REVISITING THE ALTERNATIVE PATH TO AN MES IN SUSTAINABILITY
Michael R. Edelstein, Ph.D.
November 16, 1999
Over the past two weeks I have had occasion to speak with Ron Kase and Martha Ecker about the prospects for our launching the long discussed masters program. They remain cautious about the potential for our succeeding in the near term, given needed mission change approvals, etc. Once again, Ron suggested a collaboration with Angela within the existing framework of the program she already has up and running.
I reviewed the memo, attached here, that I wrote to the convening group following my conversation with Angela in June 1998 about this alternative path to implement graduate programming. While I was not enthusiastic in 1998 about this collaboration, for some reason, it looked promising to me now. So I sat down with Angela and revisited some of the same turf. So, here for your discussion, is a proposed course of action.
I propose that we create a second track within the Masters in Educational Technology program to augment the existing science track. This track will be called Sustainability Studies: Social Science and Public Education. The goal is to attract social science teachers not drawn tot eh current science program, to also draw others involved broadly in public education, and to draw those interested in a masters focused upon sustainability.
As the attached memo explains, students in this track would take the core courses common to the masters, including a course on learning and what is called the tools core, which consists of a course in data analysis, a course on visualizing information using the web, GIS and video and a course on instruction. A two credit practicum focuses on project work and would be the equivalent of the internship we envisioned for non teachers.
How does this core fit with our intended audiences? For environmental educators, such as those at Frost Valley, it fits well. For citizen activists, government officials and professionals concerned with sustainability issues, the tools core is highly useful for those concerned with promoting public/ community education (organizing, participation, visioning, etc.).
Beyond the core are four electives. I am proposing the following four:
1. Sustainability Studies—drawn from Trent’s work on best practices, etc. Possibly team taught with me.
2. Community and Environment—A course Ed and I would teach based upon my undergraduate sustainable communities platform, identifying environmental issues in the community, available information and data on the internet etc., using GIS to map the data, identifying the means by which citizens and/or students can use environmental, social and economic information on the community in promoting sustainable action.
3. Citizen Participation—A course dealing with the techniques and technologies for presentation, intervention, investigation, hearing participation, etc. For teachers it would address how to involve students in real life issues in the community. For others, it would address how the community can be involved in decision making.
4. Land Forms and Land Use—A course offered by Wayne, Howie, Isabella on the culture of land use and how to map, comprehend, research and draw conclusions about it.
5. Sustainable Business—a course developed by Wayne for the MBA program would be counted here. Trent or I could teach or team teach along with Wayne.
6. Bill might offer something on energy, etc. etc.
We might count some electives offered for the science track and visa versa.
In any case, I am thinking of offering community and environment this summer to launch the program. Some of the other electives would be launched during the fall and spring. I might launch the participation course in the subsequent summer.
Using this approach, we could grant degrees immediately. Early courses would draw on the science track students for support.
Comments please.
Mike
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An Alternative Path to an Environmental Studies Masters Program in Sustainability
Michael R. Edelstein, Ph.D.
June 8, 1998
On June 3, I met with Angela Cristini to brainstorm an alternative path to offering a Masters in Environmental Studies (MES) focused on Sustainability Studies. Exploration of an alternative within the existing masters program administrated by Angela was spurred by Ron Kase’s feedback that, as Ramapo’s fourth masters proposal, we would face a protracted debate on campus about the role and demands of graduate education, as well as a difficult approval process in Trenton. Since the program has already been delayed more than two years by VPAA, this approach would launch the program and demonstrate its demand and academic strength, helping it later become a separate venture.
Angela successfully mounted Ramapo’s second masters program, in Educational Technology. Her current curriculum in Environmental Science constitutes the “science track” within this major. In her first year, she attracted sixty students, all teachers seeking either a masters degree or an advanced study certificate. The masters degree requires 34 credits, including three core “tools” courses (in data analysis, visualization of information and developmental instruction), a course called Brain-based Learning, four electives and a 2-credit hands-on masters project. The certificate program requires 18 credits, comprised of the core, one elective and a 2-credit project.
Angela suggested a sequenced phase-in of the sustainability masters. First, a single course would be offered in Spring 1998 that would initially be advertised to those interested in a “sustainability” certificate or masters program but would also serve as an elective for the existing masters program. In this way the course would test the waters of the new program while being assured of an audience. If successful, a second course could be added in the Summer or Fall, similarly serving both programs. As a second step, a certificate program in Sustainability Studies would be offered as an alternative track within the current masters program in Educational Technology. The third step would, finally, create a completely independent program in Environmental Studies, undergoing independent review at the college and state levels.
The major limitation of this approach is that, rather than addressing the broad interests and audience envisioned for the MES, any courses offered would have to specifically appeal to teachers attracted to a masters program in Educational Technology. Such courses would have to be very applied, emphasize some form of educational technology, and offer a hands-on approach likely to appeal to teachers as an audience interested in techniques and tools that they can apply directly to their classrooms.