Concentration in Creative Arts or Expressive Arts can prepare one for a job facilitating or teaching creativity and the arts through expressive arts consulting, community art centers, wellness centers, and more. This concentration can be designed to correspond with the developing requirements for the Registered Expressive Arts Consultant/Educator through the International Expressive Arts Therapy Association. 40

Concentration in Nature, Gender, and Spirituality This concentration enables students to pursue studies related to ecology, feminism, and religion. These three interpretive lenses provide an interdisciplinary prism for asking critical questions about a wide range of topics, from eco-feminism to sacred geography, and from nature mysticism to the green future of religions. Possible questions include: • How do gendered power relations interact with environmental policies? • How might practices of contemplation and conservation inform one another? • How are philosophies of the cosmos gendered? • What can feminism bring to environmental ethics? This concentration brings these three topics into conversation in order to gain tools for living sustainably, while practicing social justice and engaged spirituality.

Concentration in Spirituality Master’s students may focus their work on customary academic disciplines relating to spirituality, such as comparative religions or theology, or other interdisciplinary and distinctive aspects of spirituality. Students with a Concentration in Spirituality have focused their work on the intersections of spirituality and sociology, by examining issues of social justice or spiritual direction in conjunction with a combination of global theologies. Some students complete holistic programs that examine the intersections of the spiritual, physical, emotional, and mental through scholarship relating to forms of self-development; such as a comparative study of yoga or tai chi, various forms of meditation, and transpersonal psychology.

ACADEMIC PROGRAMS

Emphases may include a study and practice of the world’s sacred texts and traditions, women’s spiritual traditions, spiritual psychology, interfaith studies, contemplative spirituality, cosmology, or liberation theology. In addition, students may be able to combine their Master of Arts program studies with a residential program such as an interfaith or nondenominational seminary. Master of Arts students can apply to and work with the School of Spiritual Psychology concurrent with the Master of Arts program to earn a Humanities degree in spiritual psychology.

Concentration in Border Studies Border regions offer cutting-edge learning environments for students interested in understanding connections between local cultures, economies, environments, and processes of globalization. The US-Mexico border, a dynamic region experiencing the direct impacts of global change, presents rich opportunities for study. The Prescott College Concentration in Border Studies offers access to networks of scholars as well as hands-on experience working with community, social justice, environmental, and cultural organizations in the US-Mexico border region. With bioregional centers in Tucson, Ariz., and Kino Bay, Sonora, Mexico, and a program for Indigenous educators, Prescott College’s Border Studies Concentration supports applied scholarship and community-based action research that offers students opportunities to learn directly from and work with the experts: the communities most affected by globalization and leading movements for social, environmental, and economic justice in the region. In addition to a Humanities or Cultural Studies approach to Border Studies, this Concentration may also be carried out in Education or Environmental Studies.

social theory, literary theory, media theory, film/video studies, cultural anthropology, philosophy, museum studies, and art history/criticism towards understanding cultural phenomena in various societies.

Examples of Student-designed Coursework Building Community through Ritual African Nature-based Traditions Cultural Ecopsychology: Rediscovering the Divine Social Change and the African-American Urban Community The Great Escape: Mental Illness, Self-Mutilation, and Suicide as Alleviation of the Trauma of Adolescence Historical Perspectives on Adolescent Girls in the Cinema Hurting Hands: Ramifications of Sexual Abuse Beauty & the Beast: The Female Adolescent Struggle with Body Image and Peer Pressure Who Was the Western Settler? Native Americans of the Western United States Women and the West

Examples of Student-designed Concentrations

Example of a Practicum Experience

Art History – The academic study of objects of art examines their historical development and stylistic contexts, i.e. genre, design, format, and look.

My intention is to teach a Southwest American history class at a local community college. While I am not currently affiliated with any institution at this point, I will be pursuing the possibility of teaching at one of the Maricopa Community Colleges. My hope is to begin this participation during the second semester, with a more active role during my third semester.

Literary Arts – Students in this Concentration develop their skills as writers in one or more genres while deepening their understanding of the craft of writing. Wellness Education – Practitioners of this discipline create educational programming to promote health within a specific population to foster a healthier community. Cultural Ecopsychology – This field of study explores the relationships between culture, place, and the human experience. Cultural Studies – The academic field of cultural studies combines political economy, communication, sociology,

Example of a Thesis Topic “Implications of Unsustainable Social and Economic Development in Third World Communities: The Case of the Maasai People.” I will study the various competing powers involved in the struggle for control of Maasailand’s environmental and development resources and do an indepth literature review of development and social theories pertaining to “sustainability.” My methods will include an in-depth investigation into economic, social, and environmental programs that have failed in Maasailand. 41

Alumni Faculty

Monica Rountree, M.A. ’07

Randall Amster, J.D., Ph.D.

Humanities: Romance Languages

Master of Arts Program Chair of Humanities Randall Amster teaches Peace & Justice Studies at Prescott College, and is the new Chair of Humanities in the lowresidency Master of Arts Program. He serves as the Executive Director of the Peace & Justice Studies Association, and as the editor and publisher of its newsletter, The Peace Chronicle. He regularly writes for the Huffington Post, Common Dreams, and other national publications. Randall’s recent book, Lost in Space: The Criminalization, Globalization, and Urban Ecology of Homelessness (LFB Scholarly, 2008), explores the need for reflexive, truly public spaces where we can encounter, see and be seen by all members of our society – crucial for a compassionate and just society. Other publications include contributions to Contemp-orary Anarchist Studies: An Introductory Anthology of Anarchy in the Academy (Routledge, 2009) and Building Cultures of Peace: Transdisciplinary Voices of Hope and Action (Cambridge Scholars Publishing, 2009). He serves on the editorial advisory boards for the Contemporary Justice Review and the Peace Studies Journal. Teaching at Prescott College allows Randall to combine his scholarly pursuits and his activist passions, and to continue his explorations of social justice, political action, and peace education. “Prescott College is one of those rare places where one can learn to take seriously the responsibilities of being a ‘citizen of the earth,’ and still have great fun in the process!”

Alumni News Julie Morton M.A. ’08 This past year, Julie won the Best Graduate Thesis of the Year Award from the Peace and Justice Studies Association (PJSA) for her master’s thesis in peace education entitled “Reading and Writing Peace: The Core Skills of Conflict Transformation and Literacy.”

Monica Rountree teaches nine language classes between the local high school, community college, and county office, and runs a small translation business. She developed a curriculum that addressed the unique needs of Hispanic students who often don’t receive any Spanish education after they emigrate. “You can’t teach the same way you would teach a Spanish class to American students,” she explained. “You have to teach it like it would be taught in their country, but condensed.” “I can confidently say that doing my master’s program has opened up professional opportunities for me,” she said. Her teaching skills are improving, and so is her status as a role model: “I am motivating many of my Hispanic students to have greater goals.” Through her master’s program, Monica has also developed a collaboration with a colleague and his college-level Spanish class. Once every two weeks her advanced students meet with the class and break into small groups to discuss predetermined topics, all in Spanish. The topics range from travel to immigration, migrant rights, and the proposal to build a wall along the border. “At first they were rather nervous and insecure but now they love it!”

SOCIETY’S LEADERS FOR THE 21ST CENTURY

Alumni

John Sheedy, M.A. ’96

Faculty

Postcard from the Borderlands

Jared Aldern M.A.’06, Ph.D.’10

In 2007 John Sheedy began work on The Tijuana Project, a documentary film about the people who pick through trash at the Tijuana garbage dump for survival, and the lives of six children who live next to this immense mountain of trash. He relates the humanity and humor he experienced spending time with children living in heart-wrenching conditions. Life in Tijuana has been exciting to say the least. Last week my car was stolen from the dump neighborhood. Although it was a big inconvenience, I was touched to get a message a couple of days after it was taken that many people in Fausto Gonzalez were stepping up to support me. In fact, they even tracked down the guys who stole it. Since the Tijuana police wouldn’t help me arrest them, my friend Pati put together a posse of people from the neighborhood and we went down the steep hill from the dump to the house of the thieves who live down in the canyon below the dump. It was surreal to see the dump mountain looming above as we dropped lower in the canyon. I also looked behind us to see a handful of neighborhood kids following us at a safe distance. Not only were the kids offering their spirit of support, but people were coming out of their houses and encouraging us on. By the time we got closer to the bottom of the canyon, I saw poverty like I have never seen before, including raw sewage and the toxic run off from the dump above which washes into the canyon and the houses below. When we got to the house of the man who stole my car, he had run for it, but we caught two of the men who helped him. They apologized and gave us detail for detail how my car had been disassembled, melted down, or sold for parts. They also said that they made a mistake stealing my car. They thought it belonged to a group of Gringos giving away toys in the neighborhood (they stole at least three other cars that day). It really left a lasting impression on me; that bringing toys or unwanted items of ours to poor people is not needed or respected, whereas gifts such as an education for children are respected and can last a lifetime. I was left feeling a deep compassion for the thieves after seeing the poverty of where they live, and with a deeper realization of how important it is for us to help overcome those conditions.

Jared draws on archival research, linguistic anthropology, literary theory, and oral history in his work with members of the North Fork Mono Tribe in California. His work focuses on assisting the Tribe members as they construct historical knowledge, restore meadows in the foothills and higher elevations of the Sierra Nevada, and sustain their water tenure in the watershed of the upper San Joaquin River. Jared describes the College’s master’s program as “rigorous ... if we measure rigor by how complex, challenging, and provocative the curriculum is. As an alumnus of the Master of Arts Program who has studied and taught at numerous other institutions, I can say that this program offers opportunities available nowhere else.” While his current students reside in the US and Mexico, Master of Arts students come from or have worked in Brazil, China, and various African and European nations, Jared notes – a diversity which lends strength to the program. Jared also serves as an adjunct faculty in the Department of American Indian Studies and American Studies at Palomar College, and in the Department of History at California State University, Fresno. He monitors federal “Improving Teacher Quality” professional development programs (funded by Title II of the “No Child Left Behind” Act) for the California Postsecondary Education Commission.

Faculty 44

Jared Aldern Humanities and Environmental Studies, Core Faculty M.A., History and Environmental Studies, Prescott College, 2002; A.B., Physics (Concentration in Biophysics), Cornell University, 1981.

Jared Aldern is an environmental historian, ecological restorationist, and educator living in Central California. Jared draws on archival research, linguistic anthropology, literary theory, and oral history, in research focusing on how members of the North Fork Mono Tribe construct historical knowledge, restore meadows in the foothills and higher elevations of the Sierra Nevada, and sustain their water tenure in the watershed of the upper San Joaquin River. Jared has developed various indigenous language and ecological field research programs in collaboration with Native American nations and natural resource agencies and has helped to develop community-based curriculum for a number of K-12 school districts. He also served as a Start-up Committee member and the public school liaison for the Southern California Tribal Digital Village. Jared has taught in elementary schools, high schools, and at several California colleges and universities.

Randall Amster Humanities, Chair; Cultural and Regional Studies, Core Faculty Ph.D., Justice Studies, Arizona State University, 2002; J.D., Brooklyn Law School, 1991; B.S., Physics & Astronomy, University of Rochester, 1988.

Before coming to Prescott College, Randall worked as an attorney, a judicial clerk, and an instructor in the School of Justice Studies at Arizona State University. He is a homeless-rights advocate, a sustainable-community activist, a peace organizer, and publishes widely on subjects ranging from anarchism and ecology to the global justice movement. Teaching courses at Prescott College in Peace Studies and social thought has provided a unique opportunity for Randall to combine his scholarly pursuits and his activist passions and to continue his explorations of social justice, political action, and peace education. Randall was recently named the Executive Director of the Peace and Justice Studies Association (www.peacejusticestudies.org), and the PJSA has made Prescott College the home to its national headquarters.

Joel Barnes Coordinator of Graduate Teaching Assistant Program; Environmental Studies and Adventure Education Ph.D., Union Institute & University, Environmental Conservation and Education, 2005; M.S., California State University at Humboldt, Natural Resource Studies in Wilderness and Water Resource Management, 1991; B.A., Prescott College, Environmental Sciences and Education, 1981.

Joel has designed and taught a number of college-level interdisciplinary field programs across the Colorado Plateau and Mexico, Latin America, Alaska, and New Zealand. Joel’s professional interests emphasize the integration of environmental studies and adventure education with backcountry travel and bioregional explorations. Joel’s doctoral studies had him conducting research in the Grand Canyon National Park to support Wild and Scenic River designation for the Colorado River and its tributaries. “Through teaching and advising I encourage students to wrap their education around their passions and run with it. I feel lucky to be part of an academic community that encourages this approach to learning.”

Paul Burkhardt Dean, Adult Degree and Graduate Programs; Chief Academic Officer Ph.D., Comparative Cultural & Literary Studies, University of Arizona, 1999; M.A., Comparative Literature and Literary Theory, University of Arizona, 1993; B.A., English and American Literature, University of Arizona, 1991.

Paul grew up in the border town of Yuma, Arizona, and remains deeply committed to the people and places of the Arizona/Sonora border region. Paul believes that student learning and faculty scholarship can be most effective and transformative when integrated through participatory, field- and community-based projects. Paul’s academic background in interdisciplinary cultural studies focuses on the role of cultural discourses around the built and natural environment in movements for socio-economic and environmental justice in western communities. Paul has developed these interests into a range of interdisciplinary, community/field-based learning environments on topics such as Fire, Water, Desert Lands, Community-based Management, and Social Movements. Paul has held faculty and administrative positions at various institutions including the University of Arizona, The College of The Bahamas, and Arizona International College.

Noël Cox Caniglia Education, Chair and Core Faculty M.S., Experiential Education, Mankato State University, 1979; B.A., ESL Education, Prescott College, 1974.

When Noël joined the Prescott College Faculty in 1991 she brought experience in formal education teaching in the United States and New Zealand and nonformal education working as a consultant to corporate groups and government agencies to teach communication and team-building skills and leadership dynamics. For the last 26 years she has lived on, worked on, and helped to manage environmentally-sound cattle ranches in Arizona. As a native Arizonan and rancher, she brings her strong commitment to the nonhuman natural environment to her passion for supporting graduate students who wish to teach in non-formal and formal settings. Since joining Prescott College, Noël has worked as an activist to defend open space issues in Arizona, has been actively involved with the Arizona Department of Education Professional Preparation Review Team, and has remained involved with professional organizations related to both non-formal and formal education. She is a certified teacher: Secondary English grades seven to 12, Elementary Education K-8, and English as a Second Language K-12.

Richard Cellarius Environmental Studies, Core Faculty Ph.D. The Rockefeller University, Biological Science, 1965; B.A., Reed College, Physics, 1958.

Richard is an Emeritus Member of the Faculty of The Evergreen State College, where he taught for 27 years and was director of the graduate program in environmental studies before retiring to Prescott. He previously was on the Botany faculty of the University of Michigan. Richard has been an active volunteer with the Sierra Club for over 30 years, including two years as its national president. He is also active with IUCN-The World Conservation Union. His current interests focus on global environmental sustainability. Richard has a broad range of teaching interests, including all aspects of environmental studies – particularly ecological principles and environmental history, philosophy, and policy-plant physiology, technical writing, biological energetics, and statistics.

Joan Clingan Associate Dean for Graduate Studies; Humanities and Sustainability Education Ph.D., 20th Century US Literature and Culture, Union Institute & University, 2008; M.A., Applied Psychology, University of Santa Monica, 1992.

Joan teaches in Prescott College’s Ph.D. and master’s Programs. Her research design courses cover a breadth of methods and methodologies, with a particular focus on justice, action, and community-based research. Her literature courses examine social and ecological justice and their interconnections, and explore them within the very large conceptual framing of sustainability. Her personal research uses 20th century US literature to examine issues of supremacism, marginalization, and oppression, as well as consideration of, and action toward change, justice, and sustainability. Joan’s dissertation, “Who is We?: Toward a Theory of Solidarity; Toward a Future of Sustainability,” develops a critical theory based on the philosophies and practices of solidarity and sustainability. Her master’s work concentrated on spiritual psychology and her undergraduate work on literature, creative writing, and social justice. She has been a member of the graduate faculty since 1999, when she took on the role she held through 2009 of Chair of the Humanities Master of Arts program.

Jordana DeZeeuw Spencer Education, Core Faculty M.S., Experiential Education, University of New Hampshire, 2001; B.A., Theatre Studies and Literature, Yale University, 1995.

Jordana has taught in both public and private schools, nationally and internationally. In addition to her classroom experience, she has facilitated eight seasons of programs through Interlocken Center for Experiential Learning, and toured her one-woman Shakespeare show, Muse of Fire, to demonstrate the universal themes represented in the Bard’s canon. Jordana was the creator and first coordinator for the residential, post-secondary Bridge Year Program, an academically rigorous semester- or yearlong experience which engages students in vocational internships, cross-cultural exchanges, service learning, and scholarship. Her graduate research examined the efficacy of experiential education in cross-cultural programs to enhance students’ moral development, and her passion is education for social change. She complements her Master of Arts Program faculty responsibilities with full-time teaching in Prescott’s On-campus Bachelor of Arts Program and serving as a Graduate Advisor to master’s students.

Christine Frydenborg Counseling Psychology, Chair Ph.D., Counseling Psychology, concentration in Marriage and Family Therapy, Seton Hall University, 1999; M.S.Ed., Counseling and Personnel Services, Fordham University, 1994; B.A., Psychology and Sociology, University of Connecticut, 1992.

Christine has spent the past ten years in private practice where she treated an array of presenting issues, specializing in the treatment of eating disorders, anxiety disorders, issues of childhood and adolescents, play therapy and rape-related PTSD. She has also been a member of the faculty of various colleges and universities in the New England region teaching such courses as Abnormal Psychology, Research Methods, and courses pertaining to all spans of development. Christine has served as a supervisor as well as an expert witness for family cases involved in the courts and custody disputes. In addition, she has worked in community mental health, detoxification units, inpatient units, day programs, and crisis centers. Her graduate research focused on the epidemic of sexual assault among college students.

Ed Grumbine Environmental Studies, Core Faculty Ph.D., Environmental Policy, The Union Institute, 1991; M.S., University of Montana, 1982; B.A., Antioch College, 1976.

Before coming to Prescott, Ed directed the Sierra Institute Wildlands Studies program at the University of California at Santa Cruz, for 21 years. Much of his professional work focuses on bringing conservation biology principles into federal land management practice. Ed’s writings include Ghost Bears: Exploring the Biodiversity Crisis; and Environmental Policy and Biodiversity, among numerous other publications. Ed is also an affiliate faculty member for the College’s Ph.D. Program and teaches environmental studies in the On-campus Bachelor of Arts Program.

Deborah Heiberger Associate Dean for Professional Preparation Program, Master of Education Chair and Core Faculty Ed.D., Educational Administration/Supervision, University of Maryland, 1986; M.S., Educational Administration/Supervision, University of Maryland, 1975; B.S., Elementary Education, Towson University, 1971.

Deborah completed a 31-year public school career K-12 in Maryland as teacher, assistant principal, principal, supervisor, executive director, and assistant superintendent in January 2001. She began working as an adjunct faculty with several Maryland colleges including McDaniel College and Towson University teaching graduate and undergraduate education courses, specializing in curriculum theory and standards-based curriculum design, performance-based assessment, and advanced instructional methodology. She also administered and taught required coursework in Towson University’s Administrator I Maryland Certification Program. Deborah then worked with teacher candidates and as an adjunct faculty instructor for the University of Arizona. Her long-time interests in education include constructivism as a theory of learning, standards-based program reform, leadership, organizational theory, and school-based administration.

Shari Leach Adventure Education, Core Faculty Ph.D., Cultural Self-Awareness, Union Institute & University, 2006; M.A., Humanities: Facilitating Community Development, Prescott College, 2001; B.A., Environmental Conservation, University of Colorado, 1995.

Shari began her work in adventure education in the 1980s, working month-long wilderness backpacking courses for a small summer in Colorado. She has worked for numerous wilderness corporations, including Outward Bound and the National Outdoor Leadership School (NOLS). She still leads courses for NOLS and teaches for the Wilderness Medicine Institute. Shari served in the Peace Corps specializing in environmental education and natural resource management. She is fluent in Spanish. Shari completed her master’s degree through Prescott College, developing an alternate theory of stages of group development, and creating a workbook/curriculum for groups learning to work together. Her doctoral dissertation explored the influence of cross-cultural living on the individual’s awareness of her/his culture of origin.

Rich Lewis Library Director M.L.I.S., Library and Information Science, University of Arizona, 2003; B.A., English, University of Washington, 1988.

Rich originally comes from the Pacific Northwest, but has lived in Prescott for over 12 years. His varied background has given him experience installing alternative energy systems, teaching computer networking, studying abroad in both Nepal and France, welding in Alaska, and being a rock climber (that career was ended after an abrupt run-in with terra firma.) Currently, besides being immersed in all things library, he is actively involved with the Prescott College Ultimate Frisbee team. â&#x20AC;&#x153;We are living in a tremendous time. Information is hovering all around us, waiting for us to turn it into knowledge. I truly want to enable students to be able to find the information they seek.â&#x20AC;?

Denise Mitten Adventure Education, Chair Ph.D. Education, University of Minnesota, 2003; Master of Forest Science, Forestry Ecology, Yale University, 1977; Bachelor of Forest Science, Forest Resources, University of Washington, 1974.

Dr. Mitten has worked for over 30 years in adventure, outdoor and environmental education with many populations, including women and youth, homeless people, nuns in recovery, survivors of abuse, women with eating disorders, women felons and men in prison. Through this work, she developed a nationally recognized leadership training program as well as one of the first ecotourism based companies in the US.

Pramod Parajuli Sustainability Education, Chair; Director of Program Development in Sustainability Education Ph.D., International Development Education, Stanford University, 1990; M.A., Anthropology, Stanford University, 1989; B. Law, Tribhuvan University (Kathmandu, Nepal), 1976; M.Ed., Education, Tribhuvan University, 1976; B.Ed., Education, Tribhuvan University, 1974.

Born in the Himalayan foothills of Nepal, Pramod brings to Prescott almost 30 years of interdisciplinary scholarship, activist passion, and cutting-edge pedagogical innovations. A whole systems thinker and a permaculture practitioner, he is interested in nothing less than the four Ls: life, livelihoods, learning, and leadership. He envelopes all four Ls within the emergent fields of sustainability, social justice, and bio-cultural diversity. At Prescott College, he is incubating several new innovations that could build on its forty years of accomplishments and seek new heights and horizons. He sees rich potential in creating bioregional learning community Hubs for Prescott students, alumni and Mentors in each bioregion. In the long run, he is also imagining the Prescott College community being fully engaged in the restoration and regeneration of water and food systems in the Colorado Plateau.

James Pittman Environmental Studies, Core Faculty M.S. with distinction, Ecological Economics, University of Edinburgh, 2004; M.A., Whole Systems Design, 2001Antioch University Seattle,; B.A., Ecopsychology, Education and Sustainability, Prescott College, 1997.

James Pittman focuses on the Concentration in Sustainability Science, and Practice and is a resource consultant for the College’s Ph.D. program in Sustainability Education. He is also the Managing Director of a leading ecological economics think-tank and consultancy, the non-profit Earth Economics in Seattle, serving public and private sector clients with a focus on ecosystem service modeling, sustainability indicator assessment, and stakeholder engagement facilitation. James has been a sustainability consultant, serving as a consultant to the President’s Council on Sustainable Development; the USDA Forest Service; the US Department of Energy; the City of Washington, DC; the Washington State Department of Ecology; the EcoSage Corporation, a Fortune 50 software corporation, as well as various other agencies, corporations, nonprofits and public utilities.

Terrie Porter Counseling Psychology, Practicum/Internship Coordinator and Core Faculty Ph.D., Counseling, Oregon State University, 2003; M.Ed., Guidance and Counseling, California Polytechnic State University, 1996; B.S., Psychology, Oregon State University, 1992.

Dr. Porter works as a Licensed Professional Counselor (LPC/NCC) and is a certified Approved Clinical Supervisor. She has served as Director of the Graduate Counseling program at Northwest Christian University in Eugene, Ore.

Dereka Rushbrook Humanities, Core Faculty Ph.D., Geography, University of Arizona, 2005; M.S., Economics, University of Texas at Austin, 1997; B.S., Economics and Political Science, Certificate in Latin American Studies, University of Pittsburgh, 1985.

Dereka’s doctoral work centered on the global political economy and human-environment interactions of resource-intensive artisanal production in the highlands of central Mexico. Her graduate studies in economics were also focused on issues of development and social justice in Latin America, specifically agricultural export diversification in Central America. Her areas of academic interest also include sexuality and space, border studies and immigration, and social justice movements, especially along the Arizona-Sonora border. In addition to her work at Prescott, Dereka teaches classes at the University of Arizona such as Gender and Geography, Arizona and the Southwest, and Urban Growth and Development.

Lloyd Sharp Education, Core Faculty M.A., Teaching and Teacher Education, University of Arizona, 1995; B.A., Education, University of Arizona, 1973.

A native of Arizona, Lloyd Sharp holds a bachelorâ&#x20AC;&#x2122;s degree in secondary education with a concentration in English and a Master of Arts in teaching and Teacher Education. For 25 years she lived on the border of Mexico in a rural ranching area and for several years taught all four levels of high school English in Patagonia, Ariz. She works as a freelance writer and has taught composition for Pima Community College in Tucson since 1994. In addition, Lloyd has taught multicultural adolescent literature for Northern Arizona University in the NAU-Nogales School-Based Teacher Education Partnership. At Prescott College, she has served as a Mentor for Low-residency Bachelor of Arts Program education courses; as a Graduate Advisor in the Master of Arts Program; and as faculty for the Prescott College Master of Arts education program at the Tucson Center. She is passionate about gardening, teaching, teacher education, and the written word. Lloyd is currently working on the publication of a collection of essays of place.

Peter Sherman Environmental Studies, Chair Ph.D., Behavioral Ecology and Tropical Community Ecology & Conservation, School of Natural Resources & Environment University of Michigan, 1997; MA, Biology, Physiological Ecology & Evolutionary Biology, State University of New York at Binghamton (now Binghamton University), 1992; BA, Microbiology, Oberlin College, 1986.

Trained as a systems ecologist, Peter studies the world's most complex and sustainably functioning ecosystem: the tropical lowland rainforest and how animals influence plant species diversities. Recently, Peter has begun to apply his system's level understanding of nature's most complex and sustainablyfunctioning ecosytem to the business and industrial sectors.

Camille Smith Counseling Psychology and Expressive Art Therapy, Core Faculty M.A., Expressive Art Therapies, Lesley University, 1990; B.A., Art, Bridgewater State College, 1988.

Camille has focused her professional practice on using creative expression to assist others in achieving their personal potential. She has concentrated her efforts in the area of psychiatric disability, speaking internationally about the power of creative expression in recovery. She is a former associate faculty for Arizona State University, teaching Art Therapy courses, and former Clinical Director of Art Awakenings.

Paul Smith Counseling Psychology, Director Centaur Leadership Services M.A., Transpersonal Counseling Psychology, The Naropa Institute, 1995; B.A., Environmental Studies and Educational Perspectives, Earlham College, 1982.

Paul brings together a background in education, counseling, and ecology, with 15 years leading, training staff for, and managing wilderness-based adventure programs. Paul has worked for several outdoor programs, including 10 years with Outward Bound. While Paul has worked with a wide range of populations, from chemically dependent or adjudicated youth, to perpetrators of domestic violence, he most enjoys working with young adults committed to making a difference in their own lives and in the world around them. “I am committed to exploring practical ways in which we can become more fully human, and by so doing, co-create increasingly sustainable and healthy patterns for living.”

Priscilla Stuckey Humanities, Interim Chair and Core Faculty Ph.D., Religion and Gender, Graduate Theological Union, 1997; M.A., Historical Studies, Pacific School of Religion, 1985; B.A., Interdisciplinary: Music, Bible, Religion, Goshen College, 1979.

In her doctoral work Priscilla studied feminist theory and world religions, investigating the constructions of gender and nature in religious groups using theory from history, anthropology, and philosophy. Gender justice was at the heart of her master’s program as well, with its emphasis on American women’s religious history. The arts have been an important influence throughout her life, beginning in her childhood with a capella singing in church and continuing in college as a music major, studying and teaching oboe and voice. More recently she has become a ceramic artist, with a special interest in pit fire methods. Since 1983 she has worked as a professional book editor and has coached many authors toward completion of their manuscripts. In her spare time she advocates on behalf of urban creeks and was the founder and first president of a small land trust preserving creek headwaters in Oakland, Calif. Her academic work now spans the humanities, drawn together by issues of spirituality, culture, and the environment.

Mary Sweeney Counseling Psychology and Adventure-Based Psychotherapy, Core Faculty Ph.D., Adult Education, Counseling Psychology, Educational Administration, University of Connecticut at Storrs, 1988; M.A., Community Psychology, Central Connecticut State University, 1984; B.S., Physical Education, Southern Connecticut State College, 1976.

Mary’s career in education, psychology, wilderness skills and alternative healing arts, has led her to the study of nature as a healing medium. She has passionately pursued ancient ways of living, healing, and spiritual traditions. Her interests are ancient dream journeying and using ancient living skills as a contemplative practice; ecopsychology/ecotherapy, wilderness-based psychotherapy, and transpersonal psychology.

Nancy Waite-O’Brien Counseling Psychology and Equine Assisted Mental Health, Core Faculty Certified Equine Interaction Professional, 2007; Ph.D., Psychology, United State International University, 1992; M.A., Counseling Psychology, St. Thomas University, 1980; B.A., Education, Montana State University, 1970.

Nancy did her doctoral research in the area of gender differences in shame and depression in alcoholics in early recovery. Most of her professional work has been in the treatment of addictive disease. She started a halfway house in the US Virgin Islands as part of her work with the Council on Alcoholism there. As Vice President of Clinical Services at the Betty Ford Center, she supervised all levels of treatment and instituted gender-specific treatment protocols for patients in that facility. Her particular areas of interest include women’s issues, predictors of resilience in trauma survivors, and the use of metaphor in psychotherapy. Along with running an active private practice, she provides equine-assisted therapy to patients from a drug and alcohol treatment center in Palm Springs, Calif.

Tracy Weber Education and Equine-Assisted Learning, Core Faculty Ph.D., Leadership, Andrews University, 2002; M.S., Service Management, Rochester Institute of Technology, 1999; B.S., Michigan State University, 1985.

Tracy’s personal experience with higher education, in both her master’s degree and Ph.D. programs, were learner-centered and competency based, with limited residency requirements similar to the Prescott model. Through living these educational journeys while working and raising a family, she recognized the potential for all adults to celebrate learning and began her quest to help transform experiences, both in education and other environments, from teacher-centered to learner-centered. She integrates thinking systemically, experiential learning, appreciation of diversity, and a holistic worldview into her programs. Tracy created Kaleidoscope Learning Circle, LLC near Frankenmuth, Mich., to combine her passions for helping people through partnering with horses. As an entrepreneur, farm owner, and pioneer in the field of Equine-Assisted Learning, her network of professionals and friends in the equineassisted industry is far-reaching across disciplines and geography.

Melanie Wetzel Environmental Studies, Core Faculty Ph.D., Atmospheric Sciences, Colorado State University, 1990; M.S., Atmospheric Sciences, University of Washington, 1980; M.A., Geography, University of Illinois at Urbana-Champaign, 1978.

Doctor Wetzel conducts international and regional research in climate-scale environmental processes, satellite observations, renewable energy applications, and curriculum development for atmospheric monitoring. Her teaching background includes several university courses at the undergraduate, master’s and Ph.D. levels, in topics that provide an integrated approach to atmospheric science, geography, physics, and environmental impacts. Her outreach initiatives have engaged audiences from middle school to college instructors, and her curriculum design projects created experiential learning field courses, computer-based instructional modules, and professional training workshops for faculty and agency scientists. Melanie served as Director of the Atmospheric Sciences graduate degree program at University of Nevada, Reno (UNR), and spearheaded the development of a new undergraduate degree in that discipline at UNR.

Robert Ziemba Environmental Studies, Cory Faculty Ph.D., Biology, Arizona State University, 1998; B.A., Biology, specialization in Marine Science, Boston University, 1992.

Robert is a broadly trained biologist with experience in laboratory and filed research on aquatic invertebrates and vertebrates. Prior to joining Prescott College, he taught ecology and evolutionary courses for eight years at Centre College, including: Conservation Biology, Human Ecology, and Tropical Ecology. Robertâ&#x20AC;&#x2122;s teaching interests include all levels of organization in life, from molecular to ecosystem and global system, with particular focus on interactions between science and society. At Centre College, Robert designed several environmental courses in the context of international experiential learning, including Tropical Ecology taught on the island of San Salvador in the Bahamas. He also acted as Director for the Centre College study abroad program in Merida, Mexico. Since 2001, Robert has been a leader in the Kentucky River Watershed Watch environmental advocacy group. He has also served as Chair of the LexingtonFayette Urban County Government Infrastructure Hearing Board, responsible for hearing appeals to civil citations related to storm water pollution.

Graduate Advisors Michael Adams M.A., Urban and Regional Planning, University of Pittsburgh, 1976; B.A., Anthropology, University of Pittsburgh, 1971.

Walter Anderson M.S., Wildlife Biology, University of Arizona, 1974; B.S., Wildlife Biology, Washington State University, 1968.

Tiffany Lee Brown M.F.A., Interdisciplinary Arts, Goddard College, 2008; B.A., Dramatic Arts, University of California at Berkeley, 1991.

Jeanine Canty Ph.D., Transformative Learning and Change, California Institute of Integral Studies, 2007; M.A., Cultural Ecopsychology, Prescott College, 2000; B.A., International Relations, Colgate University, 1992.

Ford Church M.A., Adventure Education Program Management, Prescott College, 2004; B.S. B.A., Marketing, University of Denver, 1998.

Michael Cuddington M.F.A., University of California at San Diego, 1986; B.F.A., School of the Art Institute of Chicago, 1982.

Laura Didyk M.F.A., Creative Writing, University of Alabama, 2001; B.A., Creative Writing, Prescott College, 1996.

Eugene Dilworth M.A., Environment and Community, Antioch University, 2002; B.A., Field Ecology, Prescott College, 1991.

Christina Eisenberg M.A., Environmental Studies, Prescott College, 2006; BFA, Painting, California State University at Long Beach, 1989.

Thomas Fleischner Ph.D., Environmental Studies, The Union Institute, 1998; M.S., Biology, Western Washington University, 1983; B.S., Field Biology, The Evergreen State University, 1977.

Leonard Gannes Ph.D., Ecology and Evolutionary Biology, Princeton University, 1998; B.Se., Environmental Biology, University of California at Davis, 1992.

Ryland Gardner M.A., Environmental and Natural Science Education, Prescott College, 1997; B.A., Spanish, Hampden-Sydney College, 1985.

Alan Hamilton Ph.D., Clinical Psychology, Pacifica Graduate Institute, 1998; M.A., Liberal Arts Education, Saint Johnâ&#x20AC;&#x2122;s College, 1985; B.A., Classics/English, Colorado College, 1982.

Jennifer Matera B.S., Nursing, Regis University, 2008; M.A., Adventure Education, Prescott College, 2002; B.S., Secondary Education/English, Outdoor Leadership Career Concentration, Bloomsburg University, 1996.

Deborah Matlock M.A., Environmental Education, Prescott College, 2003; B.A., Communications, University of Colorado Denver, 1996.

Susan McGuire Ph.D., Zoology, Washington State University, 1985; M.S., Zoology, Washington State University, 1979; B.S., Zoology, University of Wyoming, 1975.

Denise Mitten Ph.D., Education, University of Minnesota, 2003; Bachelor of Forest Science, Forest Resources, University of Washington, 1974; Master of Forest Science, Forestry Ecology, Yale University, 1977.

Doug R. Myers M.S., Environmental Science, University of Houston-Clear Lake, 1995; B.S., Marine Biology, Millersville University, 1987.

Dana Oswald Ph.D. Anthropology, University of New Mexico, 1993; M.A., Anthropology, University of New Mexico, 1979; B.A., Anthropology, Prescott College, 1971.

Fredrick Posner Ph.D., Education, University of Denver, 1989; M.A., Education, University of Denver, 1975; B.A., University of Wisconsin, 1971.

Mark Riegner Ph.D., Ecology and Evolution, State University of New York at Stony Brook, 1983; B.S., Biology, State University of New York at Brockport, 1975.

Darien Ripple Ph.D., Sustainability Education, Prescott College, in-process; M.A., Philosophy, West Chester University, 1989; B.A., Philosophy, Salisbury University, 1987.

Beverly Santo Ph.D., Borderlands Studies, Union Institute, 1994; M.A., Curriculum and Instruction, Vermont College, 1988; B.A., Theology, Prescott College, 1984.

Terril Shorb Ph.D., Sustainability Education, Prescott College, 2009; M.A., Interdisciplinary Studies, Sonoma State University, 1992; B.A., Communications Studies, Sonoma State University, 1990.

Donald Senneville Ph.D., Educational Foundations and Administration, University of Arizona, 1982; M.A., Philosophy, Ball State University, 1979; B.A., Philosophy, California State University at Northridge, 1978.

Libby Smith Ed.D., Educational Leadership, Northern Arizona University, 1993; M.S., Sociology, San Jose State University, 1989; B.S., Sociology, Northern Arizona University, 1979.

Arlene Ustin M.P.H., Health Planning and M.A., Education, University of California at Berkeley, 1984; B.A., Fine Arts and Art History, Hunter College of the City of New York, 1965.

Jeffrey Utter Ph.D., Sociology of Religion, Columbia University and Union Theological Seminary, 1981; M.A., Philosophy of Religion, Columbia and Union, 1976; Master of Divinity, Harvard Divinity School, 1968; B.A., Philosophy, Harvard College, 1964.

Barbara Voss M.A., Marriage and Family Therapy, Phillips Graduate Institute, 1997; M.A., History of Science and Medicine, University of Wisconsin at Madison, 1983; B.A., History, University of Pittsburgh, 1978.

Elizabeth Warren M.A., Linguistics and Anthropology, Arizona State University, 1981; B.S., Anthropology, Arizona State University, 1976.

Katherine Ward M.A., Anthropology, Prescott College, 2006; B.A., Anthropology, Prescott College, 2004.

Michael Wood Ph.D., Sustainability Education, Prescott College, expected 2011; J.D., University of Montana School of Law, 1998; M.S. Resource Conservation, University of Montana, 1994; B.A., Political Science, Hobart College, 1989.

Vicky Young Ph.D., Human Development, Fielding Graduate University, 2007; M.A., Human and Organizational Systems, Fielding Graduate University, 2004; M.Ed., Educational Leadership, Northern Arizona University, 2001; M.Ed., Counseling, Northern Arizona University, 1999; B.A., Human Services, Prescott College, 1995.

Academic and Program Policies Cohort Foundation Courses Students begin their program by completing a 3-credit course as a cohort within their degree program. Each version of the course will provide an overview of the basics of graduate scholarship in the Low-residency Master of Arts program, and a specific focus chosen by the Faculty of each area of study. The course will not add any length to the overall program graduation requirements. The specific focus of the course will vary among each of the five academic areas of study and it is taught in a hybrid delivery model that may include some meeting time during Colloquia and the use of the Moodle learning management system for posting of papers and hosting asynchronous seminars online. Students complete one of the following foundations courses during the first semester in the program: Foundations of Mental Health Counseling: Professional Orientation, Ethics, and Standards This course introduces graduate students to the field of mental health counseling, and provides an essential foundation in matters of professional identity and orientation, ethics, and standards. Required in the first semester of entry into the Counseling Psychology master’s degree program, it must be passed with the equivalent of a grade of “B” or better.

Graduate Scholarship in Environmental Studies This course provides an introduction to environmental studies and its educational model of student-designed, research-based, and faculty-supervised learning. It provides an overview of scholarly thinking, research, and writing, as well as a detailed introduction to the Master of Arts program model of education. The course is framed around the basic requirements of the program and is also designed to provide an overview of both qualitative and quantitative research methods. Graduate Research and Scholarship in Education This course is designed to: 1) create a scholarly cohort for Education students; 2) provide a forum for students to work together to become familiar with research methods and methodologies in education and school guidance counseling; 3) provide an opportunity for students to consider effective research methodologies for their thesis work; and 4) provide information and a discussion forum to learn the processes of the Master of Arts program. Upon successful completion of this course, students will earn three course credits, two credits in Research Methodologies and one credit in Thesis Development. Modes of Inquiry: Graduate Scholarship in Humanities This course provides an introduction to the Master of

Arts program and its educational model of studentdesigned, research-based, and faculty-supervised learning. It will provide an overview of scholarly -thinking, research, and writing as well as prepare a framework for understanding the Master of Arts model of education. The course will be framed around the basic requirements of the program and is also designed to address the following areas within graduate scholarship: how to select a research problem; how to conduct a literature review; how to design a research question or statement; how to formulate an appropriate research design; how to incorporate theory and epistemology; how to limit research parameters; and how to decide on the appropriate research methodology(ies) and method(s). Adventure Education Core Course This course provides an introduction to some of the basic elements of the Master of Arts program as well as critical thinking, research, and writing. The course will be framed around the basic requirements of the program and is also designed to address the following areas within graduate scholarship: how to select a research problem; how to conduct a literature review; how to design a research question or statement; how to formulate an appropriate research design; how to incorporate theory and epistemology; how to limit research parameters; and how to decide on the appropriate research methodology(ies) and method(s).

Research Methods The Master of Arts Program requires a 3 credit Research Methods course of each student. Students who have taken a graduate level Research Methods course will be required to take a 1 credit Advanced Research Methods course (designed to address the method that will be used in their thesis). Each Graduate Advisor and Core Faculty will decide whether the foundations course (cohort course) meets the advanced Research Methods requirement for any individual student.

The Practicum: Integrating New Knowledge into Practice Students often complete hands-on, field-based, or practical research as part of their studies; although practical in nature, this is new theoretical learning and is not a practicum. A Practicum must consist of praxis – the practical application of a branch of knowledge. This means that in all cases the Practicum must provide opportunity for the student to demonstrate the learning that has taken place in the theoretical component of the Master of Arts program. Students can choose to complete one Practicum, or break their work down into two or more smaller practica. The total number of credits toward each student’s 57

Practicum must range from six to 12 credits, depending on the amount of practical experience in the field that the student had prior to enrolling. The student and the Graduate Advisor will make this determination. A frequently asked question is whether one’s job can be considered as an acceptable Practicum. It is often ideal to use one’s work site for a Practicum – as long as the Practicum is based on the student’s learning in the master’s program, provides new challenges, and represents a stretch for the student. In other words, business-as-usual is not sufficient. Guidelines • A minimum of six credits of Practicum is required for every student. It is recommended that students not complete more than one full semester, or 12 credits, of practicum. • There are no set requirements for number of hours per week for practica and internships; students and Graduate Advisors need to take into account individual needs and, where appropriate, outside requirements (e.g. for Counseling Psychology and Education students who need state certification). • As a rule, three credits of Practicum involves approximately 125–150 hours of the student’s time and 12 to 15 hours of the Practicum Supervisor’s time. This is only a guideline. • The Practicum must be based on new learning in the Master of Arts program. A Practicum must follow, or be done concurrent with, some theoretical coursework. Supervision The student must locate and secure an appropriate Practicum Supervisor. The student’s Graduate Advisor and Core Faculty approve the Practicum Supervisor. Credentials Practicum Supervisors are selected by each student for what they can bring to the student’s work and thinking. In some situations the reasons for selection will be academic and based on the potential Supervisor’s previous academic research. The selection may be based on professional experience and personal knowledge rather than on educational background. The selection may also be limited by the geographic region in which the Practicum will take place. Students should keep their own needs in mind in terms of what the Supervisor may offer as support and how it relates to the support already available from the Graduate Advisor.

Conducting Graduate-Level Research Questions about how to design and carry out a research project or problem, what constitutes graduate-level research, and what characterizes and defines each of the multitude of research techniques and methods, are to be explored and answered by students as they carry out their demonstration of competency in research methods. In addition to demonstrating competency in research 58

methods, all Master of Arts students in all fields of study must include an actual research component in their program, although it is not necessary that students complete the kind of original research that is required at the doctoral level. Students should keep in mind, and discuss with their Graduate Advisors, their plans and ideas for carrying out their research while they undertake their Research Methods course. This research is carried out throughout the coursework and specifically as it relates to the master’s Thesis. For each student who is awarded the Master of Arts degree, the master’s Thesis will stand alone as documentation and demonstration of the student’s academic work and attained knowledge in her or his area of study. Therefore both the graduate level research and the literature review must be relevant to and documented in the student’s Thesis. Occasionally a student may choose to do a creative or applied project as the Thesis. As examples, a Thesis for a student in the creative arts may be a theater production or a portfolio of work created during her or his enrollment in the program; a student in Education may design a curriculum; a Management student may create a business proposal; and so on. In these cases the creative or applied Thesis project must include a written component that documents the research done throughout the student’s program and which led to the completion of the creative thesis project. Documenting the research means including information on the literature review, research methodologies, and a discussion of the conclusion that led to the thesis.

Theory Students generally focus on their theory courses in the first and second semesters of their program. The selection of courses is based upon the student’s interests and/or need for professional advancement. In theory courses, students become critically aware of the most important established concepts, theoretical bases, controversies, and emergent directions in their area of study -- the best that is being thought, written, and practiced. Graduate research may proceed through reading appropriate texts and journals in the field, through attendance at workshops, conferences, or field courses, and through interviews and networking with professionals or scholars in the field. The student demonstrates learning through written products, such as research papers, essays, and critical analyses of resources. Students are required to read appropriate scholarly work in their field, as approved by their advisor and MAP faculty, and over the course of each semester produce research-based documents that focus on the theoretical aspects of their studies.

The Master’s Thesis Following the Theory coursework and the Practicum work, the student writes a Thesis combining her theoretical research and practical experience and constituting a relevant contribution to her or his area of study. The Thesis is

read by the student’s Graduate Advisor, a second reader of the student’s choosing, and the Core Faculty/third reader. The Thesis may be descriptive, qualitative, or empirical in form. The results of the master’s Thesis may take the form of a creative, business, or curricular project. In every case the Thesis is expected to: combine theory and praxis; document the literature review and other research the student has completed; reflect the student’s unique combination of interests and studies; and to make a socially and/or environmentally responsible contribution to the field. Thesis development and the final approved master’s Thesis must account for a minimum of 12 credits.

Residency Requirements The residency requirement consists of attending New Student Orientation and a certain number of days in residency. Students must plan their schedules to accommodate Orientation and Colloquia from start to finish.

New Student Orientation Immediately prior to a student’s first Prescott Colloquium, all new students attend a required one-andone-half day Orientation to the Master of Arts program. Orientation consists of several required sessions, including the following: • Academic sessions with the Faculty for each degree program • Administrative sessions with the Registrar and Financial Aid Offices which include registration and enrollment in Prescott College • Library orientation with the Library Faculty • Technology sessions to assign a student Prescott College email address and connect the student to online Moodle learning environment Orientation for first semester students begins on a Thursday morning. Each Prescott Colloquium begins on Friday morning and ends on Sunday afternoon.

The Colloquia Students and Faculty from diverse cultures and different areas of study and expertise come together two times per semester to share their work and build a community of spirited and caring co-learners. One purpose of the Colloquia is to provide close interactive peer learning and dialogue, and thereby reduce the isolation of the adult independent learner. • First semester students (full- or part-time) will be required to complete the Orientation plus six days of residency. All six days of residency must be completed at the Colloquia in Prescott. • Students in their second and later semesters who are enrolled for nine or more credits are required to complete six days of residency per term. Three of the days must take place at a Prescott College

Colloquium in Prescott. The three remaining days may take place either at a Prescott Colloquium or at an alternative conference that is approved by the student’s Advisor and Core Faculty based on the residency intent or criteria. • Students in their second and later semesters who are enrolled for six to eight credits will be required to complete three days of residency per term. All three of theses days must take place at a Prescott College Colloquium in Prescott. Site-Based or Bioregional Colloquia Faculty will make site-based or bioregional residencies available whenever the need is present in a particular area and Faculty conveners are available in that area. • Participating students are required to attend five monthly, site-based Colloquium meetings in the area. These short meetings are scheduled at the discretion of the Faculty who coordinate this program. Attendance at the five meetings meets three of the six required days of residency for full-time students. Halftime students who choose to attend the site-based Colloquia must still attend the three required days in residency in Prescott. • In the Prescott and Tucson area, site-based meetings are currently scheduled as needed at the discretion of the Faculty or the students and Advisors who participate. Students in these site-based programs must stay in communication with Faculty about these meetings. Other site-based Colloquia may be arranged in any given bioregional area where there are multiple Graduate Advisors or students. If a site-based program has a member of the graduate Faculty in attendance and is sponsored by the Graduate Program Council (GPC), it can satisfy residency requirements.

Part-time Students All academic procedures and polices remain the same, including first-year residency requirements, meeting hours with the Graduate Advisor, due dates for the Qualifying Paper, and Thesis Plan, etc. Students in their second and later semesters who are enrolled for six to eight credits will be required to complete three days of residency per term. All three of theses days must take place at a Prescott College Colloquium in Prescott.

Course-only Students An individual who has been awarded a master’s degree from a regionally accredited college or university may undertake coursework at Prescott College in a new area of study or as a specialization within their current discipline. Post-graduate coursework may be completed in order to fulfill any personal or professional scholarly interest, to meet a job requirement, or to meet requirements for state 59

or private certification or licensure in a particular field. In these situations, the individual may apply to the master’s program as a non-degree seeking student to complete the courses needed. Accepted course-only students must enroll for a minimum of six credits during any given semester. Interested individuals apply through the regular channels, creating a Study Plan for the intended coursework. Note: course-only students are not eligible to receive federal financial aid.

Computer Literacy Requirement Candidates are expected to enter the College with a level of technology competency sufficient to function effectively in the program. Proficiency is defined as a knowledge of and proficiency using email, navigating the Internet, and basic wordprocessing skills. Students must be able to: use message boards and computer conferencing tools to communicate with others; download and upload files; and attach files to email. Students are required to have full-time access to a computer that has a reliable Internet connection.

Transfer Credits A 3-credit Research Methods course is a requirement of the Master of Arts program. Applicants who completed a research methods course from another accredited graduate program may request to have that course count in transfer. When a previous Research Methods course is accepted by faculty, the student will be required to enroll in a one credit Advanced Methods or Methodology course in order to prepare for their Thesis. Students will still need to complete a minimum of 40 credits in the Prescott College low-residency Master of Arts Program in order to be eligible to graduate. The Counseling Psychology and Education (Teacher Certification track) programs accept up to 15 credits in graduate transfer coursework from regionally-accredited post-secondary institutions as long as College faculty members confirm that the courses and credits to be transferred meet College-established curricular standards and expectations. Regardless of transfer credits, students must complete a set minimum required credits for each degree program.

Study Plan Students pursuing a master’s in Adventure Education, Environmental Studies, Humanities, and non-certification Education programs develop a highly individualized Study Plan with the help of their Graduate Advisor. This plan outlines the individual degree program and details how the required components of the program will be fulfilled. The Study Plan is updated each semester of enrollment as the exact course of study evolves and matures. The three primary components of the program are Theory (coursework), Practicum, and Thesis. 60

Social and Ecological Literacies A commitment to the world community and environment is a particularly important part of the College’s Mission. In 1991, when this master’s program was being developed, it was noted by the faculty committee that one could not be a responsible world citizen without close attention to and care for the human and natural environment. Students are required to incorporate an awareness of and sensitivity to the environmental and cultural contexts in which learning and the application of learning occur. Consideration of these overlapping and complementing issues is a major commitment of Prescott College as an institution and a community of learners and practitioners. The ecological aspect of this value system begins with our immediate physical, social, and cultural surroundings and expands outward to include every aspect of the natural world of which we are a part. Socio-cultural considerations include every distinction among humans in society, including socially constructed race, gender, and class distinctions as well as physical, emotional, and spiritual issues and orientations. Example of Social and Ecological Literacy Statements The coursework will integrate the identification and impact of value systems of the diverse groups involved in the settling and developing the western United States. Known for an abundance of diverse natural resources and beauty, Arizona and Utah offer a rich backdrop for study of how native inhabitants and new settlers attempted to cohabitate, and interact with the environment. I will combine my traditional and academic knowledge to keenly learn and uncover the principle causes of economic dependency of many grassroots communities on donor funding, even in the light of the “unsustainable” nature of these projects. My goal is to come up with theories that can be applied and tested in the field to create sustainable programs.

Graduation Requirements In order to be approved for graduation the following is required: • 40 credits is the minimum amount needed to complete the Master of Arts degree. The minimum requirements are higher for students seeking certification or licensure in Counseling or Education. • Completion of a 3-credit Core Foundations course during the first semester of study. • Completion of a minimum of 6 credits of Practicum. • Completion of a minimum of 12 credits of Thesis development/Thesis.* • Completion of a minimum of 3 credits of Research Methods coursework. • Study Plans for each semester. • All Theory coursework. • Demonstration of social and ecological literacies. • Approved Qualifying Paper. • Qualifying Presentation. • Approved Thesis Plan. • Individual Thesis Presentation. • All required residency attendance statements. • Completed End-Of-Semester summaries for each semester. *See the Counseling Psychology catalog for additional information.

Education Equine Assisted Learning (EAL) Minimum Number of Semester Credit hours: 45 Credits Course Requirement General MAP Minimum Requirements (24 credits) 12 Thesis 3 Graduate Research and Scholarship in Education 1 Graduate Research Methods Lab 6 Supervised Practicum in EAL (minimum of 300 hrs)

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EAL Course Minimum Requirements (12) Explorations in EAL Relational Horsemanship Facilitation for Transformation Best Practices in EAL

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Education Course Minimum Requirements (9) Learning Theories for EAL Experiential Education in EAL Curriculum and Program Development in EAL

EAL/Education Electives Minimum Requirements (3) Content Electives (e.g. Developmental Needs, Leadership Training, Evolution of Consciousness, Program and Student Assessment, Systems Theory, Ethical and Legal Issues in EAL)

Anticipated time to degree • 4 semesters Additional Concentration Requirements • Students are required to complete four EAL Residential Intensive courses in sequence beginning in August; these residential intensives will proceed or follow the MAP Colloquia and will anchor the four core EAL classes in the program. The current additional course fee for each of the four Residential Intensive workshops is $450, however fee adjustments will be made as needed. The Residential Intensive workshops take place at historic Chauncey Ranch in the town of Mayer, about ten miles southwest of Prescott. The $450 workshop fee is for the care and feeding of the herd and room and board for the workshop participants. • Students are required to meet the same academic requirements as all other master’s degree-seeking students; these are noted in the MAP Process Handbook (e.g., Qualifying Packet, Qualifying Presentation, Thesis Plan, IRB proposal, Thesis Presentation, Colloquium attendance.) 62

Additional Application Requirements • In addition to the standard Master of Arts program application requirements, EAL concentration applicants are expected to show evidence of competence and practical experience working with horses, facilitation/teaching, and relational horsemanship. Potential students need to provide documentation that they bring with them an understanding of the field and an entry-level competence which may be evidenced in many ways including, but not limited to, peer or expert evaluations, testimonies, published articles, program participant evaluations, or self-reflection. Core faculty will review the application information and a phone interview will be scheduled if it is determined that you would be a good candidate for the program. • Students without this background may be accepted into the Post-Master’s EAL program, however will need to take additional coursework (see the Master of Arts Program with a focus in EAL). Course Descriptions and Practicum Information Explorations in Equine-Assisted Learning (August) This course is designed for participants to begin exploring theory and application of equine-assisted learning within education and non-mental health fields, which includes but is not limited to: • Knowledge of foundational learning and education theories that have helped to inform and develop the practice of EAL (for example, experiential learning, nonverbal communication, group dynamics, organizational change, and dialogue). • Appreciation of the history and development of the field, including knowledge of the influential organizations and individuals (EAGALA, EFMHA, AEE, as well as individual practitioner’s programs). • Comprehension of a wide variety of approaches and applications in practice, including EAMH, and the significance of the differences or similarities to mental health or counseling/psychology. • Defining core values as they relate to facilitating effective EAL programs. • Consideration and exploration can include all elements of program development and design, including the time allotted, group size, facilitation team, and safety. • Developing an understanding of what the partnership with horses means to one’s work and the significance of this relationship. • Researching the organizations, people, and programs that are aligned with the population the student intends to work with and study for the Thesis. • Investigating future trends affecting the industry.

Relational Horsemanship: Facilitating with the Help of Horses (November) This course is designed for participants to gain a comprehensive understanding of the theory and principals of relational horsemanship and its application within education and learning fields, which includes but is not limited to: • Identification of student’s abilities and competence as they relate to working with and understanding equines and seeking methods and programs that offer opportunities to enhance and improve skills. • Exploration of the foundational theories, practitioners, and history that define EAL and working with horses to help facilitate human learning. • Increasing awareness and understanding of activity creation and development, from ground skills to mounted work. • Defining and researching various philosophies as they relate to horse care, including environment, hoof and veterinary care, nutrition, etc. • Explore the history of EAL and its connection to body language, psychology of horses, and herd dynamics. • Cultivation, demonstration, and articulation of ethical and compassionate treatment of and relations with horses, the environment, each other, and all animals. Facilitation for Transformation in EAL (January) This course is designed for participants to gain a comprehensive understanding of the theory and principals of group facilitation skills and process and its application within the field of Equine-Assisted Learning, which includes but is not limited to: • Provision of a conceptual framework and practice with experiential learning models, facilitation skills, and foundations human developmental theories. • Identification and practice of stages of group development, the role of the facilitator in assessing and supporting groups, and processing techniques. • Creation of an intentional design of experiences that supports individual and collective transformational processes. • Inclusion and exploration of how horses can model stages of group interactions and their contributions in profound ways to personal and relational awareness for clients. An awareness of systems theory as it relates to group process will also be explored. • Learning to recognize, identify, and interpret significant horse behavior as it relates to EAL, as well as determining whether or not (or when) to share it with the client(s).

Best Practices in Equine-Assisted Learning and EquineAssisted Mental Health (April) Best Practices in EAL and Equine Assisted Mental Health provides students from both programs with an advanced skills-building and practice experience. This workshop brings the equine concentrations together with leaders in the field in a conference-style environment. The course is designed for participants to further explore and hone their own professional orientation, ethical sensibilities, and competencies as practitioners of the work. Areas covered include: • Development and understanding of creating and implementing EAL exercises or initiatives that match client outcomes and/or goals and measuring their effectiveness. • Students will navigate through the role of being a professional EAL/EAMH service provider. Designing activities which incorporate all of the ancillary program elements that provide for an effective EAL experience will also be a part of this course. • Opportunity to “real play” through practicing facilitation of sessions with input, assessment, and feedback from peers, faculty, and visiting experts from the field. • Standards and ethics applicable to the field will be further explored and students will critically assess current practices, their own work, and the work of fellow students. Supervised Practicum in EAL 6-credit Practicum (minimum of 300 hours) – Master’s 3-credit Practicum (minimum of 300 hours) – Post-Graduate The practicum consists of 300 hours of practical EAL experience under the supervision of a Prescott College faculty approved practitioner, ideally an experienced EAL provider within the area of work (organizational development, education, etc.) that the student is most interested in researching and/or pursuing professionally. This work can be embedded in an existing practicum/internship experience, provided the student is working 300 hours directly within an Equine Program at the site. Site supervisor will evaluate and assess student’s skill base and ability to facilitate effective sessions. Direct client hours are expected and appropriate documentation is needed.

Post-Master’s Certificate in Equine-Assisted Learning Total Number of Semester Credit hours: 15 Credits Course Requirement General MAP requirements (3) 3 Supervised Practicum (minimum of 300 hours)

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EAL Course Minimum Requirements (12) Explorations in EAL Relational Horsemanship Facilitation for Transformation Best Practices in EAL

Anticipated time in the program • 1 year in a part-time enrollment status. The PostMaster’s Program cannot be completed in one semester. EAL Certificate Requirements • Students are required to complete four EAL Residential Intensive courses per year; these workshops precede or follow the Colloquia and will anchor the four core classes in the program. The current additional course fee for each of the four Residential Intensive workshops is $450; however, fee adjustments will be made as needed. • Students are required to complete and document a supervised Practicum with a minimum of 300 contact hours • Residency requirements (Colloquium attendance requirements) for the Master of Arts Program apply to all EAL students Additional Application Requirements • In addition to the standard Master of Arts Program application requirements, EAL concentration applicants are expected to show evidence of competence and practical experience working with horses, with facilitation/teaching, and in relational horsemanship. Potential students need to provide documentation that they bring with them an understanding of the field and an entry-level competence which may be evidenced in many ways including, but not limited to, peer or expert evaluations, testimonies, published articles, program participant evaluations, or self-reflection. Core Faculty will review your application information and a phone interview will be scheduled if it is determined that you would be a good candidate for the program. • Students without this background may be accepted into the Post-Master’s EAL program, however, will need to take additional coursework (see the Master of Arts Program with a focus in EAL). This additional coursework will be negotiated with the Core Faculty. 64

Direct your questions to: Kerstin Alicki kalicki@prescott.edu or (877) 350-2100 x 2102 If you would like to discuss the academic aspect of this program contact: MAP Education Chair, Noël Cox Caniglia ncaniglia@prescott.edu or (877) 350-2100 x 3201 or EAL Core Faculty, Tracy Weber tweber@prescott.edu or (989) 652-9112

Sample Study Plans Adventure Education Concentration in High School Adventure Education Program Development Overview My studies will be in a range of topics related to developing a model for a progressive adventure program at the high school level. This model will contain overlapping elements in adventure education and experiential education – which is both directed towards personal growth as well as academic learning – and will contain strong service and environmental components, with attention paid as to how these components can be offered to a diverse community. As such, this curriculum will in turn be designed to enhance the social and environmental awareness of members of the community and thus develop social capital for the school community. In particular I would like to see a curriculum developed that includes opportunities for: relating outdoor skills and experiences to academic subjects; developing environmental knowledge and awareness; promoting leadership and team spirit; and incorporating service as an integral component. Proposed Theory Coursework Experiential Education and Integrated Studies – This course will survey models of experiential education, particularly those which could be employed in an academic setting. Emphasis will be given to how these models may be linked to integrated studies of environmental education and other academic topics primarily, but not exclusively, in an outdoor/adventure setting. The course will involve a combination of theoretical research and visits or interviews with current programs employing experiential education in ways similar to those described above. Proposed Texts Guide for Planning a Learning Expedition (Campbell); Experiential Learning in Schools and Higher Education (Kraft and Kielsmeir). Experiential and Adventure Education as a Tool to Bring About Self-Discovery, Personal Development, and Leadership Potential – For many people, experiences in the wilderness, often in conjunction with adventure education, can be powerful tools to self- actualization. In this course the student will look at the development of selfidentity and how it can be enhanced through designed experiences, with the focus being on outdoor experiences. The course will also focus on ways that experiential education can be used to enhance personal appreciation and understanding of people from other cultures and backgrounds.

Proposed Texts Experiential Activities for Intercultural Learning (Seelye); Beyond Experience: The Experiential Approach to CrossCultural Education (Gochewour). Adventure Education as a Tool to Develop Spiritual and Emotional Dimensions of Ecological Awareness – This course will be a survey how adventure education can be used to promote ecological awareness and a sense of personal connection with the Earth, including such avenues as ecopsychology, deep ecology, and religious and spiritual dimensions of nature. The student will read various forms of literature which emphasize our connectedness with the Earth. Readings will focus on our inherent need for wilderness in order to enable dimensions of emotional and spiritual health that are not readily attainable in other ways. Particular emphasis will be given to differences in how people from diverse backgrounds relate to the natural world. Proposed Texts Earth, Sky, Gods, & Mortals (McDaniel); Walden (Thoreau); Pilgrim at Tinker Creek (Dillard); Ecopsychology, (Karner, Gomes, & Rosak). Practicum My goal is to redesign the Adventure Education and Experiential Education programs at my school in a holistic way. In order to do this and offer a model for a progressive program that incorporates cutting edge ideas, I need to spend some time looking at what other organizations are currently doing. During the Practicum I would be visiting/observing/working as an adjunct or volunteer staff person in organizations that use adventure education and experiential education models. I would then pursue how some relevant ideas might be used/synthesized in designing and testing a more comprehensive program at my institution. I would like to work for a short time with a variety of organizations involved in a wide array of pursuits, including corporate training, group facilitation, environmental education, adventure education, outdoor-oriented service learning, and personal growth wilderness experiences. Thesis Designing a more comprehensive Adventure and Experiential Education program at our school. Concentration in Wilderness Leadership Overview My theoretical research, study, and synthesis will bring together several disciplines which bear on the field 65

of wilderness leadership. A competent backcountry leader must possess a range of skills and knowledge far beyond those provided by most traditional master’s programs. A backcountry leader is responsible for meeting and directing a dizzying array of his or her program participant’s needs: logistics, safety, psychological growth, group cohesion and communication, creativity, and opportunities to connect with the natural world, among many others. I intend to create a master’s program that does not compromise this span for depth. I will create a program that focuses on the whole of the wilderness experience. Each course I create will allow me to delve into a distinct aspect of the wilderness experience. I will then choose a Practicum and Thesis topic that pulls these components into a well-rounded but centered whole. Proposed Theory Coursework Development of the Self This course will be a survey of the most current available theories on human psychological development. The development of a healthy ego and its transition to transego modes of awareness and interaction will be stressed. The emphasis of this course will be on cognitive changes, their corresponding self-concept/structure/needs, and their potential for self-actualization and connection. Written work in this course will compare and synthesize various theorists’ views, both within each stage of development and between each of these stages. Proposed text Further Reaches of Human Nature and Motivation and Personality (Maslow), The Evolving Self (Kegan). Therapeutic Use of the Wilderness The aim of this course will be to provide the student with an understanding of the use of the wilderness experience for psychological health and growth. This course will cover the history of wilderness therapy, current programs and organizations involved in wilderness therapy, current theories being used in this field, and methods for quantifying and evaluating the effects of wilderness therapy. The student will also investigate the inherent risks and limitations involved in working with emotional issues in a backcountry setting, with the aim of establishing clear boundaries regarding appropriateness, competence, and safety. Proposed texts Wilderness Therapy: Foundations, Theory and Research (Davis-Berman and Berman), Adventure Therapy Therapeutic Applications of Adventure Programming (Gass). 66

Practicum I intend to do my Practicum as a teaching assistant for the course Nature Philosophy and Religion at the Sierra Institute. My primary goal will be to compare and synthesize my theoretical studies with actual experience in the field of wilderness leadership. This Practicum will give me a wonderful opportunity to reflect on both of my roles; previously as a participant, and now as a leader. I hope to dissect those factors which previously facilitated learning and growth in my own experience, and study them from the outside so that I might strengthen my own ability to lead others toward this same depth of learning and experience. Thesis I would like to write my Thesis on “The Facilitation of the Small Group Wilderness Experience in reference to Wilber’s Developmental Model.” I would use the models and theories of the philosopher Ken Wilber as a foundation for a “multilevel, multi-quadrant” guidebook for the wilderness leader. My work in this Thesis would be to apply the field of wilderness leadership and education to this framework, so as to highlight and explore its effects on participants at multiple levels of the self, and across all four quadrants.

Education Concentration in Experiential Education and Program Management Overview My Master of Arts Program at Prescott College will be in Education with Concentrations in Experiential Education and Program Management. Special emphasis will be placed on researching experiential education in the camp setting and its impacts regarding self-discovery and environmental awareness on students. Camp Greenville is a program dedicated to environmental stewardship and social awareness. Throughout my Practicum, Thesis, and each of my courses, I plan on being devoted to carrying out social and ecological studies and activities on a regular basis. Proposed Theory Coursework Value and Process of Small Groups This course will focus on the relationships that are developed and nurtured through an experiential education setting. The relationship with self, others, and the world at large will be evaluated through the small group experience and process. The value of small groups (versus large groups) for activities and processing will be studied, as well as a variety of techniques and viewpoints to bring to the small group process. Proposed Texts Making Small Groups Work (Cloud); The Search to Belong: Rethinking Intimacy, Community, and Small Groups (Myers). Adolescent Behavior and Development and the Advantages of Experiential Education Understanding the advantages of experiential education in the personal development of adolescents is a key component in the development of this program. This course will include researching the trends and developments in adolescent behavior, as well as evaluating the potential impact experiential education has to play in the self-esteem and social awareness foundations in the lives of today’s youth and teens.

researched through this course. The philosophical foundations upon which each of these techniques is built will also be studied, along with the effectiveness and ideal use for each technique. The heart of this course will be developing a personal philosophy for leadership in the outdoor and experiential education world. Proposed Texts Leader Who is Hardly Known: Self-less Teaching from the Chinese Tradition (Simpson). Practicum For my practicum I will be coordinating the Project Worth program at YMCA Camp Greenville. Project Worth is an experiential learning and team-building opportunity for adolescents in the Southeast. Yearly the program serves teens from six different states in an effort to provide a hands-on opportunity for self-discovery and team challenge in a safe and open environment. I intend through my practicum to solidify the existing program while evaluating and expanding the program to most effectively meet the needs of today’s adolescents in an experiential setting. I hope to extend and revamp the Project Worth curriculum, as well as develop several models of facilitation for the instructors of Camp Greenville. Thesis Idea # 1 “Experiential Development: What are students REALLY learning in the camp setting?” Through an extensive research project I aim to develop a theory of whether the primary impact of an outdoor education program is developing hard skills and knowledge of the environment, or a greater appreciation for the wilderness setting and overall self-awareness. I also intend to study the role of the instructor and the influence that various styles of experiential education and leadership have on the student experience. I hope to provide this research through surveys and visits to a wide variety of outdoor education programs.

Proposed Texts Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (Siegel); Adolescent Development and Behavior (Dusek); The 7 Habits Of Highly Effective Teens (Covey). Models of Outdoor Educational Leadership There are a variety of leadership techniques that are used in the field of outdoor education that will be 67

Environmental Studies Concentration in Conservation Ecology and Planning Overview I am pursuing advanced knowledge in the field of environmental studies, specifically focused on conservation ecology and planning in the southwestern Wisconsin context. My study plan is designed to bolster my understanding of natural resources and ecosystem management on the local and regional scale, while introducing me to theories of social behavior and ecologically sustainable land use. Environmental studies, coupled with examination of human social systems, will incorporate the environmental and cultural aspects of the educational process, identified as social and ecological literacy. Proposed Theory Coursework Conservation History in Sauk County To provide a solid understanding of the how Sauk County became what it is today, I will study land use and ownership, agricultural trends, conservation initiatives, and organizations. This will include collaboration with the Sauk County Historical Society and discussions with local historians such as Bob Dewell. In an effort to put this history in context of what has occurred elsewhere, the course will include analysis of state and global events as well. Proposed Texts Conquest of the Land through 7,000 years (USDA NRCS); Soil Conservation in WI: Birth to Rebirth (Johnson). Watershed Restoration This course will utilize local experts and examine their processes for approaching restoration of landscapes on the watershed scale including social and political considerations. Possible experts include the Natural Resource Conservation Service’s Rapid Watershed Assessment, The International Crane Foundation and Aldo Leopold Foundation’s collaborative Blufflands Project along the Wisconsin River bluffs, and Wisconsin Department of Natural Resources’ geographical management unit approach. Potential products of this course include a watershed plan for the Otter Creek Watershed in Sauk County, Wis. Proposed Texts Watershed Restoration: Principles and Practices (Dombeck); Eco-Societal Restoration: Creating a Harmonious Future between Human Society and Natural Systems (Cairns).

Management of Riparian Areas: An Evaluation of Three Methods Streams, rivers, and waterways are the predominant surface water resources in Sauk County. This course will focus on a thorough evaluation of three different methods recommended by area natural resource management professionals. These methods are: managed grazing to promote grass sod; mowing and/or burning also to promote grass sod; and woody vegetation establishment and maintenance. Evaluation will include: discussion with landowners, biologists, Natural Resources Conservation Service specialists, and Department of Natural Resources fisheries managers and scientists; analysis of materials provided by a Pacific Northwest state agency specialist (Gretchen Kruse); and review of a state-sponsored study. Proposed Texts A View of the River (Leopold); The Wisconsin Buffer Initiative, University of Wisconsin Madison, College of Ag and Life Sciences Dec 22, 2005; Land Use and Water Characteristics in the Middle Kickapoo River Watershed (Franklin). Practicum I will lead the development of a comprehensive Land and Water Resource Management Plan for the Sauk County Land Conservation Department. This document will identify conservation needs and set future priorities for the county. The Wisconsin Department of Agriculture, Trade and Consumer Protection provides guidelines for counties to use in creating the plan. Based on these parameters, the plan development will involve gathering public input through public hearings, focus groups, surveys, and inventories. Water quality and soil erosion will be assessed and goals, objectives and priorities will be set. An outreach and education section will be written for dissemination of the plan and implementation and monitoring methods will be detailed in the conclusion. Thesis “Leopold’s Land Ethic: Practical applications” The course work and Practicum will provide an understanding of resource management and planning, sustainable systems, and the sociological context for land use in Sauk County. Pulling it all together, the Thesis will analyze the socio-ecological relationships of real people living in various sectors of society and interacting with the land in various ways. I will follow the theory onto the landscape, where I will interview landowners, conservation professionals, and local, state and national policy makers to evaluate their relationships to the land, and trace the life stories which cultivated those relationships.

Concentration in Wildlife Ecology, Policy, and Management Overview The course of study I describe below is designed to provide me with a comprehensive background in wildlife ecology, policy, management, ethics, and conservation biology. The proposed coursework will incorporate social and ecological literacies to facilitate a thorough examination of the ecological and political realms of wildlife management and conservation. Proposed Theory Coursework Evolutionary, Community, and Population Ecology This course will focus on contemporary issues in ecology and conservation with an emphasis on critical thinking skills. Readings will cover population ecology/biology/dynamics, population interactions including competition theory, predation, co-evolution and mutualism, community ecology, and evolutionary ecology, including adaptation and social behavior. Proposed Texts Botkin, D.B., 1990. Discordant Harmonies: A New Ecology for the Twenty-first Century OUP. Bradshaw, G. A. and Bekoff, M. 2001. Ecology and social responsibility. Advanced Readings in Conservation Biology This course will cover conservation biology principles including conservation and biological diversity, threats to biological diversity, conservation at the population and species levels, conservation at the community level, and conservation and sustainable development. Other areas covered will include natural resource use values, environmental ethics, ecological economics and nature conservation, ex situ conservation strategies, restoration ecology, and international approaches to conservation and sustainable development. Proposed Texts Berger, J. Swenson, J. E., and Persson, I.-L. 2001. Recolonizing carnivores and naive prey: Conservation lessons from Pleistocene extinctions. Science 291, 1036-1039. Berger, J. 1999. Anthropogenic extinction of top carnivores and interspecific animal behavior: implications of the rapid decoupling of a web involving wolves, bears, moose, and ravens. Proceedings of the Royal Society of London B, 266, 2261-2267.

their range as the result of human activity and persecution. This course will utilize the growing body of theoretical and empirical research on carnivores from the past several decades to review the current status of carnivore populations worldwide, consider the ecological role of these species, and study top-down and bottom-up management approaches to carnivore conservation. Proposed Texts Bekoff, M. 2001. Human-carnivore interactions: Adopting proactive strategies for complex problems. In J. L. Gittleman, S. M. Funk, D. W. Macdonald, and R. K. Wayne (eds.) Carnivore Conservation. Cambridge University Press, London and New York. pp. 179-195. Bekoff, M. (editor) 1978. Coyotes: Biology, behavior, and management. Academic Press, New York (reprinted 2001, The Blackburn Press, West Caldwell, New Jersey). Practicum As I already work for a non-profit organization, I will be directly applying the theoretical knowledge I gain from my coursework into the assisting wildlife researchers (potentially with either with the US Geological Survey or the National Park Service) in a study involving the tracking and monitoring of coyotes. I will collaborate with the Stanley Park Ecology Center in Vancouver, British Columbia, and assist with their Coexisting with Coyotes program that combines field work with educational outreach. Thesis Potential Thesis Projects include: The development of a Public Education and Outreach Program for Coexisting with Coyotes in Urbanized Landscapes. This project would include a literature review of studies addressing coyote behavior, ecology, and conflicts in urban/suburban landscapes and would propose a comprehensive program for building public tolerance of coyotes, reducing conflicts, and promoting educated coexistence. A development plan for the organization Iâ&#x20AC;&#x2122;d like to start in California (potentially called the California Wildlife Alliance) would include a thorough assessment of the organizationâ&#x20AC;&#x2122;s mission, objectives, campaign strategies, and funding mechanisms, along with a five-year strategic development plan.

Advanced Readings in Carnivore Conservation & Management Many large- and medium-sized carnivore species have suffered significant population declines across much of 69

Humanities

Concentration in Art History Overview I propose a Master of Arts Program in Humanities: Art History with an emphasis in ancient and medieval arts and cultures. This degree is designed to expand my knowledge of art history in a cultural context so that I can better share its value with others. Through the work done for this degree, I plan to either improve my work with adolescents in art education or move into teaching adults. The bulk of my research will combine ancient and medieval arts and cultures of various peoples around the world. Methodologies of art history and a study of adult education will also be included. Academic reading, investigative papers, and written work will be complemented by experience attained by presenting and teaching art history topics during my Practicum. This program includes investigating what the art of several cultures may show us about the cultures themselves. This includes topics like community, family, religion, distribution of goods, materials used from their environments to create art, and interactions with other cultures. Examining art within that context will also be included in Practicum and Thesis work. Proposed Theory Coursework Methodologies of Art History This course examines methodologies used in artistic analysis. Approaches addressed include aesthetics, psychoanalysis, semiotics, iconography, feminism, Marxism, deconstruction, capitalist modernity, and visual culture. This also includes examples of how individual practitioners have applied various methodological insights. Proposed Texts The Methodologies of Art: An Introduction (Adams), Art History and Its Methods (Fernie). Art and Architecture of the Ancient Maya This course is designed to explore the art and architecture of the ancient Maya of Mexico and Guatemala between approximately 1800 B.C.E and 1500 C.E. Sites, art and topics to be investigated include Copan, Tikal, Palenque, sculpture, ceramics, pottery painting, architecture, and what these arts may tell us about Mayan civilization. Controversy about losing information when objects are removed from their archaeological context and become part of public and private collections is also addressed. Proposed Texts Mayan Art and Architecture (Miller), Courtly Art of the Ancient Maya (Martin, Berrin and Miller). 70

Celtic Art and Society This course investigates Celtic art and culture between approximately 600 B.C.E. and 1200 C.E. Art and topics studied include ceramics, metalwork, illuminated manuscripts, symbolism, La Tene, Hallstatt, the role and status of Celtic artists, the nature and function of Celtic artwork, and what Celtic art can tell us about their society. A field trip or workshop on a Celtic art topic may be included depending on time frame, travel weather, and availability. Proposed Texts Celtic Art: From Its Beginnings to the Book of Kells (M. Megaw, R. Megaw, J. Megaw and V. Megaw), Celtic Art: Symbols & Imagery (Green). Practicum I plan to present and teach art history topics to both adolescents and adults. The topics would be taken from readings and research done for the above courses. For working with adolescents, I would develop lessons and projects that meet the National Art Standards to use with my middle school and high school art students. For adults, I would develop presentations and share them through local community education programs. I could also develop art history activities to share with the public during arts council events. An online component would also be included, where I make lesson reading material, enrichment information, and research available via the Internet. Thesis The Thesis idea that sparks my interest the most, and which may be the most relevant to my goals while combining theory and Practicum, possibly falls into the realm of a creative thesis. It could culminate my research, experience and student feedback through the creation of one or more online art history courses. To help the course(s) have realworld, useable weight and value, it/they could be offered through a site that grants continuing education units for successfully completed courses.

Concentration in Environmental Communications

ious types of sources, research techniques, and journalistic ethics.

Overview The focus of this degree program will be to explore the history of environmental communications and provide training in current communications methods. Coursework in this program will explore both methods of communication as well as environmental studies and issues. As an educated student of the environment and its issues, it is hard to imagine that there are still members of our society who are not aware of the importance and the immediacy of these issues. With the vast amount of information in our society and the many ways of coming by it, there are endless opportunities for education of the citizenry. I desire to research these methodologies and formulate an idea of how best to utilize them to bring about awareness of environmental issues and, in turn, develop the most effective means of communication. Readings will be drawn from a large pool of environmental and nature writing. Several courses will be focused directly on environmental issues. All courses will look at how environmental issues are part of greater social issues, and how this convergence affects how we look at the two together.

Proposed Texts The Elements of Journalism: What Newspeople Should Know and the Public Should Expect (Kovach); The Associated Press Guide to Newswriting: The Resource for Professional Journalists (Cappon). Practicum Student will complete three to five publishable-length articles, blogs, web-posts, editorials, etc. per semester relating to current environmental events, recent developments in environmental research, issues of environmental relevancy to niche markets, or personal environmental and outdoor experiences. These work samples will then be used to gain an internship with a prevailing environmental or social activism based magazine or organization. Thesis Student will compose a Thesis that addresses the issues of the environment and the various means through which communication regarding the issue can be processed. Said Thesis will examine current structures and means of communication and evaluate efficacy and possible changes needed in the current framework.

Proposed Theory Coursework Sustainability and Globalization – This course will examine the effects of globalization on the climate and environment as well as explore current and future attempts at sustainability in many areas of development. It will include a look at the effect our shrinking world has on our environment, including how this fact benefits environmental causes and how it makes problems worse. Proposed Texts The World Is Flat (Friedman); Globalization & the Environment: Greening Global Political Economy (Kutting). Environmental Ethics – This course will focus on the philosophies underlying Environmental Studies and the reasons for taking action. Proposed Texts Environmental Ethics: An Anthology (Light, Andrew and Holmes); Selected Readings from Environmental Ethics Journals (Wiley-Blackwell). Nonfiction and Journalistic Research Techniques – This course will form the basis of all of the writing courses in the curriculum. It will serve to inform the student of var71

Concentration in Sociology Overview I intend to study the field of sociology, focusing upon constructed social institutions of concentrated power and the concept of social justice. My studies will begin with an intensive examination of classic and contemporary sociological theory and method. With this foundation, I will analyze various institutions that comprise “Western” societies. This analysis will primarily be concerned with two aspects: the historical role of institutions, and the concentration of power that resides within their structure. Furthermore, this analysis will be within the context of a society’s ability to fulfill or abdicate the requirements of its members. My research will then narrow upon the people’s movements of the 20th Century such as labor, environment, gender, ethnicity, etc. These movements will be examined according to their effectiveness, egalitarian principles, and organizational structure. Finally, drawing upon theory and knowledge of people’s movements I will discuss the prospects for creating adequate institutions that perpetuate and facilitate social, economic, and environmental justice. Throughout my program I will be addressing social and ecological issues in relation to institutional, social and structural paradigms. These issues are inherent to my field of study as demonstrated by my proposed study plan. Proposed Theory Coursework Sociological Theory This course will review the canon of sociological theory that has been constructed over the past 400 years, followed by a critical examination of contemporary sociological method. This section will explore the various techniques utilized by sociologists to construct quantitative statistical models within empirical sociology. Proposed texts Social Theory: The Multicultural and Classic Readings (Lemert); Rules of Sociological Method (Durkheim). Sociology of Capitalism This course will be an intensive, theory-driven examination of the economic system known as capitalism. This course will examine the basic ethos behind the distribution of goods and services in a market-driven economy and the historical process that has helped perpetuate it. Furthermore, capitalism will be assessed according to class stratification, environmental concerns, consumer culture, and non free-market ideology.

Proposed Texts Marxist Sociology (Bottomore); Work Under Capitalism (Filly); US. Capitalist Development since 1776: Of, By, and For Which People? (Powd). Environmental Sociology This course examines a variety of different cultures and their relationship to the environment. The student will also explore race, class, and gender as context for institutional destruction of the environment. Furthermore, environmental problems and sustainability will be investigated within a framework of required economic growth. Proposed Texts Sociology and the Twilight of Man: Homocentric and Discourse in Sociological Theory (Lemert); Sociology and Nature: Social Action in Context (Murphy). Practicum For my practicum, I intend to work with two organizations based in Juarez, Mexico. These groups are addressing the increasingly negative issues relating to maquiladorastyle production methods along the US-Mexico border. The first group, Bring Home Our Daughters, is a grassroots organization attempting to address the daily disappearances, rapes and murders of women working in maquiladoras. The second group, Frente Authentico del Trabajo, is working toward organizing and eventually unionizing the nearly 200,000 workers employed in maquiladoras within Juarez and surrounding areas. The primary focus of the practicum is to experience the techniques and processes by which individuals organize to engage concentrated modes of power and control. Thesis “Homelessness as Demonstration of Chaotic Social Structures and Failed Hegemony.” This thesis is intended to demonstrate chaotic tendencies that exist within very controlled and restricted social structures. The Thesis will hopefully illuminate a cause-and-effect relationship between social change and chaotic social occurrences such as homelessness. The primary focus of the Thesis will be to demonstrate that change mechanisms within society are quite often inherent and natural to a society.

Academic Resources Prescott College Library Prescott College provides access to library services and resources essential for attaining superior academic skills, regardless of where students and faculty are located. The Library supplements its collection of books, periodical subscriptions, and audio and videos with electronic access to thousands of additional resources through online journal and newspaper databases. Librarians work with students to develop competency in new and traditional research techniques. They offer instruction in using online resources, provide books and journal articles, and assist students in learning to use their local resources. They also provide instructional and informational handouts (many available online) to help navigate the Library and its resources. The Library encourages and supports independent learning, and assists users to become familiar with, and to critically evaluate, information resources in a variety of formats. For further information contact the Library at (928) 350-1300 or (877) 350-2100 ext. 1300. Web site: www.prescott.edu/library. Email: library@prescott.edu.

Information at Your Finger Tips Journals and Articles The Library provides access to over 20,000 unique fulltext journals online (in databases such as EBSCOhost JSTOR, and ProQuest), over 200 current print journal subscriptions, and can get nearly any article through Inter Library Loan within three to five business days (almost always free). EBSCOhost This database searches several academic databases at once, covering more than 13,000 journals – over 5,400 of which are full-text. ProQuest Research Library This database includes over 2,300 full-text journals most of which are peer-reviewed. At ProQuest, you can search both the Dissertations and Theses database and the new Research Library database at the same time, or search each separately. RefWorks This program is used to keep track of citations while doing research. It also allows students to enter citations as one writes, and it creates a bibliography in any desired citation format. Our site license allows this to be freely available to all PC students, off-campus and on. Books Off-campus students can request any circulating book in the library’s catalog. The 30-plus libraries in Yavapai

County Library Network permit Prescott College to send their books to off-campus students. The College covers the cost to mail the books to students, who then cover the cost of mailing back to the Library. This increases the College’s available collection to over a million books.

Writing Center The Prescott College Writing Center is where members of our learning community meet to discuss what we know, how we know it, and how to shape that knowledge into effective expository writings. We subscribe to a studentcentered approach to teaching that benefits from the insights of collaborative-, experiential-, and service-learning models. Writing Center practice is described as much by what we do as by what we do not do. Writing Center staff meets with students to help them: • engage in critical thinking and self-reflection at any stage of the writing process • practice close reading and other interpretive skills as preparation for writing • plan, develop, and compose a paper for a specific audience • revise and edit a piece of writing designed for a specific purpose • evaluate their work in a variety of contexts and from a reader’s perspective • learn and practice the new literacies and technologies that facilitate learning Writing Center consultants do not: • proofread, copy edit, write, or rewrite papers for students • review papers without meaningful and timely conferences • criticize the nature of instructors’ assignments • mediate between students and their instructors • assume responsibility for the student’s paper, grade, or timeliness Students are encouraged to bring to their conferences drafts, outlines, or notes, and a copy of the assignment they are working on at any stage of the writing process. Call (928) 350-3204 for an appointment.

Student Life Career Services Prescott College provides counseling services to assist students with career development. A dynamic program of assessment, education, and personalized career counseling is offered to promote awareness of options and choices in the present and the future. Services include: individual career counseling; résumé, cover letter, and portfolio development; interviewing techniques; job search 73

strategies; local, regional, national and international employment listings; and access to local and national volunteer and service-based learning opportunities through the Prescott College Ripple Project. For further information contact Student Life at 928350-1005 or 877-350-2100, ext.1003. Health Insurance Prescott College offers student Accident & Sickness Insurance. A copy of the insurance plan is available at www.prescott.edu/student_services. Housing Services Student Life maintains an updated list of rentals throughout the tri-city area. This list is available under Housing on the Student Life page of the Prescott College web site. Look under the Master of Arts Program (MAP)/Adult Degree Program (ADP) section for shortterm, temporary options meeting MAP student needs. The Student Life Housing Coordinator is available for all student housing questions, including providing advice and assistance in resolving any disputes between tenants and landlords. For further information contact Student Life at 928350-1005 or 877-350-2100, ext.1009. Services for Students with Disabilities The Academic Counselor/Learning Specialist works with students with learning-related differences and disabilities. Any requests for academic accommodations must be supported by appropriate documentation. For further information contact Student Life at 928350-1005 or 877-350-2100, ext.1005.

Costs and Financial Aid Cost of Attendance 2010-2011 DIRECT COSTS Tuition ($650/credit) Sustainability Fee Transcript Fee Tuition and Fees

First Term $ 7,800 $ 50 $ 50 $ 7,900

Second Term $ 7,800 $ 50 $ 0 $ 7,850

TOTAL $ 15,600 $ 100 $ 50 $ 15,750

INDIRECT COSTS1 Meals & Lodging Books & Supplies Transportation Total Indirect Costs

First Term $ 1,120 $ 878 $ 600 $ 2,598

Second Term $ 1,120 $ 878 $ 600 $ 2,598

TOTAL $ 2,240 $ 1,756 1,200 $ 5,196

Total Direct & Indirect

10,498

10,448

(Full-time enrollment of 12 credits)

(Orientation, and three required Colloquia) ($878 per term) (Orientation and three required Colloquia)

20,946

Meals, Lodging, and Travel expenses are estimated for travel to and from required Colloquia and will vary depending on distance from campus and mode of travel.

Financial Aid Office (877) 350-2100 • (928) 350-1111 • finaid@prescott.edu Federal School Code: 013659 Applying for Financial Aid • Complete your Free Application for Federal Student Aid (FAFSA) as soon after January 1 as possible. The sooner you apply, the sooner you’ll hear from us regarding an award offer! • The data reported on the Free Application for Federal Student Aid (FAFSA) determines the expected family contribution (EFC). The EFC is then subtracted from the cost of attendance for the academic year. The resulting figure is called demonstrated financial need. COST OF ATTENDANCE - EFC = DEMONSTRATED FINANCIAL NEED • Anticipate that the FAFSA will be processed within 2-3 weeks if you have applied via FAFSA-on-the-Web. If you apply with a paper application, anticipate 4-6 weeks.

• Once the FAFSA is processed, the FAFSA federal processor will send you a Student Aid Report (SAR). You are encouraged to review the SAR to insure that all information is correct. Prescott College will receive an electronic version of the SAR and will then begin determining eligibility for all forms of financial aid. • Prescott College begins its awarding in March each year. The College continues its awarding based on FAFSA information thereafter. • In your award offer, it may indicate that you are required to submit additional documents in order for your offer to be finalized. Be sure to complete and submit all documents requested as soon as possible.

Scholarships and Graduate Fellowships To help students manage the costs associated with pursuing an advanced degree, the Master of Arts Program offers a number of generous renewable Graduate Fellowships each term. Recipients are selected by faculty from the pool of applications submitted by the priority application deadline. 75

Students will have their Graduate Fellowships renewed if they are both continually enrolled and maintain satisfactory academic progress.

Veteran’s Benefits Students who are eligible for veteran’s education benefits may use their benefits at Prescott College. The majority of our programs are approved for veteran’s education benefits. Active Duty Veterans who qualify for benefits under the Post 9/11 GI Bill may transfer their benefits to their dependent spouse and children. Effective 2010-11 Prescott College also participates in the Yellow Ribbon program. Only individuals entitled to the maximum benefit rate (based on service requirements) under the Post 9/11 GI Bill may receive this supplemental funding. Information concerning the college’s procedures for certifying veteran enrollment may be obtained from the Office of Financial Aid.

Loans Loans are borrowed funds that must be repaid with interest. You are automatically considered for federal student loan funds by completing a Free Application for Federal Student Aid (FAFSA). Prescott College participates in the Federal Direct Loan Program, which means the funds come directly from the federal government. These loans are available to all degree seeking students who are enrolled at least half time and meet the general eligibility requirements as detailed on the FAFSA. There are two types of Direct Loans: subsidized and unsubsidized. A student must have financial need to receive a Direct Subsidized Loan. The U.S. Department of Education will pay (subsidize) the interest that accrues on a subsidized loan during certain periods. Financial need is not a requirement to obtain an unsubsidized loan. Students are responsible for paying the interest on an unsubsidized loan. Master’s candidates may borrow up to $10,250 per term; no more than $4,250 of this amount may be in a subsidized loan. Interest is fixed at 6.8 percent. Repayment begins six months from the date you graduate, drop below half-time enrollment, or otherwise leave school. Students have a choice of repayment plans. In addition to the above loan program, students may apply for a credit based educational loan called the PLUS Loan for Graduate and Professional Degree Students. • Graduate PLUS Loan The Graduate PLUS Loan is a credit-based educational loan and has a fixed interest rate of 8.5 percent. Interest will begin to accrue with the first disbursement to the school. Repayment of principal and interest payments can be deferred while you are in school Graduate students may borrow up to the cost of attendance less any other financial aid funds and resources received. • Graduate Teaching Assistantship Program A limited number of Graduate Teaching Assistantships (GTAs) are available in various fields of study each 76

Fall. GTAs receive a tuition grant valued at $6,000 for the first year and will be considered for adjunct roles at the College in their second year, assuming they have completed the first year program and had a successful evaluation of their teaching in the spring. On average, a GTA is required to work twenty hours per week. Graduate Teaching Assistants are also required to enroll in a required experiential learning pedagogy and teaching internship graduate course during their first and second terms of study. These time commitments are manageable along with full time graduate study. A Letter of Intent is an additional element to the standard application requirements for the Master of Arts Program. Contact Admissions for more information: admissions@prescott.edu

Applying to Prescott College Application Requirements The following application requirements are for the following areas of study, Adventure Education, Education, Environmental Studies and Humanities (creative or expressive arts see specific instructions below). The application process will be considered complete when the applicant has submitted all the required items. Applicants to the Equine-assisted Learning concentration and Teacher-Certification or School Guidance Counseling concentrations, please refer to the special admissions requirements listed below. Applicants to the Counseling Psychology program, please refer to the Application Requirements found in the Counseling Psychology catalog. Required Application Items • Application Form • Two Letters of Recommendation • Personal Statement • Academic Focus Essay • Official Transcripts • Current Résumé • $40 Non-refundable Application Fee

major themes into a comprehensive personal statement. Please address each of the specific parts identified within each theme. Write about your educational goals. • The events in your life that lead you to want to earn a graduate degree in the area you have indicated. • The role this area of study now plays in your life and what has been your experience, if any, in this discipline. • How you envision your life goals and professional aspirations changing as a result of this educational experience. Write about your readiness to thrive in a graduate program in which you would work independently and which requires high levels of self-direction and motivation. • Describe your experiences completing independent projects. • Discuss how your existing support network will help you handle the sense of isolation that can occur when completing projects independently. • Write about how your strengths and weaknesses will play a part as you begin this program. • Describe what kind of help you will need to address any weaknesses.

Application Due Dates Fall Term Spring Term Priority* Due DateApril 15 September 15 Final Application Due Date May 15 October 15 *Applicants who submit their completed application by the Priority Due Date will be considered for Graduate Fellowships.

Application Instructions Letters of Recommendation Submit two letters from academic or professional sources addressing your capability to complete graduate level work through a self-directed Master of Arts program. Letters must contain the writer’s contact information and must explain the relationship to you. Letters may be emailed to admissions@prescott.edu directly by the recommender and from the recommender’s email address. Transcripts The Prescott College Master of Arts Program requires applicants to submit the official undergraduate and graduate transcripts of each regionally accredited institution attended since high school. Official transcripts are to be submitted directly to Admissions. Scanned official transcripts will only be accepted if emailed directly from the issuing institution to admissions@prescott.edu. Official transcripts may be faxed to Admissions (928-776-5242) if they are faxed directly from the issuing institution. Applicants may also submit official transcripts if they are received by Admissions in a sealed envelope from the issuing institution. Personal Statement In three to five pages, integrate your thoughts around these two

Academic Focus Essay Applicants are free to frame their response within the context of a proposed thesis topic if they wish. In three to five pages, address your vision for your studies in your proposed area of academic focus. Each area below must be covered in your essay. Highlight each section with a heading title. • Discuss your research and study interests, the broad discipline under which your study will fall, the interdisciplinary aspects of your program, and the specific emphasis or concentration that you will take. • In addition to the required foundations course, name and describe three other courses you would like to design and carry out. Include thoughts about theorists or texts that might be central to your studies and research. These courses should reinforce your theoretical knowledge about the potential thesis topic and the practicum. • Briefly describe your initial thoughts about a practicum experience (internship, active project, clinical work, teaching, or field based research) you might complete as part of your program. The practicum will offer you the opportunity to explore the theories and demonstrate your learning in your field of study in a practical, real-world context. • Discuss your thoughts about a potential thesis topic and how you might begin to cover it. • Discuss how you will integrate issues of social and ecological awareness and justice into your studies and research. Note: If you have questions about your proposed area of academic focus and if it is supported by the Prescott College Master of Arts

Program, please contact the Master of Arts Admissions Representative prior to completing this essay, (877) 350-2100.

Special Admissions Requirements Equine-assisted Learning (EAL) In addition to the standard Master of Arts program application requirements, EAL concentration applicants are expected to show evidence of competence and practical experience of working with horses, facilitation/teaching, and in relational horsemanship. Potential students need to provide documentation that they bring with them an understanding of the field and an entry-level competence which may be evidenced in many ways including, but not limited to, peer or expert evaluations, testimonies, published articles, program participant evaluations, or self-reflection. Core faculty will review your application information and a phone interview will be scheduled if it is determined that you would be a good candidate for the program. Creative or Expressive Arts Applicants are required to submit a portfolio as a demonstration of their work. Contact the Master of Arts Admissions Representative at 877-350-2100 or admissions@prescott.edu for additional details. Teacher-Certification and School Guidance Counseling Applicants Personal Statement In three to five pages, integrate your thoughts around these two major themes into a comprehensive personal statement. Please address each of the specific parts identified within each theme. Write about your educational goals. • The events in your life that lead you to want to earn a graduate degree in Education with teacher certification. • The role this area of study now plays in your life and what has been your experience, if any, in this discipline. • How you envision your life goals and professional aspirations changing as a result of this educational experience. Write about your readiness to thrive in a graduate program in which you would work independently and requires high levels of self-direction and motivation. • Describe your experiences completing independent projects. • Discuss how your existing support network will help you handle the sense of isolation that can occur when completing projects independently. • Write about how your strengths and weaknesses will play a part as you begin this program. • Describe what kind of help you will need to address any weakness. Academic Focus Essay Applicants are free to frame their response within the context of a proposed thesis topic if they wish. In three to five pages, address your vision for your studies in Education. Each area below must be covered in your essay. Highlight each section with a heading title.

• In thinking about the field of education as an element of modern society, identify and discuss five problem areas that you find interesting enough to explore further as a student in the Master of Arts program. Please discuss a minimum of seven resources (books and articles) you are familiar with or look forward to using. • Briefly describe your initial thoughts about a Practicum experience (internship, teaching) you might complete as part of your program. The practicum will offer you the opportunity to explore the theories and demonstrate your learning in your field of study in a practical, real-world context. • Discuss your thoughts about a potential Thesis topic and how you might begin to cover it. • Discuss how you will integrate Issues of Social and Ecological Awareness and Justice into your studies and research.

International Students Applications from international students are welcome. International students whose native language is not English must exhibit a competency in the English language, with a TOEFL score of at least 500 on the paper-based test or at least 173 on the computer-based exam. Accepted International Students must demonstrate ability to meet educational expenses while studying at Prescott College for the first year (see page 29). This is called “financial certification.” (Students living in Canada and Mexico are also required to document financial certification.) This is the same standard that consular and Citizenship and Immigration Services (CIS) officers will use to determine a student’s financial stability. Students should anticipate that they will be required to present documentary evidence of financial support at the time they apply for a visa and again to the CIS when they arrive in the United States. Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of personal or family funds should be on bank letterhead stationery, or in the form of legally binding affidavit from CIS. It may be wise to get several sets of original financial documents. International students must submit official transcripts translated into English to Admissions. International students are also required to have non-U.S. school transcripts evaluated by a professional credential evaluation service. The applicant is responsible for all costs associated with this service. Master of Arts applicants will need to provide Admissions with a general report or basic statement of comparability. Recommended credential evaluation service: International Education Research Foundation (IERF) P.O. Box 3665, Culver City, CA 90231 (310) 258-9451 http://www.ierf.org/SFstandard.asp

Submit Applications to: Prescott College Admissions 220 Grove Avenue, Prescott, AZ 86301 admissions@prescott.edu www.prescott.edu

Prescott College

Low-Residency Master of Arts Program Application Biographical Information Full Name

Last

First

Middle

Former Name

Preferred Name

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US Permanent Resident Alien Registration #

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F-1

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H-B

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The following is optional and will be used for statistical purposes only. Check all applicable boxes. African American Asian

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Prescott College alumni/current student

Prescott College faculty/staff

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Master of Arts Applicants For which low-residence Master of Arts enrollment period are you applying? Degree Program:

Adventure Education

Education

Fall 20

Counseling Psychology

Spring 20 Environmental Studies

Teacher Certification

Post-Masterâ&#x20AC;&#x2122;s Certificate Applicants For which low-residence Post-Masterâ&#x20AC;&#x2122;s certificate period are you applying? Area of Study:

Education

Fall 20

Spring 20

Counseling Psychology

Do you intend to apply for financial aid?

Yes

Are you a veteran? (over)

Yes

Humanities

Educational Information List all colleges and/or universities in which you were enrolled or from which you have received credit since high school. Include all colleges and/or universities, regardless of how many credits you earned or the nature of the program. College/University

City/State

Dates attended From mo./yr.

Have you previously applied to Prescott College?

Yes

Term applied for

Have you previously attended Prescott College?

Yes

Dates Attended

If so, which program

Resident Degree Program

Adult Degree Program/PostBA

Degree earned (major)

To mo./yr.

CIBTE

Master of Arts Program/Post Masterâ&#x20AC;&#x2122;s

Have you ever been served with a restraining order; or a protection order; or been convicted of a misdemeanor, felony or other crime? Have you ever been found responsible for a disciplinary violation at an educational institution you attended from college (or the international equivalent) forward whether related to academic misconduct that resulted in your probation, suspension, removal, dismissal or expulsion from the institution? Yes No If Yes, please attach a separate piece of paper that gives the approximate date of each incident and explains the circumstances. I certify that the information in this application and personal statement is, to the best of my knowledge, complete, true, and solely my creation. I understand that my application and acceptance into Prescott College may be rescinded if I have not complied with this statement. Signature

Date

Prescott College is accredited by the Higher Learning Commission ((312) 263-0456 or www.ncahlc.org) and is a member of the North Central Association of Colleges and Schools. Prescott College does not discriminate on the basis of race, color, gender, age, religion, condition of handicap, sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship and loan programs, or any other College administered program. Submit application materials to: Prescott College Admissions Office 220 Grove Ave. Prescott, AZ 86301 (928) 350-2112 (877) 350-2100 ext 2112 Fax: (928) 776-5242

How to get here Prescott Collegeâ&#x20AC;&#x2122;s main campus is located in Prescott, Arizona, a twohour drive from Phoenix. Take Interstate 17 north to Highway 69, Cordes Junction exit. Follow Highway 69 into Prescott. As you enter Prescott, take Gurley Street until Grove Avenue (past the Courthouse Square). Take a right on Grove Avenue and a left at the first stoplight, which is Sheldon St. The Admissions Office is located near the corner of Grove and Sheldon at 306 Grove Avenue. Rental cars are available at Sky Harbor International Airport and other off-site locations. Horizon Airlines (www.alaskaair.com) provides flights from LAX to the Ernest A. Love Airport in Prescott. Ground transportation from Phoenix is provided by: Prescott Transit, a Greyhound bus lines ticket agent (800-4457978), Shuttle-UEnterprises (800) 304-6114, and Van Go Shuttle (866) 448-2646). Make reservations at least 24 hours in advance.

Visit www.prescott.edu to learn more about the following degree programs: Resident Bachelor of Arts Low-Residency Bachelor of Arts Low-Residency Master of Arts Low-Residency Teacher Preparation and Certification Programs Low-Residency Professional Licensure Programs in Counseling Psychology This catalog was writen by Joel Barnes, Ted Bouras, Chase Edwards, Karlyn Haas, Loryn Isaacs, Mary Lin, Ashley Mains, Tim Robison, and Jennifer Swcina; designed by Bridget Reynolds, and edited by Ted Bouras, Frank Cardamone, Mary Lin, Ashley Mains, and Tim Robison. It is with gratitude that we thank everyone involved with this catalog. Photography contributions by Tanya Alvarez, Walt Anderson, Michael Byrd, Naomi Blinick, Joan Clingan, Tina LeMarque Denison, Brendan Gebhardt, John Gookin, Matt Hart, Sher Shah Khan, Mary Lin, Arin Martin, Travis Patterson, Mary Poole, John Sheedy, Luisa Walmsley, Nevada Wier and Weddle Gilmore Architects. Additional photos provided by Zac Adair, Jared Aldern, Joel Barnes, Nadine Budbill, Richard Cellarius, Cristina Eisenberg, Larry Farrett, Christine Frydenborg, Debra Heiberger, Rich Lewis, John Mazuri, Pam McPhee, Pramod Parajuli, Terrie Porter, Monica Rountee, Dereka Rushbrook, Lloyd Sharp, Peter Sherman, Paul Smotherton, Priscilla Stuckey, Mary Sweeney, Beth Walker, Tracy Weber, Melanie Wetzel, Kevin Wheeler, Kristopher Young, and Robert Ziemba. The Prescott College logo and mark are registered in the U.S. Patent and Trademark Office.

â&#x20AC;&#x153;Our culture has forgotten that the words ecology and economics come from the same Greek root Ecos, which means Home. Ecology is the study of the Home, while economics is the management of the Home. How can we possibly understand the relationships of ecology and economics if we have lost the meaning of Home?â&#x20AC;? Professor Doug Hulmes

Accreditation Prescott College grants Bachelor of Arts, Master of Arts, and Ph.D. degrees and is accredited by The Higher Learning Commission of the North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602. (800) 621-7440. The Teacher Education Program is approved by the Arizona State Directors of Teacher Education and Certification. The College is accredited by the Association of Experiential Education. Prescott College operates all its academic field-based programs under permits issued by federal and state governments when required.

This catalog was manufactured by Courier Graphics Corporation and printed on Forest Stewardship Council Certified paper that is Elemental Chlorine Free (ECF) using vegetable based inks. Please pass on or recycle!