2009-2010 All College Catalog/Handbook

All-College Catalog 2009-2010

Prescott College For the Liberal Arts, the Environment, and Social Responsibility 220 Grove Avenue Prescott, AZ 86301 (928) 350-4500 • (877) 350-2100 Tucson Center 2233 E. Speedway Blvd., Tucson, Arizona 85719 (520) 319-9868; Toll Free: (888) 797-4680 Fax(520) 319-1032 www.prescott.edu

Catalog Disclaimer Notice Prescott College reserves the right, without notice, to modify the requirements for admission or graduation; to modify the courses of instruction or programs of study; to change tuition and other fees; to refuse admis­ sion or readmission to any student at any time; or to alter any portion of this catalog and policies or proce­ dures referred to herein. Students, faculty and staff of the College are responsible for all information and deadlines contained in this catalog. The online catalog is considered the official Prescott College catalog. http://www.prescott.edu/forms.html

Employment Disclaimer Notice Prescott College does not guarantee job placement to graduates upon program/course completion or upon graduation. © Prescott College, 2009

Table of Contents Common Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Accreditation and Degrees Offered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Governance: Prescott College, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Board of Trustees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

College Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Resident Degree Program Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Adult Degree Program Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Master of Arts Program Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Ph.D. Program Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Resident Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Adult Degree Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Master of Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Ph.D. Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Residency Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tuition, Fees, Refund policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Resident Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Adult Degree Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Master of Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Ph.D. Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Fees Applied to All Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Payment of Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Payment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Three-Day Cancellation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Consequences of Non-Payment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Refund Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

RDP Progam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

ADP, MAP and Ph.D. Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Right to Appeal the Refund Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Academic Standing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Limitations to Financial Aid Eligibility (Maximum Timeframe) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Rank and Financial Aid (undergraduates only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Enrollment Status and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Registration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Taking Coures at Other Colleges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Credit Load and Overload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Entering Student Load Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Leave Of Absence (LOA) Withdrawing from Term. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Withdrawal from the College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Readmission to the College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Learning and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Credit Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Narrative Evaluations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Credit for Life Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Grade Notations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Credit/No Credit Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Change of Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Transfer Credit Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Exceptions to Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Ph.D. Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Teacher Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Academic Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

College Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Auxiliary Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Book Store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Conference Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Business Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Computer Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Crossroads CafĂŠ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Financial Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Federal and Institutional Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Arizona State Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Federal Direct Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Private/Alternative Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Applying for Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Office of the Registrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Academic Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Personal and Career Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Accident and Health Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Housing Services and Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Tucson Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Warehouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Other Policies and Compliance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Notice of Non-Descrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Student Conduct and Honor Conscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Honor Conscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Rules for Honoring Campus and Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Student Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Statement for Responsible Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Statement for Respect for Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Rules of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Sanctions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Disciplinary Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Student Grievance Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Academic Grievance Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Nonacademic Grievance Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Family Educational Rights and Privacy Act (FERPA). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Drug & Alcohol Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Policies Relating to Emergency Response and Evacuation Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Sexual Harassment Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Filing a Report of Sexual Harassment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Filing a Complaint of Sexual Harassement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Acceptable Use Policy (Computing and Communications) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Intellectual Property and Copyright . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Privacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Disclaimer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Resident Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Adult Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Master of Arts Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Teacher Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353

Ph.D. in Sustainability Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

Common Information Resident Degree Program

Adult Degree Program

Master of Arts Program

Ph.D. in Sustainability Education

Mission The mission of Prescott College is to educate students of diverse ages and backgrounds to understand, thrive in, and enhance our world community and environment. We regard learning as a continuing process and strive to provide an education that will enable students to live productive lives of self-fulfill­ ment and service to others. Students are encouraged to think critically and act ethically with sensitivity to both the human community and the biosphere. Our philosophy stresses experiential learning and selfdirection within an interdisciplinary curriculum.

Accreditation and Degrees Offered Prescott College grants Bachelor of Arts, Master of Arts, and Doctor of Philosophy degrees and is accredited by the Higher Learning Commission and is a member of the North Central Association. HLC contact information: 312-263-0456 http://www.ncahlc.org/ The Teacher Education Program is approved by the State of Arizona Directors of Teacher Education and Certification and the Arizona Department of Education. The College is also accredited by the Association for Experiential Education.

Governance: Prescott College, Inc. Prescott College Inc. is a nonprofit corporation comprised of all currently enrolled students, members of the Alumni Association who have contributed during the current year to the College’s Annual Fund, fulltime faculty, full-time employees, and members of the Board of Trustees. The Corporation meets three times each year shortly before meetings of the Board of Trustees. The Corporation votes on persons nom­ inated by the Board of Trustees, advises the Board of Trustees in matters of concern to the Corporation, and votes on any changes in the bylaws, articles of incorporation, or mission statement of the College. The officers of the Corporation are the president (Chief Executive Officer [CEO] of the College), chair of the Board of Trustees, three vice presidents (one shall be appointed or elected by the student union, anoth­ er by the employee association, and the third by the alumni association), the secretary (faculty trustee); and the treasurer (treasurer of the Board of Trustees).

Board of Trustees Richard Ach Betsy Bolding Dan Boyce (chair) Dan Campbell Judy Clapp Peter Evans Tricia Goffena-Beyer (employee trustee) James Hughes

Robert King David Meeks Steven Pace (faculty trustee) Suzanne Pfister Michael Rooney Gerald Secundy Dr. John Van Domelen Sophia von Hagen (student trustee)

College Calendar

Prescott College operates on a semester calendar and awards semester hour credits.

All-College Holidays 2009-2010 (College Offices Closed)

Independence Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Friday, July 3, 2009 Labor Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, September 7, 2009 Indigenous Peoples’ Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, October 12, 2009 Veterans’ Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Wednesday, November 11, 2009 Thanksgiving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Wednesday–Friday, November 25-27, 2009 Winter Break . . . . . . . . . . . . . . . . . . . . . . . . . . . .Thursday, December 24, 2009 – Friday, January 1, 2010 Martin Luther King Jr. Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, January 18, 2010 Presidents’ Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, February 15, 2010 Spring Break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday–Friday, March 15-19, 2010 Intercultural Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Friday, April 2. 2010 Memorial Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, May 31, 2010 Independence Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, July 5, 2010 Labor Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Monday, September 6, 2010

Prescott College Corporation and Board of Trustees Meetings Corporation meetings October 7, 2009 January 27, 2010 April 28, 2010

Board Meetings October 30-31, 2009 February 19-20, 2010 May 21-22, 2010 1

Resident Degree Program (RDP) 2009-2010 Academic Calendar

RDP Fall Term 2009

Fall Block 2009

New Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 23–September 18, 2009

New Student Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 24, 2009

New Student Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 27, 2009

Continuing Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 25–September 18, 2009

Student Directed days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 21-25, 2009

Fall Semester 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 28–December 19, 2009

RDP Spring Term 2010

Winter Block 2010

New Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 10–February 5, 2010

New Student Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 11, 2010

New Student Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 14, 2010

Continuing Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 12–February 6, 2010

Student Directed days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .February 8-12, 2010

Spring Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .February 16–May 7, 2010

RDP Summer Term 2010

Summer Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 17–June11, 2010

Summer Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .June 14–Aug. 16, 2010

RDP Registration Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 4–11, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .November 12–18, 2009 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .March 23–24, 2010 Fall 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 15–21, 2010 Drop/Add Deadlines Fall Term Block 2009–August 26, 2009 Semester 2009–October 2, 2009

Spring Term Block 2010–January 13, 2010 Semester 2010–February 19, 2010

Student-Initiated Withdraw Deadlines Fall Term Spring Term Block 2009–September 4, 2009 Block 2010–January 22, 2010 Semester 2009–November 20, 2009 Semester 2010–April 2, 2010

Summer Term Block 2010–May 18, 2010

Semester 2010–June 18, 2010

Summer Term Block 2010–May 28, 2010

Semester 2010–July 23, 2010

RDP Tuition Due Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .July 17, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 11, 2009 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 16, 2010 RDP Parents’ Weekend October 16-18, 2009 Prescott College Preview Weekends November 14-15, 2009 February 27-28, 2010

March 27-28, 2010 April 24-25, 2010

RDP Graduation Conferral Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 19, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 7, 20010 RDP Commencement Ceremonies Baccalaureate December 12, 2009 Spring 2010 To Be Announced 2

Commencement Ceremony December 13, 2009 To Be Announced

Adult Degree Program (ADP) 2009-2010 Academic Calendar ADP Terms Summer 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 15–August 14, 2009

Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 31–December 12, 2009

Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 15–April 30, 2010

Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 15–August 13, 2010

ADP New Student Orientations Summer 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 14-16, 2009

Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 30–September 1, 2009

Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 15-17, 2010

Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 13–15, 2010 [tentative]

ADP Tuition Due Dates Summer 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 8, 2009 Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 31, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 8, 2010 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 7, 2010 ADP Drop/Add Deadlines Summer 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 29, 2009 Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 18, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 29, 2010 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 28, 2010 ADP Graduation Conferral Dates Spring 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .July 6, 2009 Summer 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 14, 2009 Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 19, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 30, 2010 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 13, 2010 ADP Commencement Ceremonies June 6, 2009 December 12, 2009 Spring 2010 TBA

Master of Arts Program (MAP) 2009-2010 Academic Calendar MAP Terms Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 21–December 19, 2009

Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 22–May 22, 2010

Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .June 7–July 31, 2010

MAP New Student Orientations Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 20, 2009

Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 21, 2010

MAP Colloquia August 21–23, 2009 November 20–22, 2009 January 22–24, 2010 April 23–25, 2010 MAP Tuition Due Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 14, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 15, 2010 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .June 4, 2010

3

Drop/Add Deadlines Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 28, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 29, 2010 Summer 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .June 18, 2010 MAP Graduation Conferral Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 19, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 22, 2010 MAP Commencement Ceremonies Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TBA Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TBA

PH.D Program 2009-2010 Academic Calendar Ph.D. Terms Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 16–December19, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 16–May 22, 2010 Ph.D. New Student Orientations Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 16-21, 2009 Ph.D. Colloquia August 16–21, 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1st Year Students November 15–20 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Continuing Students January 17–22, 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1st Year Students To Be Announced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .All Students Ph.D. Tuition Due Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 7, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 11, 2010 Ph.D. Drop/Add Deadlines Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 31, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 30, 2010 PhD. Graduation Conferral Dates Fall 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 19, 2009 Spring 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 22, 2010 PhD. Commencement Ceremony Fall 2006 Cohort Spring 2010: Date to be announced Fall 2007 Cohort Spring 2011: Date to be announced

Admissions In order to attend Prescott College, individuals must first apply, be accepted, and pay a tuition deposit.

Refer to the following admissions requirements for the specific academic degree program. Prospective applicants should contact the Admissions Office for details or questions about the required materials or criteria. Applicants may apply using the paper application forms included in the back of a program’s cat­ alog, or online at website www.prescott.edu.

Resident Degree Program Applicants for this program may also apply via the Common Application.

Application Forms Fall Early Decision Deadline December 1 Freshman Priority Deadline March 1 Transfer Priority Deadline April 1 Last Date to apply for admission August 15

4

Spring N/A November 1 November 1 December 15

Admission criteria include, but are not limited to: • Evidence of previous academic success and promise • Good citizenship and community involvement • Commitment to interdisciplinary academic pursuits • Clearly articulated academic goals • Evidence of self-direction • Well-developed college essays The required application items include: • Completed application form • $25 application fee • One letter of recommendation • Official transcripts of all high school and college work • Test scores: First-time freshmen must submit SAT or ACT scores. International Students whose native language is not English must submit TOEFL scores.

• Personal and academic essay Early Decision Students may apply for the Fall term under the College’s Early Decision Plan. In submitting an Early Decision application, a student enters into an agreement whereby, if admitted, she/he will enroll at Prescott College and immediately withdraw all applications to other colleges.

Priority Admission The College accepts applications on a rolling basis; however priority applications are reviewed first and given an admissions decision before other applicants. If accepted, your spot will be held until the deposit due date, at which point you will need to submit a nonrefundable $200 deposit to confirm your intention to enroll.

Home-Schooled Applicants Home-schooled applicants will need to submit evidence of academic readiness through a portfolio. At mini­ mum, the portfolio should be 5 to 10 pages and include: course titles, course descriptions, and bibliography.

See Enrollment Status and Registration Section for the Transfer Credit Policy.

Tuition deposit of $200 is due after applicant is accepted and prior to Orientation.

Adult Degree Program Application deadlines Priority due date Final application due date

Fall 2009 July 15, 2009 August 15, 2009

Spring 2010 November 1 , 2009 December 1, 2009

Summer 2010 April 1, 2010 May 1, 2010

Admission criteria include, but are not limited to: • Evidence of previous academic success and promise • Good citizenship and community involvement • Commitment to interdisciplinary academic pursuits • Clearly articulated academic goals • Evidence of self-direction • Well-developed college essays Required application items: • Application form, completed and signed • $25 application fee • Official transcripts from all colleges and/or universities attended • Academic focus essay Tuition deposit of $100 is due after applicant is accepted and prior to Orientation.

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Master of Arts Program Application deadlines Priority due date Final application due date

Fall 2009 April 15, 2009 May 15, 2009

Spring 2010 September 15, 2009 October 15, 2009

Adventure Education, Education, Environmental Studies and Humanities Required Application Items: • Application Form, completed and signed • $40 Application Fee • Two letters of recommendation • Personal Statement • Academic Focus Essay • Resume Official transcripts from the college or university that conferred the applicant’s undergraduate degree or master’s degree (if applying for a post-graduate concentration). Education applicants seeking to transfer credits are required to submit official transcripts from institutions where they completed coursework rel­ evant to this program. Applicants seeking to transfer credits from the Teton Science School or from any additional partner institution are required to submit official transcripts from those institutions as well.

Counseling Psychology Required Application Items: • Application Form, completed and signed • $40 Application Fee • Two letters of recommendation • Two essays • Resume Official transcripts from the college or university that conferred the applicant’s undergraduate degree or master’s degree (if applying for a post-graduate concentration).

Tuition deposit of $100 is due after applicant is accepted and prior to Orientation.

PhD Program Final date to apply March 15.

Students are only accepted in the Fall of each year.

A complete application consists of the following elements:

• Application, completed and signed • $50 application fee • Official transcripts documenting your bachelor’s and master’s degree in sealed envelopes form the degree granting institution(s) • 3 letters of recommendation with recommendation forms, sent directly to Admissions • Resume/curriculum vitae • Personal statement • Program proposal Minimum Requirements for Admissions • Completion of a master’s degree from a regionally-accredited college or university • Significant life/work experience related to the area of study • Evidence of self-direction • Previous relevant academic experience • Excellent writing skills • Computer competency and literacy Tuition deposit of $200 is due after applicant is accepted and prior to Orientation.

Undergraduate applicants Conditional Admission Applicants who have past academic records that are not satisfactory, or have other serious academic con­ 6

cerns in their application, may be admitted conditionally. Students who are admitted conditionally are placed on Academic Warning and must satisfactorily complete their first term.

A conditionally accepted student cannot defer the acceptance. If the student is unable to enroll the term for which s/he was originally accepted, the applicant is placed on the conditional wait list to be re-evalu­ ated for the next term.

Transfer students Transfer students who have successfully completed two full years of college study (90 transferable quar­ ter credits or 60 transferable semester credits with grades of C or better) are not required to submit high school transcripts. All other requirements apply.

Deferred Matriculation Students wishing to defer matriculation may do so by sending a written request to the Director of Admissions and paying a non-refundable deposit ($100 for the Adult Degree Program or $200 for the Resident Degree Program). Matriculation will be postponed for up to a full academic year, subject to suc­ cessful completion of any academic work completed during that time.

International students International students whose native language is not English must exhibit a competency in the English lan­ guage 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 the College for the first year.

International Transfer Credits International students are required to have non-U.S. school transcripts evaluated by a professional foreign credentials evaluation service. See Transfer Credit Policy in Enrollment and Registration of Common Section for details.

Residency Requirements Students earning a degree from Prescott College must satisfy minimum residency requirements as follows: • All students are required to attend a new student orientation in Prescott at the beginning of their first term.

• Resident Degree Program: Equivalent of two years (four terms) of full-time enrollment.

• Adult Degree Program: Equivalent of one year (two terms) of full-time enrollment.

• Master of Arts Program: Minimum equivalent of one year (two semesters) of full-time enrollment, and attend two colloquia each semester of enrollment. The minimum requirements are higher for students seeking certification or licensure in counseling or education. (See MAP section for more details.)

• Ph.D. Program: Equivalent of four years (eight semesters) of full-time enrollment, and attend onetwo colloquia each semester of enrollment.

• Certificates: See individual sections for specific requirements.

Tuition, Fees, Refund Policy: 2009-2010 Tuition is charged based on the number of credits enrolled for in an enrollment period. Refund dates are based on the enrollment period. Tuition and fees are established with the College budget each year and are not negotiable. The tuition and fees for each academic year are published each term in registration materials. See College Calendar for tuition due dates for each program.

Tuition and Fees (Tuition and fees reflect semester costs for the 2009/2010 academic year) Resident Degree Program Full-Time Tuition (12–16 credits per semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$11,616 Additional charge for 5th class (20 credits per semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$3,872 Per Credit Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$968 Application Fee (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25 New Student Orientation Fees (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$950 Student Activity/Student Union Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$100 Recreation Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$56 Course Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vary by course 7

Health Insurance (fall semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$482 Health Insurance (spring semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$675 Adult Degree Program Full-Time Tuition (12 credits per semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$5,340 Per Credit Tuition (below or above 12 credits) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$445 Application Fee (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25 Orientation Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$150 Master of Arts Program Full-Time Tuition (12 credits per semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$7,356 Per Credit Tuition (below or above 12 credits) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$613 Application Fee (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$40 Ph.D. Program Full-Time Tuition (12 credits ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$9,684 Per Credit Tuition (below or above 12 credits) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$807 Application Fee (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$100 Fees Applied to All Programs Transcript Fee (one time fee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$50 Sustainability Fee (per semester) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$50 Late Registration Fee (if applicable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$50 Late Payment Fee (if applicable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25 Graduation Fee (paid prior to graduation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$100 Replacement Diploma Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$10

Payment of Tuition and Fees Payment of tuition and fees for all programs is due by the published tuition due dates for the term.

If payment cannot be made in full by the published tuition due date, payment arrangements with the Business Office must be in place. Financial aid must be final and in place for it to count as payment.

Student must have a payment plan in place if financial aid is not complete, is unavailable or will not cover the entire balance. Students waiting for financial aid will be required to make a down payment on their tuition and sign loan documents to cover their costs until the financial aid is available. If a credit balance occurs upon the disbursement of financial aid, a refund check will be cut to the responsible party.

There is an on-line interest free payment plan through FACTS. Visit: www.prescott.edu for the link to FACTS and further details. Generally, the earlier a student sets up the on-line payment plan, the lower the down payment.

For students not wishing to pay through FACTS, the college offers a low interest (10%) payment plan.

This option can sometimes offer more flexibility than the FACTS plan. A substantial down payment (60% of total balance due) is required for this option. Contact the Business Office for more details.

For those students expecting tuition to be paid by a third party (i.e. employer, vocational rehabilitation, etc.), the Business Office must have a letter of intent on file from that entity to guarantee payment. The student is responsible for providing necessary documents for processing third party payments. If the third-party payment does not cover the entire balance due, the student is responsible for paying the dif­ ference by the tuition due date.

Statements sent by the Business Office will indicate a date payment is due. Delinquent payments are sub­ ject to monthly late fees of $25.00.

Payment Options • Cash, Check, Money Order, Credit/Debit Card, Payment Plan (see above), Third Party Payors (see above) and Financial Aid (accepted – see below).

• *For Credit Card payments, contact the Business Office at 877-350-2100 x4000

• Payment Plans – See above.

• Financial Aid – Financial aid recipients must accept all Stafford and/or PLUS awards AND com­ 8

plete Stafford loan entrance counseling by the tuition due date. If awards are not sufficient to cover tuition and fees due, other payment arrangements (i.e. tuition payment plan) must be made to pay the balance. Those balances not paid in full by the tuition due date are subject to late fees.

• Third Party Payor – See above.

Three-Day Cancellation A student who provides written notice of cancellation within three days (excluding Saturday, Sunday and federal or state holidays) of signing an enrollment agreement is entitled to a refund of all monies paid. No later than 30 days upon receiving the notice of cancellation, the College shall provide the 100% refund.

Consequences of Non-Payment If, for any reason, a student’s account is not paid in full by the first day of enrollment, Prescott College has the following options: 1. If a student has a previous balance owing on the first day of a new enrollment period, the student may not be eligible to re-enroll.

2. Delinquent payments or unpaid balances will incur a late charge of $25.00 per month.

3. The student’s account may be turned over to a collection agency or attorney with all collection costs charged to the student or responsible party.

4. Transcripts will be withheld.

5. The student will not receive his or her diploma.

6. Institutional Recommendations for Teacher Certification will be withheld.

The College may use any or all of the above options to collect any debts owed. A $20.00 fee will be charged for all returned checks.

NOTE: Should a student’s account go to collections, the student will be responsible for any collection and legal fees associated with the collection process.

Refund Policy Fees Undergraduate students who attend New Student Orientation and do not enroll for the term are not enti­ tled to a refund of the orientation fee. Transcript fee will be refunded.

Some courses require a non-refundable deposit at the time of registration. Course fees eligible for a refund will be listed in the registration packet.

Tuition Students may be eligible to receive a tuition refund only when a decrease in credit hours changes the stu­ dents’ number of enrolled credits by the “drop” deadline. Students may also be eligible for a refund if they withdraw from the college or take a leave of absence and withdraw from the term. A written request (LOA/WD form) must be submitted to the Office of the Registrar. The refund for withdrawals will only apply to refundable/non-attempted credits. Refundable credits are credits or classes not attempted, or which are dropped by the “drop” deadline. All refunds will be based on the date of the written request for drop/withdrawal and calculated against the appropriate program schedule below: RDP Program Week of term: % of Paid Tuition Refunded End of Drop/Add . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100% refund End of Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90% refund End of Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75% refund End of Week 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50% refund After Week 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0% refund ADP, MAP and Ph.D. Programs Week Number of term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . % of Paid Tuition Refunded Through Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100% refund Through Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75% refund Through Week 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50% refund After Week 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .0% refund 9

Books and Supplies: Refunds for equipment, books, and supplies purchased by the student at the Prescott College Bookstore are governed by the policies of the bookstore and are posted at the bookstore.

All refunds will be issued within 30 days of the date the College determines the student’s refund eligibility.

Right to Appeal the Refund Policy Students who believe that individual circumstances warrant exceptions to this published refund policy may file a formal, written appeal with the Director of Financial Services/Controller. This appeal must be submitted within 60 days of the change of status that created the balance adjustment. The college reserves the right to refuse a request for appeal of the refund policy.

Academic Policies Academic Integrity Academic work is evaluated on the assumption that the work presented is the student’s own, unless des­ ignated otherwise. Anything less is unacceptable and is considered academically dishonest. Specific terms related to academic dishonesty are defined below: Cheating: Using or attempting to use unauthorized materials, information, or study aids in any academic work submitted for credit.

Plagiarism: Submitting academic work for credit that includes material copied or paraphrased from pub­ lished or unpublished works without documentation.

Fabrication: Deliberately falsifying or inventing any information or citation in academic work; Facilitating Academic Dishonesty: Knowingly helping or attempting to help another violate the College’s policy on academic dishonesty.

Falsifying qualifications: Deliberately misrepresenting oneself and/or one’s professional qualifications, credentials, or experiences.

If a faculty member, instructor, adjunct, or mentor suspects a student may be engaged in academic dis­ honesty, then the following process will be followed to determine what, if any, action should be taken: 1. The faculty member, instructor, adjunct, or mentor will meet with the student and discuss the situa­ tion in an effort to resolve the problem.

2. If the meeting does not resolve the situation, a follow-up letter would be sent by the faculty member, instructor, adjunct, or mentor to the Associate Dean of Academic Affairs (ADAA), reviewing the alle­ gations, the student’s response, any pertinent documentation, and the outcome and recommendations.

3. If necessary, a second meeting will take place involving the student, the faculty member, instructor, adjunct, or mentor, and the ADAA. This meeting will review all of the documentation, allegations, and prior discussions to determine appropriate sanctions, if any.

4. A resolution, including any sanctions, will be conveyed to the student in writing by the ADAA. This decision ends the investigation.

5. In the event that the student believes that the investigation and/or the sanctions are unwarranted, he/she may submit an appeal to the appropriate dean. This appeal must be filed in writing and received within 15 days of the ADAA’s ruling. No further appeals will be accepted and the dean’s decision is final.

Sanctions: If it is determined that a student has violated the academic integrity code, possible sanctions include: no credit for the assignment; no credit for the course or the term; suspension from the college.

Academic Standing and Satisfactory Academic Progress Academic Standing is calculated at the end of each semester by dividing the cumulative number of cred­ its earned at the College by the cumulative number of credits attempted at the College. Incomplete grades do not count toward credits earned. The Academic Standing categories include: Good Standing, Academic Warning, Academic Suspension, and Academic Probation. The definitions for each category follow. All documents pertaining to Academic Warning, Academic Probation, and Academic Suspension are filed with the Office of the Registrar.

Good Standing Students who have successfully completed at least 65% of all credits attempted at the College have 10

achieved Satisfactory Academic Progress and are considered in good academic standing.

Academic Warning Students who have not successfully completed at least 65% of all credits attempted will be placed on Academic Warning. Students on Academic Warning are eligible to receive financial aid. Students on Academic Warning are in danger of being placed on Academic Suspension if they do not achieve Satisfactory Progress in the subsequent semester. Students on Academic Warning are strongly encouraged to seek academic advisement, tutoring, or other services to assist with achieving academic success.

Academic Suspension Students who have had two consecutive semesters of being on Academic Warning will be placed on Academic Suspension. A student on Academic Suspension may not enroll and, therefore, will be with­ drawn from the College per the Continuous Enrollment policy, unless a probationary status is granted.

(See below.) Consequences of Academic Suspension: • Student may not enroll; • Student is not eligible to receive financial aid; • Student may not be employed in work-study position; and • Student may not serve as a student representative in official positions at Prescott College (on aca­ demic or administrative committees).

Academic Probation Academic Probation is granted by the appropriate dean and/or designated committee. A student who has been academically suspended must petition to be placed on Academic Probation in order to re-enroll. The petition must include the support of the student’s advisor/core faculty, and indicate a plan to return to aca­ demic good standing. Students requesting Academic Probation must also petition the Financial Aid office if they wish to receive aid during Academic Probation. A student who does not achieve Satisfactory Academic Progress in the term following the probationary term must petition again to continue on Probation. Failure to do so will result in Academic Suspension and the consequences outlined above.

Reinstatement of Satisfactory Academic Progress In order to be removed from Academic Warning, Academic Suspension, or Academic Probation, a stu­ dent must achieve Satisfactory Academic Progress, as defined above, by the end of each semester.

Academic Standing following Leaves of Absence Students on Academic Warning who take a leave of absence will remain on Academic Warning when they return, unless they have submitted coursework that returned them to good standing. Students cannot avoid Academic Warning or Suspension/Probation by taking a leave of absence.

Academic Standing following Academic Suspension Students readmitted after being on Academic Suspension will be placed on Academic Probation for their first term back. Students must meet the standards of Satisfactory Academic Progress by the end of that term to be eligible to re-enroll and/or receive financial aid funding for a subsequent term. Students must also petition the Financial Aid office to determine financial aid eligibility.

Limitations to Financial Aid Eligibility (Maximum Timeframe) The maximum timeframe for the completion of a degree is limited by federal regulations to 150% of the published length of the degree program. All undergraduate programs at the College require 120 – 128 semester credits. Therefore, undergraduate students may receive funding for up to 192 semester credits.

Graduate program requirements vary, see the MAP and PhD sections of this catalog for specifics on each program. The maximum number of credits includes all attempted credits at PC and any transfer credits that apply to the student’s program of study.

Rank and Financial Aid (undergraduates only) Rank, also known as grade level, is used in determining financial aid awards. the College uses the follow­ ing scale, based on semester credits, to determine rank: 0 to 29 credits = Freshman 30 to 59 credits = Sophomore 60 to 89 credits = Junior 90 credits or greater = Senior 11

Enrollment Status and Registration Continuous Enrollment Students must remain continuously enrolled once they matriculate. “Continuous enrollment” is defined as being (a) registered for credit(s), or (b) on an approved leave of absence. A student who: fails to re­ enroll in the next term, or fails to request and receive an approved leave of absence, or fails to re-enroll at the completion of an approved leave of absence, will be withdrawn from the college and must apply for readmission. Students who participate in an exchange program with one of the College’s educational part­ ners do not have to apply for leaves of absence. [RDP and MAP students who do not enroll in summer courses are not required to apply for a leave of absence.]

Registration Students register for classes/credits by submitting a signed enrollment agreement form each term. The Office of the Registrar provides the registration materials and enrollment agreement prior to the begin­ ning of the next semester.

• The enrollment agreement and registration materials contain information regarding academic and administrative policies, including tuition, fees, deadlines, course prerequisites, etc. By signing the enrollment agreement, students acknowledge that they understand and will abide by these policies.

• Students may register for classes, independent studies, and other learning experiences only if they are free of all debts to the College, including accounts with the business office and the library.

• Failure to enroll: Students who fail to enroll or to apply for a leave of absence do not comply with the Continuous Enrollment policy and will be withdrawn from the College. Also see Leave of Absence policy and Withdraw from College policy.

• Late registration: Students registering after the enrollment grace period/drop-add period will be charged a late fee.

• See individual program sections for more details Taking Courses at Other Colleges Students may take courses at other colleges while enrolled at the College. However, such courses cannot be used to help fulfill a student’s registered course load. Students must arrange for official transcripts from the other colleges in order to count these credits towards a College degree. See Transfer Credit Policy (below). Students who wish to receive financial aid while enrolled at both the College and another college should consult the Financial Aid office about a Consortium Agreement.

Credit Load and Overload Fulltime enrollment for undergraduate students consists of 12-16 semester credits. Fulltime enrollment for master’s and doctoral students consists of 12 semester credits. See individual program sections for details concerning half-time, less-than-half-time, and overload credits.

Entering Student Load Requirement RDP and Ph.D. students must enroll full-time and complete a full-time load in their first enrollment peri­ od. ADP and Master’s students may elect to enroll for full-time or half-time for their first enrollment peri­ od. See individual program sections for more details.

Increase of Credits • A student wishing to increase/add or decrease/drop the amount of credits enrolled for the term must submit written notification to the Office of the Registrar. The effective date of the drop or add is the date that the written notice is received in the Office of the Registrar.

• Decrease of credits: Student may be entitled to a refund on the decreased portion of credits depend­ ing on the effective date of the dropped credits. See Refund Policy. Note: Decreasing credits may affect financial aid eligibility. Consult the Financial Aid Office.

• Increase of credits: o Requests to add courses or credits must be received in the Office of the Registrar or in the aca­ demic program office by the published drop/add deadline dates. o Overload credits must be pre-approved. Students who are approved to enroll for more than fulltime credit loads are obligated to pay tuition for the additional credit(s). See above for per credit charge for each academic program. Note: Overload credits will not be recorded until payment arrangements are made by the student.

• Overload credits: Students who enroll for more than fulltime credit loads, or who submit course con­ tracts or evaluations for more credits than their original enrollment for the term, are obligated to pay 12

tuition for the additional credit(s). See page one for per credit charge for each academic program.

Note: Overload credits will not be recorded until payment arrangements are made by the student.

• Drop/Add forms can be found on the College’s website.

Leave of Absence (LOA)/Withdrawing from a Term • Students wishing to take a break from their studies or to further educational or personal goals may request a leave of absence (LOA).

• Students wishing a LOA must submit a written, signed notification (Application for Leave of Absence) to the Office of the Registrar, and comply with all required procedures stated on the form.

• The effective date of the LOA is the date that the written notice is received in the Registrar’s Office.

• A LOA extends for one term. A student may request and be approved for an additional term, for a maximum of two consecutive terms of LOA. • No more than two LOAs will be permitted.

• Withdrawing from the term: Students requesting a LOA after the term in which they are currently enrolled has started but before the term has ended, are considered to be “withdrawing from the term.” The effective date of LOA/term withdrawal will determine whether or not a student is enti­ tled to a refund of “refundable/not-attempted” credits. [See Refund Policies.]

• Forms for Leave of Absence/Withdrawal can be found on the College’s website.

Withdrawal from the College • Students wishing to withdraw from the College must submit a written notification to the Office of the Registrar. The effective date of the withdrawal is the date that the written notice is received in the Office of the Registrar.

• The effective date of withdrawal will determine whether or not a student is entitled to a refund. See refund policy. Also see details in each program’s section of the catalog.

• A student will be determined to be withdrawn from the College if she/he has not been continuous­ ly enrolled. See Continuous Enrollment Policy.

• New students have until the end of orientation to give written notice of their intent to withdraw.

Application and orientation materials fees will not be refunded.

• Financial aid recipients who stop attending and/or participating in their coursework must officially with­ draw. The Financial Aid Office is required by federal regulation to calculate the amount of funding the student received compared to what the student actually “earned” based on the portion of the enrollment period the student completed. This calculation may result in a financial obligation for the student. Such financial obligations may include immediate repayment of student loan funds to their lender, a balance owed to the College, and/or a debt owed to the U.S. Department of Education.

• Forms for Leave of Absence/Withdrawal can be found on the College’s website.

Readmission to the College • Students must apply for readmission to the college if their matriculation is terminated for any rea­ son. Also see Continuous Enrollment.

• An application for readmission must be submitted to the Admissions Office, accompanied by appli­ cable fees, and other documentation supporting the application. Contact the Admissions Office for complete application instructions.

• Students who are readmitted to the College must adhere to the policies, procedures, and guidelines that are in place during the first enrollment period of re-admittance.

Learning and Evaluation Credit Values Prescott College awards semester-hour credits. Credit may be earned through courses, independent stud­ ies, teaching assistantships, internships, or courses taken at other colleges.

Narrative Evaluations Credit is earned (awarded) through narrative evaluations of course work. Narrative evaluations consist of a course description, student self-evaluation, and instructor or graduate advisor evaluation. Student selfevaluations are strongly encouraged. Narrative evaluations become a part of the student’s official perma­ nent record, from which transcripts are issued, and should be written accordingly.

Credit for Life Experience To receive credit for learning that occurs outside of the classroom, in professional work or in structured 13

workshops, seminars, and training, qualified students may use the Life Experience Documentation process to complete a conversion portfolio, life experience portfolio, or practicum. Credit received becomes a part of the student’s transcript. See ADP section for more details.

Grade Notations Graduate students cannot request letter grades and grade point averages are not computed. Letter grades

are awarded in the undergraduate programs only if requested by the student. Because undergraduate stu­ dents have the option of either letter grades or credit (CR), the College does not compute grade point

averages. Where letter grades have been assigned, the College uses the following point values for com­ puting grade point averages:

A = 4.00 points A- = 3.75 points B+ = 3.25 points

B = 3.00 points B- = 2.75 points C+ = 2.25 points

C = 2.00 points

CR equals “B” or better for graduate courses.

CR equals “C” or better for undergraduate courses.

Credit/No Credit Awards The full amount of credit established for each course will be awarded to each student who successfully completes that course. Students who do not satisfy course requirements and who have not officially with­ drawn will receive a no credit (NC) or an incomplete (I). See RDP, ADP, MAP or M.A. sections for sep­ arate policies governing each of these options.

Change of Evaluation Undergraduate students: May request an evaluation change by petitioning the appropriate dean and the appropriate instructor. Changes may include the following: lower division to upper division, letter grade to credit, credit to letter grade, incomplete to credit/letter grade, no credit to credit. If the dean and instruc­ tor grant the request, the instructor must submit a signed change of evaluation form to the Office of the Registrar. Requests for an evaluation change must be made within one term from the end of the course. A request after that time period will not be granted without approval of the exceptions committee.

Graduate students: May request an evaluation change by petitioning their graduate advisor and/or core faculty. Requests for an evaluation change must be made within one term from the end of the course. A request after that time period will not be granted without approval of the exceptions committee.

Transfer Credit Policy Graduate students: The PhD program does not accept transfer credits. The MAP only accepts transfer credits on a case by case basis in limited, specified circumstances. Under such circumstances, credits awarded by regionally accredited institutions for graduate-level courses that received a grade equivalent of “B” (3.00) or higher may be accepted as transfer credit. No more than 15 graduate-level transfer cred­ its may be accepted towards the Master of Arts degree. Students must consult the appropriate MAP fac­ ulty for the criteria pertaining to their specific degree program.

Undergraduate students: Credits awarded by regionally accredited institutions for college-level courses that received a grade equivalent of “C” (2.00) or higher may be accepted by the College as transfer cred­ it. Transfer classes taken for a pass/fail, credit/no credit, or satisfactory/unsatisfactory grade, and where “P”, “S”, or “CR” equals “C-” or better, may be accepted for credit. In some cases college-level credit from US colleges and universities that are not regionally accredited may be transferable via the College’s Conversion Portfolio process. Students desiring to transfer such credits work with faculty to determine how these transfer credits might apply to their degree plan. See Life Experience Documentation in ADP section.

Advanced Placement (AP) and International Baccalaureate (IB) Credits (Undergraduate) Prescott College awards 4 undergraduate college credits for each AP score of 4 or 5, and for each IB “higher level” score of 5, 6, or 7, up to a maximum of 20 credits (5 tests). Credit is awarded on a courseby-course basis. AP scores must be sent directly from the College Board/Advanced Placement to the Office of the Registrar. IB scores must be sent directly from the International Baccalaureate North American office to the Office of the Registrar. AP and IB-awarded credits do not count towards the College’s residency requirements.

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CLEP (Undergraduate) Prescott College accepts a full range of College-Level Examination Program (CLEP) tests, which meas­ ure mastery of college-level introductory course content in a wide range of disciplines. To receive credit for successful performance on a CLEP examination an official transcript must be sent by the CLEP Transcript Service. The College will not accept a transcript or score report submitted by the student, nor will credit be awarded based on another institution’s prior evaluation.

Military Transfer Credits (Undergraduate) Prescott College awards transfer credits for U.S. military services training via the American Council on Education (ACE) endorsement transcripts: A.A.R.T. (Army ACE Registry Transcript) and S.M.A.R.T. (Sailors/Marines ACE Registry Transcript). The College also awards transfer credit for tests administered to military personnel by DANTES. AART and SMART transcripts and DANTES scores will be evaluat­ ed on a course-by-course basis with faculty input. Only those courses that pertain to a student’s degree program will be awarded transfer credit.

International Transfer Credits International students are required to have non-U.S. school transcripts evaluated by a professional, for­ eign credential evaluation service. They produce an “official report” which is used for evaluation.

Undergraduate students or applicants with transfer credits from a non-U.S. college or university will need to request a course-by-course equivalency evaluation; graduate students or applicants will need a state­ ment of degree comparability. The student is responsible for all costs associated with this service. The Offices of Admissions and the Registrar can submit transcripts for evaluation on your behalf. The evalu­ ation process can take several weeks to complete.

Exceptions to Policy Students who seek an exception to published policies or deadlines must file a formal written appeal to the Prescott College Exceptions Committee. The Request for Exception to Policy form is found on the College website, in the ADGP Office, or from the Registrar’s Office. The exceptions committee meets regularly and notifies students regarding the status of their appeal by e-mail sent to the student’s Prescott College email address.

Graduation Requirements Bachelor of Arts: Graduation is based on three criteria: 1) Competence in an area of study; 2) Breadth of knowledge across areas of study; and 3) Evidence of self-directed learning. A minimum of 120-128 semes­ ter credits are required to complete a B.A. degree. (See ADP and RDP sections for more details.)

Master of Arts: Graduation requirements include: 1) Theory – Demonstrating a sound understanding of exist­ ing theory and relevant research methods; 2) Practicum – Demonstrating praxis through research, intern­ ships, or other means; 3) Thesis – Creating a thesis that joins theory with practice, and which is individually significant and socially responsible; 4) Demonstrating appropriate social and ecological literacies. A minimum of 40-61 semester credits are required to complete a M.A. degree. (See MAP section for more details.)

Ph.D.: Graduation requirements include: 1) Participation in collaborative, foundational, core courses, and on-campus colloquia/symposia; 2) Development and pursuit of individualized studies and research ordered around the central theme of sustainability education; 3) Demonstration of competence and depth of knowledge through comprehensive assessments, an applied practicum, and a dissertation/project that includes a socially significant application. A minimum of 96 semester credits are required to complete a Ph.D. degree. (See Ph.D. section for more details.)

Teacher Certifications: Completion of state-required coursework and passing scores on applicable state exams. See teacher certification program for specific details.

Academic Transcripts The Prescott College transcript is a student’s academic record. An official transcript includes a summary page listing all credits attempted and awarded, letter grades if requested, degrees awarded and a tran­ script key describing the the College academic system. A narrative evaluation for each course credited may also be requested.

• Requests must be made in writing to the Office of the Registrar. Transcript request forms may be obtained in the Office of the Registrar or online at www.prescott.edu. Refer to the web site for details.

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• No transcript will be issued for any student or former student whose financial obligations to the College have not been satisfied.

• The College cannot send out copies of transcripts from other schools. Students must request tran­ script copies directly from that school.

• In compliance with the Family Educational Rights and Privacy Act of 1974, transcripts may be issued only at the written request of the student. Parents may request a student’s transcripts only if they can demonstrate with federal income tax documents that the student was their legal depend­ ent for the most recent tax year.

College Resources Auxiliary Services Bookstore The bookstore carries class texts, takes special orders, and sells snacks, the College logo merchandise, art supplies, tree free paper, recycled products, and many other school supplies. Major credit cards are accepted. Students receiving financial aid may contact the Financial Aid office to obtain a voucher for pur­ chasing books and supplies. Business hours are posted on the door and vary seasonally.

Conference Services Conference Services personnel handle reservations and planning programs in the Crossroads Center, including lectures, banquets, workshops, and conferences. All events can be catered to by the Crossroads Café. Conference Services coordinates use of student housing during the summer months and the guest house for short term visits.

For more information, contact: Tami Reed, Conference Services (928) 350-4311 or e-mail treed@prescott.edu Business Office The Business Office houses a variety of functions from Student Billing, Payroll, Accounts Payable, Purchasing, to Grant and Restricted Account Administration, General Ledger Functions and Financial Statement Preparation.

Students’ Accounts facilitates tuition payments, payment plans and provides students’ account informa­ tion. Students can pick up financial aid refund and work-study checks in this location or have them mailed.

The Business Office helps facilitate Student Union Projects by advancing students funds as awarded by the Student Advisory Council and assists in reconciling these allocations.

The Business Office acts as an advisory unit to the campus regarding budgets and financial resources. This office also facilitates the receipt and spending of restricted funds and provides information and reporting on all accounts and programs.

Computer Lab The computer lab serves as a technology classroom. When not being used for classes or seminars, it is available for general student use seven days a week (except in the summer). Students must have a com­ puter account and password to use the computer lab. For an account, students must agree to the College’s acceptable use policy included in this catalog. See Acceptable Use Policy for more details.

Crossroads Café The Crossroads Cafe serves organic or pesticide-free food purchased from local farmers. The café supports the College’s ongoing commitment to respecting the environment and furthering the practice of sustainabil­ ity. It is an ideal place for students to enjoy tasty and wholesome meals while meeting each other. The café is a gathering place for the entire community, hosting musical performances, lectures, slide shows, video pre­ sentations, and study groups. Students can purchase meal cards to buy items at the Café when open. Meal cards are valid for the academic year in which they are issued. Payment can be included with tuition.

Financial Aid Office The Financial Aid office processes student financial assistance through federal financial aid which inclues grants, loans, and student employment. Students must re-file the FAFSA every academic year (after January 1st). Students should file online at www.fafsa.ed.gov. The Financial Aid office can offer assistance throughout the application process.

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The following types of financial aid are available to qualified applicants: Federal and Institutional Grants Grants are need-based and do not have to be repaid. Students are automatically considered for feder­ al and Prescott College need-based grant funds by completing your FAFSA. • Federal Pell Grants • Federal Academic Competitiveness Grant (ACG) • Federal Science and Mathematics Access to Retain Talent (SMART) Grant • Federal Supplemental Educational Opportunity Grants (FESOG) • Federal LEAP Grant • Prescott College Grant Arizona State Grants The following grant programs are offered through the Arizona Commission for Postsecondary Education (ACPE): • Private Postsecondary Financial Assistance Program (PFAP)

• Postsecondary Education Grant (PEG)

• Early Graduation Scholarship Grant (EGSG)

• Arizona College Access Aid Program (ACAAP)

For application and eligibility information visit the ACPE website at www.azgrants.gov/azgrants/index.asp.

Federal Direct Loans Loans are borrowed funds that must be repaid with interest. Students are automatically considered for federal student loans by completing the FAFSA. The College participates in the William D. Ford Federal Direct Loan Program. The following loans are offered through this program: • Federal Direct Subsidized and Unsubsidized Stafford Loans • Federal Direct Parent Loan for Undergraduate Students (PLUS) Loan • Federal Direct Graduate PLUS loan Private/Alternative Loans A private/alternative loan is a credit based educational loan. Terms and conditions are set by individual lenders. Students unable to qualify on their own may need to obtain a co-borrower/co-signer. Students may borrow up to their established Prescott College cost of attendance less any other financial aid funds and resources. For more information on private loan lenders, visit www.prescott.edu/finaid/index.html Scholarships The College offers a number of institutional scholarships each year. Most are renewable from year to year provided students maintain Satisfactory Academic Progress and continuous enrollment. Some examples include: • Admissions Scholarships

• Prescott College Endowed Scholarships

• National and Community Service Education Matches

Students are also encouraged to do their own scholarship searches. Visit www.prescott.edu/

finaid/index.html for a listing of reputable scholarship searches.

The College offers two types of employment opportunities for students: • Federal Work Study • Prescott College Work Study Visit www.prescott.edu/finaid/index.html for more information on employment opportunities available on campus and in the Prescott community.

Applying for Financial Aid Students wishing to apply for all forms of federal and institutional grants, loans and employment programs must complete the Free Application for Federal Student Aid (FAFSA). The Prescott College Endowed Scholarship Application is made available to students in the spring of every year.

Prescott College Library The library staff is dedicated to providing professional reference and instructional assistance to students.

A full range of services is offered, including individual instruction sessions, classroom sessions, library ori­ 17

entations, and workshops. Instructional and informational hand-outs, many available online, help students navigate the library and its resources.

The library’s collection is designed to support and supplement the College’s curriculum. Online access to the Library catalog, journal databases, and other instructional/informational resources are available at www.prescott.edu/library.

Borrowing privileges: • Books: three weeks • Audio cassettes: three weeks • Video cassettes: one week Books can be renewed through the library’s computer catalog, at the circulation desk, or by calling or e-mail­ ing the library. Items returned after a three-day grace period are fined from the actual due date at a rate of $.25 per day per item, up to $10 per item. Items not returned are billed at full replacement cost plus a $10 non-refundable processing fee. All fines/charges must be paid in full by the end of the enrollment period in which they were assessed. Any unpaid balance will be forwarded to the business office for collection.

Borrowing privileges can be revoked at the discretion of the library staff for abuse of the system, policies, or procedures.

Materials unavailable at the College or the other libraries in the Yavapai County Library Network can be ordered via Interlibrary Loan. Interlibrary Loan requests can be made at the library, by e-mail, phone, or through the library’s online journal databases. There is no charge for Interlibrary Loan services. Students are responsible for overdue fines assessed by the lending library, plus overdue fines of $1 per item per day assessed by the library. Library, 350-1300 or circdesk@prescott.edu Office of the Registrar The Office of the Registrar houses an accurate history of students’ academic careers at the College.

Students register for classes and apply for transcripts in this location. The Registrar certifies graduation, issues diplomas, and sets and upholds academic policy.

Services for Students The Student Life staff provides essential services and programs that promote and ensure an effective liv­ ing and learning environment for students. The office serves as a resource center to help students take advantage of the many opportunities available at the College and to attain their full potential as students and members of the community. Also, contact the Student Life Office for policies relating to on-campus housing safety and missing students.

Other services include: Academic Counseling Services include assistance with general study and reading skills, time management strategies, general advising questions and other matters related to academic success. Students with documented learningrelated disabilities/challenges are eligible to receive reasonable and appropriate ADA accommodations.

Services include, but are not limited to, professional tutoring with the Learning Specialist, peer tutoring, testing accommodations, note-takers and audio textbooks, and sign language interpreting.

Personal and Career Counseling Short-term, confidential counseling and referral services are available at no charge to all students.

Sessions usually incorporate educational materials, journaling, visualizations, and behavior tracking tech­ niques to increase awareness. All counseling contact is confidential. For those students who require more extensive or additional services than are available through the College counselor, a referral to local ther­ apists will be made. Students may also meet with a counselor to explore career options and resources, including résumé, cover letter, and portfolio development; interviewing techniques,; job search strategies; networking opportunities with the Prescott College Alumni Association; and access to local and national volunteer and service-based learning opportunities through the Ripple Project.

Student Accident and Sickness Insurance All RDP students are required to have insurance coverage. ADGP students have the option to purchase 18

coverage. A brochure describing the College’s group insurance benefits, procedures and exclusions is available on the the College website in the Student Life section. Contact the Student Life Office for spe­ cific details at studentlife@prescott.edu or (928) 350-1005.

Housing Services and Residential Life The Student Life Office maintains an updated list of rentals throughout the tri-city area. Listings are avail­ able under Housing on the Student Life page of the College website. Assistance is available for all hous­ ing questions and concerns, including advice on conducting housing searches and assistance in resolving disputes between roommates, tenants and landlords. Thet College offers on campus housing options for a limited number of first year students. For questions or application information visit oncampushous­ ing@prescott.edu.

Tucson Center The Tucson Center operates as a satellite office of the College that provides students residing in the Tucson area and surrounding southern Arizona communities with administrative and academic support, opportunities for interaction with students in similar areas of study, and immediate access to Adult Degree Program faculty and admissions counselors. Open information sessions about the College’s Tucson Center programs are offered regularly. The Tucson Center provides space and opportunity for seminars, discus­ sion groups, and other activities.

Warehouse The equipment warehouse is a 2,800 square-foot storage facility which houses the college’s field equip­ ment and provides a staging area for RDP field courses. Students, faculty, and staff can rent state-of-the­ art equipment for camping, backpacking, rock climbing, mountain climbing, ski touring, avalanche fore­ casting, white-water kayaking and rafting, sea kayaking, and canoeing.

Other Policies and Compliance Notice of Nondiscrimination Policy Prescott College is committed to equal opportunity for its students and applicants for admission, without discrimination on the basis of race, color, creed, national or ethnic origin, sex or sexual orientation, age, disability, marital or parental status, status with respect to public assistance, or veteran’s status. This poli­ cy applies to the administration of the College’s educational policies, financial aid program, or any other programs generally accorded or made available to students. The dean’s office is available to discuss and investigate matters concerning discrimination.

Student Conduct and Honor Conscience Honor Conscience Community life and a successful experience at the College depend on a commitment to a sense of respon­ sibility for oneself and to other people. This commitment is shown through the Honor Conscience that is essentially an unwritten commitment to act with honesty, integrity and respect.

It is the responsibility of each individual in the College community to act with honesty, integrity and respect in personal, social and academic relationships, and with consideration and concern for the entire the College community and its members.

The College has not decreed an exhaustive set of rules since these may actually inhibit the development of self-regulation. Only the most necessary rules are made explicit (see below). All members of the the College community are expected to act according to the Honor Conscience.

The College believes in allowing students to develop their own self-guidance and regulation, should a stu­ dent fail to do so, and exhibit behavior(s) that display disrespect for the Honor Conscience, the College will hold such students responsible for their behavior.

Rules for Honoring Campus and Community 1. Prescott College prohibits dogs or other animals in College buildings or to be left unattended in vehicles parked on campus. Dogs and other animals are allowed in outdoor common areas of cam­ pus, provided they are under owner control, i.e. on a leash of reasonable length, and do not pose a hazard or threat to others. Dogs and other pets may not be left unattended at any time. The 19

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College recognizes the importance of service dogs to those individuals who require their assistance and welcomes these animals in all areas of campus.

Demonstrate respect for the College and others by keeping bikes outside of buildings and parked in the proper location.

Respect your body and the environment by not smoking. Smoking is allowed in designated areas, 50 feet from a doorway or window. Dispose of cigarette butts in a container – not on the ground.

Be considerate of fellow students, faculty, and staff by finding alternate parking for your vehicles while out in the field. Parking is limited and those working and studying on campus need the space.

Help build a positive reputation for the College with the Prescott community by using crosswalks and traffic signals while on foot.

Do your part to save the planet’s energy by closing doors, turning off lights, and turning down the heat and air conditioning in College buildings.

Preserve the environment by using recycle bins and trash cans and picking up after those who don't. “Leave no trace,” is the College ethic.

All weapons are prohibited. Do not bring weapons of any kind to campus.

Have all postings approved by the Student Life Office.

Student Rights and Responsibilities Statement of Responsible Behavior The College community is a place where individuals accept their obligations to others and to the environment.

In keeping withthe College’s commitment to the environment, community members are encouraged to take responsibility for the environs at Prescott College and the City of Prescott. Both on- and off-campus, conduct should demonstrate concern for the health, safety, and welfare of community members and reflect students’ fitness to be a member of the local community. Common areas at the College and public places should be treated with respect. Responsible citizenship should extend to neighbors and the global community.

Nearly all of the student rights are encompassed in two basic tenets: the right to a liberal arts education and the right to fair and reasonable treatment by other members of the the College community.

In particular, each student has the following rights and responsibilities: 1. Every student has the right to receive regular and organized instruction and guidance consistent with the aims of the course for which he/she registered. The instructors have the responsibility to deter­ mine the methods of instruction suited to the course and to maintain conditions in the classroom and learning environment that are conducive to the learning process.

2. A student should be free to take reasoned exception to the data and views offered in any course, but may not impede the progress of instruction. The student is responsible for learning the content and skills required by the course.

3. A student’s course evaluation and grade should be determined only by academic achievement consis­ tent with the aims and content of that course. At the beginning of the course, the instructor should make known the factors that will be considered in evaluating a student’s performance, such as class attendance, class participation, portfolio, class projects, papers, and examinations. The student evalu­ ation cannot be changed without consent of both parties. Contracts serve as an agreement between the faculty member and the student.

4. The student has the right to participate in Student Union student organizations, and all College-spon­ sored activities and events in which they are qualified to participate.

5. The student has the right to use the educational resources of the College in accordance with the rules concerning their use.

6. Each student has the right to apply for financial aid. Specific financial aid rights and responsibilities can be found in the Financial Aid office.

7. Each student has the right to fair and reasonable treatment by other members of the College communi­ ty. Members have the responsibility to treat others in a manner that does not interfere with others’ rights.

8. Prescott College is committed to providing access and resources to students with disabilities. Students with disabilities have all rights and responsibilities explicit to all other students. Students with disabil­ ities have the right to access of resources and reasonable accommodations under statute 504.

Statement of Respect for Diversity The mission of the College is to “educate students of diverse ages and backgrounds.” Diversity includes geographic factors, socioeconomic status, age, values, career histories, gender, disability, sexual orienta­ tion, dietary choices, religious affiliation, and culture and ethnicity. The College encourages students to 20

become aware of and value the differences between people.

Rules of Conduct The College expects all members of its community to act reasonably, maturely, and appropriately at all times, both on and off campus. Prescott College claims off-campus jurisdiction when enforcing its disci­ plinary policy. Students may be accountable to both civil authorities and to the College for acts that vio­ late the law, or rules and policies outlined in this catalog. Disciplinary action at the College will normally proceed during the pending period of criminal proceedings and will not be subject to challenge on grounds that criminal charges involving the same incident have been dismissed or reduced. The follow­ ing actions and/or violations constitute behavioral misconduct for which students may be penalized: 1. Actions that violate the human rights of any student or member of the College community; use of or threatened use of physical force or violence to restrict the freedom of action or movement of another; or the endangerment of the physical health, psychological health, or safety of any person, including oneself.

2. Conduct, on or off campus, that is detrimental to the good of the College or that discredits the College.

Such conduct off campus includes, but is not limited to, violent or aggressive behavior toward others, activities at off-campus housing that are disruptive to the community and violate laws, falsifying docu­ ments such as the Prescott College Rental Guarantee Agreement, breaking leases, and/or damaging property. Such conduct on campus includes, but is not limited to, behavior or language disrespectful of College employees or students.

3. Academic dishonesty as described in Academic Integrity policy (See Academic Policies.)

4. Unauthorized possession of College property or services, the property or services of others, or failure to return borrowed equipment.

5. Intentional damage or destruction of property and/or the property of others on College premises (including vandalism or tampering with fire alarms or extinguishers).

6. Underage possession and/or consumption of alcohol, consumption of alcoholic beverages on College courses as outlined in the Alcohol and Drug Policy, excessive consumption of alcoholic beverages that results in irresponsible behavior, or continued excessive drinking.

7. Possession, use, or trafficking of illegal drugs and/or drug paraphernalia.

8. Possession or use of explosives, fireworks, firearms, knives with blades exceeding five inches, ammu­ nition, or other dangerous weapons or materials on College property.

Sanctions The scope of disciplinary penalties that may be imposed on any student found responsible for violating these Rules of Conduct may include: 1. Paying monetary fines/reimbursing for damages.

2. Written warning.

3. Conduct probation.

4. Community service.

5. Mandatory counseling and/or assessments.

6. Suspension (student forfeits all refund opportunities).

7. Expulsion (student forfeits all refund opportunities).

Other sanctions may include notification of the student’s parents, required attendance of workshops or

seminars, surrender of personal property, or other sanctions dictated by the circumstances of the offense.

Disciplinary Procedure The RDP dean, the associate dean for Academic Affairs (ADAA), or dean of Student Life are responsible for responding to violations of the Honor Conscience and/or Rules of Conduct, and for any conduct relat­ ed to academic integrity. The respective College administrator will: 1. Contact person(s) involved to determine whether there is cause to conduct an investigation.

2. Practice due process and due diligence when evaluating all information.

3. Decide to investigate further based on the information collected or issue a sanction.

4. Allow the student to appeal the sanction in writing to the the appropriate dean within 15 days of receiv­ ing the sanction. The dean’s decision in the matter is final.

Student Grievance Procedures Students may file a grievance in response to any perceived abridgment of their rights, whether the per­ ceived abridgment is of their rights according to federal law, their rights as students according to College policies, or simply their personal rights to fair and humane treatment.

Grievances fall into two categories: academic and nonacademic. Academic grievances might include con­ 21

flicts over course evaluations, learning contracts, or grades, but could concern any academic matter in which a student believes he/she has been treated unfairly or unreasonably.

Nonacademic grievances might concern any instance of perceived mistreatment. Examples are sexual harassment and discrimination based on race, age, disability, sexual preference, etc., to any other unpro­ fessional and/or illegal conduct on the part of a College community member.

Students who believe they have grounds for an academic grievance should contact the Associate Dean for Academic Affairs (ADAA). The ADAA will help the student determine which of the College’s grievance procedures is appropriate to the particular complaint. Students who believe they have grounds for a non­ academic grievance should contact the dean of Student Life.

Academic Grievance Procedures A student who believes his/her academic efforts have not been justly evaluated has the right to be heard. The problem may be the result of exchanges with the instructor, occurrences within the class, or the content of a written evaluation. All grievances should be initiated within the semester the alleged violation occurred.

1. A student who is unsure whether his/her grievance falls under this description should consult the ADAA. 2. Once it is determined that the grievance is academic in nature, every effort should be made to resolve the problem informally. To accomplish this, the student is encouraged to talk directly with the faculty member. (In exceptional circumstances where a dispute cannot or should not be addressed informal­ ly, this step may be omitted.)

3. If informal efforts are unsatisfactory or unsuccessful, a formal grievance may be filed with the ADAA. The grievance should be in writing and include the name of the respondent and a description of the specific incident(s) forming the basis of the grievance, an outline of the informal steps taken to resolve the matter, and reference to the desired outcome(s) if appropriate. The formal grievance should be presented no later than 30 days after the student has knowledge of the problem.

4. The ADAA will investigate and decide how the problem should be resolved. The ADAA will render a decision.

5. The ADAA’s decision may be appealed in writing to the appropriate dean, who will make a ruling with­ in 15 days of receipt of the appeal.

6. If the student complaint cannot be resolved after exhausting the Institution’s grievance procedure, the student may file a complaint with the Arizona State Board for Private Post Secondary Education. The student may contact the State Board for further details. The State Board address is: 1400 W. Washington, Room 260, Phoenix, AZ 85007, (602) 542-5709, http://azppse.state.az.us.

Nonacademic Grievance Procedures A student who believes he/she has grounds for a nonacademic grievance should consult the dean of Student Life. Once it is determined the grievance is nonacademic in nature, every effort should be made to resolve the problem informally. (If for any reason a dispute cannot or should not be addressed infor­ mally, this step may be omitted.) If informal efforts are unsatisfactory or inappropriate, a formal grievance can be filed with the dean of Student Life.

1. The grievance must be in writing and include the name of the respondent and a description of the spe­ cific incident(s) concerning the grievance, an outline of the informal steps taken to resolve the matter, and the reference to the desired outcome(s) if appropriate. The formal grievance must be filed no later than 30 days after the student has knowledge of the problem.

2. The dean of Student Life in consultation with the RDP dean or another appropriate College official will determine if an investigation is appropriate. Based on the investigation, the dean of Student Life will render a decision.

3. The student may appeal this decision to the appropriate dean, who will make a ruling within 15 days of receipt of the appeal. This ends the College appeals process.

4. If the student complaint cannot be resolved after exhausting the institution’s grievance procedure, the student may file a complaint with the Arizona State Board for Private Postsecondary Education. The student must contact the State Board for further details. The State Board address is: 1400 W. Washington, Room 260, Phoenix, AZ 85007, (602) 542-5709, www.ppse.az.gov.

For definition and policy on allegations of sexual harassment, see Sexual Harassment Prevention Policy.

Family Educational Rights and Privacy Act (FERPA) Prescott College Policy on Disclosure of Student Records The College adheres to a policy of compliance with the Family Educational Rights and Privacy Act 22

(Buckley Amendment). It is the policy of the College to permit students to inspect their education records, to limit disclosure to others of personally identifiable information from education records with­ out students’ prior written consent, and to provide students the opportunity to seek correction of their education records where appropriate.

I. Definitions A. “Student” means an individual who is, or who has been, in attendance at the College. It does not include any applicant for admission to the College who does not matriculate, even if he/she previously attended the College. (Note, however, that such an applicant would be considered a “student” with respect to his or her records relating to that previous attendance.)

B. “Education records” include those records that contain information directly related to a student and that are maintained as official working files by the College. The following are not education records: 1. Records about students made by instructors, professors, and administrators for their own use and not shown to others.

2. Campus security records maintained solely for law enforcement purposes and kept separate from the education records described above.

3. Employment records, except where a currently enrolled student is employed as a result of his or her status as a student.

4. Records of a physician, psychologist, or other recognized professional or paraprofessional made or used only for treatment purposes and available only to persons providing treatment.

5. Records that contain only information relating to a person’s activities after that person is no longer a student at the College.

II. It is the policy of Prescott College to permit students to inspect their education records.

A. Right of Access Each student has a right of access to his or her education records, except confidential letters of recom­ mendation received prior to January 1, 1975, and financial records of the student’s parents.

B. Waiver A student may, by a signed writing, waive his or her right of access to confidential recommendations in three areas: admission to any educational institution, job placement, and receipt of honors and awards.

The College will not require such waivers as a condition for admission or receipt of any service or bene­ fit. If the student chooses to waive his/her right of access, he/she will be notified, upon written request, of the names of all persons making confidential recommendations. Such recommendations will be used only for the purpose for which they were specifically intended. A waiver may be revoked in writing at any time, and the revocation will apply to all subsequent recommendations, but not to recommendations received while the waiver was in effect.

C. Types and Locations of Educational Records, Titles of Records Custodians: Note that all requests for access to records should be routed through the Office of the Registrar (see II. D.).

1. Admissions. Applications and transcripts from institutions previously attended:

Director of Admissions

Admissions Office

2. Registration. All ongoing academic and biographical records:

Registrar

Office of the Registrar

3. Deans. Miscellaneous records:

Deans’ offices of each program

4. Financial Aid. Financial aid applications, needs analysis statements, awards made (no student access to parents’ confidential statements):

Director of Financial Aid

Financial Aid Office

5. Business Services. All student accounts receivable, records of students’ financial charges, and cred­ its with the College:

Controller

Business Office

D. Procedure to be Followed Requests for access must be made in writing to the Office of the Registrar. The College will comply with a request for access within a reasonable time, at least within 45 days. In the usual case, arrangements are made for the student to read his or her records in the presence of a staff member. If facilities permit, a student may obtain copies of his or her records by paying reproduction costs. The fee for copies is $.50 per page.

The College will not provide copies of any transcripts in the student’s records other than the stu­ dent’s Prescott College transcript.

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III. It is the policy of Prescott College to limit disclosure of personally identifiable information from education records unless it has the student’s prior written consent, subject to the following limitations and exclusions.

A. Directory Information.

The following categories have been designated directory information:

• Name • Home and local addresses • E-mail address • Web site address • All telephone numbers • Field(s) of study, including competence, breadth, and primary program area • All recently attended previous schools • Photographs • Date and place of birth • Participation in officially recognized activities • Dates of attendance and full-time/part-time status • All degrees earned at the College and elsewhere • Anticipated graduation date • Advisor name • Awards B. This information will be disclosed even in the absence of consent unless the student files written notice requesting the College not to disclose any or all of the categories. The notice must be filed with the Office of the Registrar. See II.C. 1. A student who has requested non-disclosure of directory information does not have the right to be anonymous in the classroom, or to impede routine classroom communication and interactions.

C. The College will give annual public notice to students of the categories of information designated as directory information.

D. Directory information may appear in public documents and otherwise be disclosed without student con­ sent unless the student objects as provided above.

E. All requests for nondisclosure of directory information will be implemented as soon as publication sched­ ules reasonably allow.

F. The College will make an effort to maintain the confidentiality of those categories of directory informa­ tion that a student properly requests not be publicly disclosed. The College, however, makes no repre­ sentations, warranties, or guarantees that directory information designated for non-disclosure will not appear in public documents.

G. Prior Consent Not Required

Prior consent will not be required for disclosure of education records to the following parties:

1. School officials with legitimate educational interests. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. A school official is: a. A person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel, health staff, and alumni relations). b. A person or company with whom the College has contracted (such as an attorney, auditor, collec­ tion agent, or official of the National Student Clearinghouse). c. A person serving on the board of trustees or a student serving on an official committee, such as a disciplinary or grievance committee or employed by or assisting another school official in perform­ ing his or her tasks.

2. The College may disclose education records in certain other circumstances.

Note: The College is required to use reasonable methods to identify and authenticate the identity of students, parents, school officials, and other parties before disclosing education records. a. To comply with a judicial order or a lawfully issued subpoena. b. To appropriate parties in a health or safety emergency. c. To comply with an ex parte court order from the U.S. Attorney General in relation to an investiga­ tion or prosecution of an act of domestic or international terrorism. d. To comply with federal regulations concerning the Campus Sex Crimes Prevention Act. e. To officials of another school, upon request, in which a student seeks or intends to enroll. f. In connection with a student’s request for, or receipt of, financial aid, as necessay to determine the eli­ gibility, amount, or conditions of the financial aid, or to enforce the terms and conditions of the aid. g. To certain official of the U.S. Department of Education, the Conptroller General, to state and local educational authorities in connection with certain state or federally supported education programs, 24

or to accrediting organizations to carry out their functions. h. To organizations conducting certain studies for on on behalf of the College. i. The results of an institutional disciplinary proceeding against the alleged perpetrator of a crime of violence may be released to the alleged victim of that crime with respect to that crime. j. To comply with CleryAct regulations to inform the accuser and the accused of the outcomes of the college’s disciplinary proceeding of an alleged sex offense. k. For income tax purposed for parents of a student who is a dependent. (Note: The College may require documentation of dependent status such as copies of income tax forms.) l. When all personally identifiable information has been removed.

H. Prior Consent Required In all other cases, the College will not release personally identifiable information in education records or allow access to those records without prior consent of the student. Unless disclosure is to the student him­ self or herself, the consent must be written, signed, and dated, and must specify the records to be dis­ closed, the identity of the recipient, and the purpose of disclosure. A copy of the record disclosed will be provided to the student upon request and at his or her expense.

I. Record of Disclosures The College will maintain with the student’s education records a record of each request and each disclo­ sure, except for the following: 1. Disclosures to the student himself or herself.

2. Disclosures pursuant to the written consent of the student (the written consent itself will suffice as a record).

3. Disclosures to instructional or administrative officials of the College.

4. Disclosures of directory information.

This record of disclosures may be inspected by the student, the official custodian of the records, and other

College and governmental officials.

IV. It is the policy of Prescott College to provide students the opportunity to seek correction of their edu­ cation records.

A. Request to Correct Records A student who believes that information contained in his or her education records is inaccurate, mislead­ ing, or a violation of privacy or other rights may submit a written request to the Office of the Registrar specifying the document(s) being challenged and the basis for the complaint. The request will be sent to the person responsible for any amendments to the record in question. Within a reasonable period of time of receipt of the request, the College will decide whether to amend the records in accordance with the request. If the decision is to refuse to amend, the student will be notified and advised of the right to a hearing. He/she may then exercise that right by written request to the Office of the President.

B. Right to a Hearing Upon request by a student, the College will provide an opportunity for a hearing to challenge the content of the student’s records. A request for President. Within a reasonable time of receipt of the request, the student will be noti fied in writing of the date, place, and time reasonably in advance of the hearing.

1. Conduct of the Hearing. A Prescott College official who does not have a direct interest in the outcome will conduct the hearing. The student will have a full and fair opportunity to present evidence rele­ vant to the issues raised and may be assisted or represented by individuals of his or her choice at his or her own expense, including an attorney.

2. Decision. Within a reasonable period of time after the conclusion of the hearing, the College will notify the student in writing of its decision. The decision will be based solely upon evidence presented at the hearing and will include a summary of the evidence and the reasons for the decision. If the College decides that the information is inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, the College will amend the records accordingly.

C. Right to Place an Explanation in the Records If, as a result of the hearing, the College decides that the information is not inaccurate, misleading, or other­ wise in violation of the student’s rights, the College will inform the student of the right to place in his or her record a statement commenting on the information and/or explaining any reasons for disagreeing with the College’s decision. Any such explanation will be kept as part of the student’s record as long as the contested portion of the record is kept and will be disclosed whenever the contested portion of the record is disclosed.

V. Right to File Complaint A student alleging College noncompliance with the Family Educational Rights and Privacy Act may file a written complaint with the Family Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C., (202) 260-3887, http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Drug and Alcohol Policy 25

In compliance with the Drug-Free Schools and Communities Act Amendments of the 1989 (Public Law 101­ 226), the following policies and sanctions are now part of the the College Community.

• No Illegal drugs may be possessed or used by any participant or staff on campus, in a course or field course, or college sponsored event.

• No alcohol shall be consumed by any student or instructor during any activity required for a course or field course, or any time that a course is in a remote field setting. Course participants at the College field stations shall comply strictly with all local laws relating to the consumption of alcohol. Group food money and College funds may not be used for the purchase of alcohol.

• The abuse of alcohol as demonstrated by excessive consumption and resulting in intoxification by faculty or students on any occasion that involves college sponsorship, on or off campus, could result in sanctions against both the participating faculty and students. It is expected that the faculty or other course leaders provide a safe and comfortable environment for all students participating in a course or event.

• Noncompliance with the drug and alcohol policy is grounds for dismissal from a course and may result in a loss of course credit without tuition refund, enforced alcohol and drug use evaluation, and/or suspen­ sion or expulsion from the College (for students) and probation, suspension without pay, and/or dismissal from the College (for faculty, instructors, course leaders). Students must consider possible sanctions and their impact on their financial aid.

Policies relating to Emergency Response and Evacuation Procedures Prescott College is obligated to establish and maintain policies and procedures that outline how we noti­ fy and publicize dangerous situations and/or emergencies that involve immediate threat to the health or safety of our students, faculty or staff. For details on those policies and procedures, refer to the Prescott College Emergency Procedures Manual that is located in the President’s Office and/or contact the Director of Facilities.

Sexual Harassment Prevention Policy Prescott College prohibits and will not tolerate sexual harassment of its employees or students by members of its community (employees, students, supervisors, administrators, etc), vendors, suppliers, consultants, contrac­ tors, or other persons or organizations that work with the College. Sexual harassment undermines the quality and integrity of the academic and work environment by violating the mutual trust and respect that lie at the heart of the learning community and characterize the relationships that students have with their teachers and mentors, and colleagues have with each other. The College is committed to providing a learning and working environment that is free from all forms of discrimination. In addition, sexual harassment is illegal under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972.

What is Sexual Harassment?

Sexual harassment is one of many forms of illegal discrimination. It arises out of an unfair use of power or authority by one person over another and/or from a lack of respect for others. Sexual harassment can involve persons in authority such as instructors, mentors, or staff. Moreover, it can involve colleagues or peers, by sub­ jecting one person or group of persons to unwanted sexual attention.

Sexual harassment is unwanted sexual attention of a persistent or offensive nature made by a person who knows, or reasonably should know, that such attention is unwanted. Sexual harassment includes sexually oriented con­ duct that is sufficiently pervasive or severe to unreasonably interfere with an employee’s job or student’s aca­ demic performance or creates an intimidating, hostile, or offensive working environment. Sexual harassment encompasses a wide range of conduct and can be physical and/or psychological in nature. An aggregation of a series of incidents can constitute sexual harassment even if one of the incidents considered on its own would not be harassing. Sexual harassment can involve males or females being harassed by members of either sex.

Violations of Sexual Harassment Prevention Policy It shall be considered a violation of the College’s sexual harassment prevention policy for any member of the community to: 1. Make sexual advances or request sexual favors if submission or rejection of such conduct is made, either explicitly or implicitly, a term or condition of an individual’s employment, education, performance or aca­ demic evaluation, or participation in College-affiliated activities; 2. Make sexual advances or request sexual favors if submission or rejection of such conduct by an individual is used as the basis for decisions related to that individual’s employment, education, performance or aca­ demic evaluation, or participation in College-affiliated activities; 3. Make sexual advances, request sexual favors, or otherwise discriminate on the basis of gender in a man­ 26

ner that has the effect of unlawfully creating an intimidating, hostile, offensive, or demeaning academic or work environment; 4. Engage in any sexual contact with an individual who has not given consent or commit any act of sexual assault, public sexual indecency, or sexual abuse against an individual who has not given consent on College property or in connection with any College-affiliated event or activity; employees and students of the College are prohibited from harassing other employees/students whether or not the incidents of harassment occur on College premises and whether or not the incidents occur during working hours; 5. Act, recommend action, or refuse to take action in a supervisory position in return for sexual favors or as a reprisal against an individual who has reported, filed a complaint regarding, or been the object of sexu­ al harassment; or 6. Disregard, fail to investigate, or delay an investigation of allegations of sexual harassment to the extent that action, reporting, or investigation is appropriate or required by one’s supervisory position.

Consensual Relationships Between Employees and Students The College does not condone consensual romantic relationships between employees and students (regardless of the duration of the relationship). An apparently consensual romantic relationship may lead to sexual harass­ ment or compromise other professional obligations, particularly if one of the individuals in the relationship has a professional responsibility toward or is in a position of power or authority with respect to the other. Members of the community who are in positions of authority who are involved with another member of the community for whom they have supervisory or evaluative responsibilities are expected to immediately report the relation­ ship to their supervisor and remove themselves from any decision-making processes involving their partner.

Relationships that are not reported per this policy may not be considered consensual.

The College maintains a policy on the hiring and supervision of family members, including non-marital part­ ners. Consult with the Human Resources Department regarding applicability. ** Attention Prescott College Students ** The College is concerted with the safety and well being of its community and promotes a community of trust among its employees and students. Consensual relationships with PC employees and students are discouraged.

If a relationship is formed and the student experiences discomfort, it is advised that the student speak with one of the individuals listed in this policy. Employees in a consensual relationship with a student have the respon­ sibility to report that relationship to their supervisor. This action is required to promote an academic environ­ ment that fosters equitable educational experience and objective evaluation of the students.

Enforcement A member of the community who believes that he/she has been the victim of sexual harassment can report the alleged misconduct or file an official complaint. The College will respond to all reports or complaints, formal or informal, of sexual harassment. Allegations of sexual harassment must be made in good faith.

Filing a Report of Sexual Harassment Individuals who believe that they have experienced sexual harassment must report the offending behavior to one of the identified sexual harassment officers listed below. The College has identified several officers from a variety of backgrounds and areas within the College to aid and facilitate an environment of trust and safety. The following administrators serve as sexual harassment officers: Paul Burkhardt, Dean Adult Degree & Graduate Programs. . . . . . . . . . . . . . (928) 350-2000 Jack Herring, Dean Resident Degree Program . . . . . . . . . . . . . . . . . . . . . . . . (928) 350-2000 Laurie Silver, Dean of Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (928) 350-1005 Steve Pace, RDP Field Risk Management Officer. . . . . . . . . . . . . . . . . . . . . . (928) 350-2243 Lisa Lundberg/Christine Teleisha, Co-Directors of Human Resources . . . . . (928) 350-4200 The sexual harassment officer will be responsible for taking the report, asking questions of clarification, and may take notes. Together, the alleged victim and the sexual harassment officer will explore the options available for resolving the matter but the College has the authority to act in a manner that it deems appropriate.

Filing a Complaint of Sexual Harassment Members of the community who believe that they have experienced sexual harassment as prohibited by this policy should report this conduct immediately to one of the sexual harassment officers listed above.

27

Refer to College Policy #802 for details of the complaint procedure. This is available at www.prescott.edu/admin­ istration/CollegePolicy.html Confidentiality The College shall protect the confidentiality of the identities of and statements made by individuals (parties and witnesses) involved in a report of sexual harassment to the extent permitted by law and to the extent that contin­ ued protection does not interfere with the College’s ability to fully investigate allegations of misconduct brought to its attention and to take corrective action. Information will be disclosed strictly on a need to know basis. All inci­ dents of sexual harassment or inappropriate sexual conduct must be disclosed regardless of their seriousness.

Acceptable Use Policy (Computing and Communications) The College’s computing and communications facilities are intended to serve the College’s needs as a commu­ nity of learners. That community, like all communities, has rules; these rules are intended to ensure a safe and consistent computing environment for all students, faculty, and staff. They are not meant to arbitrarily limit any­ one’s freedom.

Basic Principles • Users may not use lab computers without authentication and authorization.

• Users may not share passwords.

• A user is responsible for all activity originating from his or her account.

• Users may not attempt to circumvent security measures.

• Users may not interfere with the ability of others to use the network.

• Users may not use College facilities for obscene/harassing communication.

• Users’ access to computing services and facilities may be denied if they violate these rules.

Commercial Use • Users may not make any commercial use of College network resources.

• Examples of commercial use include, but are not limited to, using a the College e-mail address in commer­ cial correspondence, operating a commercial server over the the College network, and including clickthrough links or banner ads on a Web site hosted on the the College network.

Intellectual Property and Copyright Law Copyright law is complex and places substantial restrictions on users’ ability to distribute text, images, and com­ puter files. The College encourages all users to familiarize themselves with copyright law, (See www.prescott.edu/library/refcol.html#copyright) and to abide by its provisions.

• Users may not reproduce text or graphics in violation of copyright law, but may make fair use of material.

• Users may not distribute music or video files created from copyrighted sources.

• Users may not engage in software piracy.

• Users may not attempt to circumvent copyright protection.

Privacy Users can expect the College to respect their privacy. The College, however, reserves the right to: • Monitor volume of traffic and e-mail/file storage.

• Audit for the presence of particular software packages on College-owned computers.

• Investigate potential abuses and carry out disciplinary action.

• Take any steps necessary to suppress viruses, worms, and Trojan horses.

I. Principles A. What the College provides and why: The College provides access to a range of computing and network services (including e-mail, phone, and printing) to members of the College community so that they may make productive and innovative use of information technologies. These services are intended for College-related purposes, including direct and indi­ rect support of the College’s instructional, research, and service missions; College administrative functions; student and campus life activities; and the free exchange of ideas among members of the the College com­ munity and between the community and the wider local, national, and global communities.

B. Rights, privileges, and responsibilities associated with campus network and computing resources: The rights of academic freedom and freedom of expression apply to the use of College network resources.

This philosophy is based on the belief that information has its greatest value when shared appropriately, as outlined in this document. Used appropriately, network services maintain and enhance the College’s mission; used inappropriately, network services can be used to break laws or infringe on the rights and 28

beliefs of others. Therefore, the rights of access to the network resources are balanced by the responsi­ bilities and limitations associated with those rights. Users are bound by the terms of the Acceptable Use Policy whenever they make use of services governed by the Policy. This information resource is a shared responsibility of all members of the the College community.

Consistent with the other College policies, an individual’s right of access to network services shall not be denied or abridged because of race, religion, age, disability, sex, sexual orientation, or veteran status. The use of the College’s computing and network resources, like the use of any other College-provided resource and like any other College-related activity, is subject to College policies and all requirements of legal and ethical behavior within the the College community. Therefore, conduct that is illegal or inap­ propriate in the physical world (according to local, state, or federal law) or a violation of College policy is illegal, inappropriate, or a violation when conducted online. Uses of computers or network resources are not necessarily legitimate just because they are technically possible.

C. Copyright Issues The Constitution of the United States (Article I, Section 8) states the purpose of copyright as follows: “To provide the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries;…” In today’s interpretation of copyright, The College recognizes that one purpose of copyright is to protect the rights of the creators of intellectual prop­ erty and to prevent the unauthorized use or sale of works available in the private sector.

D. Applicability This policy applies to all users of the College’s computing and network resources, whether affiliated with the College or not, whether the use or access itself is authorized or unauthorized, and to all uses of those resources, whether on main campus or from remote locations. Computing and network resources are defined broadly here to include, but not be restricted to, access, storage and dissemination of all digital media; all phone and digital communications; and network services of all kinds, including those conducted over wire­ less networks. Additional policies may apply to computer and network services in specific departments. An example of this might be policies associated with access to digital imaging applications and archives.

II. Policy A. All users of the College’s computing and network services must comply with the following statements: 1. Compliance with Law and College Policies Users must comply with all federal, state, and other applicable law; all generally applicable College rules and policies; and all applicable contracts and licenses. Examples of such rules, laws, policies, contracts, and licenses include the laws of libel, privacy, copyright, trademark, obscenity, and child pornography; the Electronic Communications Privacy Act and the Computer Fraud and Abuse Act, which prohibit “hack­ ing,” “cracking,” and similar activities; the College’s policy hand books; the College’s sexual harassment and nondiscrimination policies; and all applicable software licenses. Users who engage in electronic com­ munications with persons in other localities should be aware that they might also be subject to the laws of those localities and their systems. Users are responsible for ascertaining, understanding, and complying with the laws, rules, policies, contracts, and licenses applicable to their particular uses.

2. Authorizations Users must access only those computing resources they are authorized to use and use them only in a man­ ner and to an extent authorized. Ability to access computer resources does not, by itself, imply authoriza­ tion to do so. Users are responsible for ascertaining what authorizations are necessary and for obtaining them before proceeding. Accounts and pass words may not, under any circumstances, be shared with, or used by, persons other than those to whom they have been assigned. Users who share access to accounts with third parties will be held liable for consequences caused by the third parties’ use of their accounts.

3. Privacy Users must respect the privacy of other users and their accounts, regardless of whether those accounts are securely protected. Again, ability to access another person’s account does not, by itself, imply authorization to do so. Users are responsible for ascertaining what authorizations are necessary and obtaining them before proceeding.

4. Consumption of Resources Access to College computing and network resources is granted for purposes consistent with the College’s mission and for limited personal use. Users must respect the finite capacity of these resources and limit use so as not to consume an unreasonable amount of them or to interfere unreasonably with the activity of others. The College may limit the use of resources if it appears to be necessary. The reasonableness of any particular use will be judged in the context of all relevant circumstances.

5. Noncommercial uses only Users must refrain from using the College resources for personal commercial purposes. Personal use of College computing resources for other purposes is permitted when it does not consume a signifi­ 29

cant amount of those resources, does not interfere with the performance of the user’s job or other col­ lege responsibilities, and is otherwise in compliance with this policy. Further limits may be imposed upon personal use based on normal supervisory procedures.

6. Disclaimer requirement for individual, non-College resources and activities: Users must refrain from stating or implying that they speak on behalf of the College and from using College trademarks and logos without authorization to do so. Affiliation with the College does not, by itself, imply authorization to speak on behalf of the College. The office of public relations must author­ ize use of the College logos. Individuals or organizations using an Internet (IP) address assigned to the College must present a disclaimer indicating responsibility for content on all opening screens of net­ work services including Web homepages that are operated. Failure to do so may result in suspension of the service.

B. Enforcement and Sanctions Users who violate this policy may be denied access to the College’s computing and network services and may be subject to other penalties and disciplinary action, both within and outside the College, as outlined in the Procedures and Consequences section of this document.

The College may temporarily suspend or block access to an account prior to the initiation or completion of disciplinary procedures to protect the integrity, security, or functionality of computing resources or to protect the College from liability. the College reserves the right to limit access to network resources and to access data stored on College owned systems in order to ensure the stability and availability of network resources for the common good of the community.

C. Security and Privacy The College employs measures to protect the security of its computing and network resources and of their users’ accounts. Users must be aware, however, that the College cannot guarantee such security. Users should, therefore, engage in “safe computing” practices by establishing appropriate access restrictions for their accounts, guarding their passwords, and changing them regularly. Users must also be aware that their uses of the College’s network services cannot be considered completely private. The normal operation and mainte­ nance of the College’s computer resources require the backup and caching of data and communications, the logging of activity, the monitoring of general usage patterns, and other such activities that are necessary for the provision of service. The College does not routinely monitor an individual’s content or pattern of usage of network resources. The College may specifically monitor the activity and accounts of individual users of College resources, without notice, when: 1. The user has voluntarily made them accessible to the public, as by posting to a Web page, public file sharing application, Usenet, etc.

2. It reasonably appears necessary to do so to protect the integrity, security, or functionality of College or other computing resources or to protect the College from liability.

3. There is reasonable cause to believe that the user has violated, or is violating, this policy or another written College policy.

4. An account appears to be engaged in unusual or unusually excessive activity.

5. It is otherwise required or permitted by law.

Any such individual monitoring of content or communications, other than that specified in (1) above,

required by law, or necessary to respond to perceived emergency situations, must be authorized in

advance in writing or e-mail by a member of the College’s senior staff or their designee.

The College, in its discretion, may disclose the results of any such general or individual monitoring, including the contents and records of individual communications, to appropriate university personnel or law enforcement agencies under the direction of a court of law and may use those results in appropriate College disciplinary proceedings.

III. Procedures and Consequences Access to secured network resources requires a means to identify and authenticate the user. Usually this is accomplished by assigning a specific account protected by a password. The account owner is responsible for all actions originating from an assigned account. Passwords to protected accounts may not be shared.

Use of this assigned account implies that the user understands and agrees to abide by all provisions of the acceptable use policy in effect at that moment.

Employees of the College who, by the nature of their work, require access to network resources will be assigned a unique username and password. This account will normally be established when the employee begins work. Account usernames and e-mail addresses will be created based on a syntax that is consistent for the the College community (first initial + last name for network login, first initial+lastname@prescott.edu for email address, all lowercase). Accounts assigned to employees are sub­ ject to deletion immediately upon termination of employment.

All students will be assigned a unique user-name and password. This account is usually established when 30

the student arrives on campus. Accounts assigned to students are subject to deletion 180 days after gradu­ ation or withdrawal from the College unless specific arrangements are made and approved by Student Affairs. All RDP students get 20MB of hard disk space for their personal file storage.

All students and student organizations that are recognized by the College can request Web space for their individual Web sites. Content and maintenance of these Web sites is the responsibility of the individual or the officers of the organization. The following disclaimer is required to appear on the opening screen of these Web sites, including the homepage of personal Web sites hosted by the College: Disclaimer: The views and opinions expressed here are strictly those of the information provider. The infor­ mation provider assumes full responsibility and liability for the content on this site. These contents have nei­ ther been reviewed nor approved by the College. All comments and feedback should be sent to [e-mail address of the provider].

Sites sponsored by organizations or individuals that do not display this disclaimer can be removed from the the College Web server. It is the responsibility of the user to take all reasonable steps to ensure compliance with the conditions outlined in the policy to ensure that unacceptable use of the College’s information services does not occur.

If it becomes necessary, assigned accounts may be suspended immediately and temporarily under the follow­ ing circumstances: 1. Upon recommendation of the director of student affairs for students or director of human resources for employees in writing or by email to the director of institutional research and technology (IRT).

2. When the IRT staff that is responsible for systems management has credible evidence that continued use of an account constitutes a threat to the integrity, security, or functionality of computing systems, or to protect the College from liability. All appropriate individuals will be immediately notified.

3. When the account has been inactive for 180 days or more.

Accounts may be terminated immediately and permanently upon the recommendation of the director of stu­ dent affairs or the director of human resources in writing or by email sent to the director of IRT. An individual whose assigned account has been permanently terminated may not seek to have a new account assigned to him/her without approval of the appropriate authority.

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32

Resident Degree Program

Bachelor of Arts

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34

Resident Degree Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Self Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Competence, Breadth, and Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Sustainability Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

RDP 2009-201- Academic Calendar and Deadlines Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Applying to Prescott College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Cost of Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Payment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Enrollment Status and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Continuous Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Enrollment Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Full-time Status and Part-time Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Credit Load and Overload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Leave of Absence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Withdrawal from Prescott College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Readmission to Prescott College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

ADP and RDP Admissions Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Consortium Agreements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Academic Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Roster for Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Earning Credit (also see Common Information and Evaluation Process) . . . . . . . . . . . . . . . . . . . . . . .40

Lower Division vs Upper Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .See Common Section

Learning and Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

No Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Incomplete Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

No Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Change of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Academic Structures and Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Navigating the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Field Stations and Educational Partners; Consortium Exchange Opportunities and

Consortium Exchange Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Field Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Kino Bay Center for Cultural and Ecological Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Walnut Creek Center for Education and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Jenner Farm and Prescott College Gardens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Course Contract Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Education Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Evaluation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Electronic Narrative Evaluation Deadlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Independent Study Contracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Independent Study – Guidelines for Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Independent Study – Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Independent Study – Risk Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Math and Writing Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Math Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Writing Certification Questions and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Writing Certification III, the Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Designing a Study/Graduation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Selecting a Graduation Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

35

Timeline and Checklist for Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Degree Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Degree Plan Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Forming and Individual Graduation Committee (IGC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Designing a Degree Plan: Competence and Breadth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Qualitative Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Liberal Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Quantitative Standards and Format Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Determining Full-course Equivalent and Lower- and Upper-division Transfer Credits . . . . . . . . . . . . . . . .53

Format Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Exceptions to Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Degree Plan Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Senior Project Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Senior Project Application Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Writing the Narratives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

I Competence Description Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

II Senior Project Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

III The Liberal Arts Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Carrying Out a Senior Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Senior Project Application Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Student Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Student Union - Involvement and Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Student Advisory Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Forming a new Student Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

The Ripple Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Event Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Public Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Posting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Prescott College Alumni Association (PCAA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Parents Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Community Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Advising Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Community Lunches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Resident Degree Program Advising Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Adventure Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Arts & Letters Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Cultural and Regional Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Environmental Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Psychology and Human Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113

Resident Degree Program Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

Resident Degree Program Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200

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Resident Degree Program (RDP) The Resident Degree Program is a residential Bachelor of Arts program located in Prescott, Arizona. The educa­ tional philosophy in RDP emphasizes self-direction and individualized attention. Theoretically every student’s jour­ ney is unique,and all students must deal with common issues. It’s important that they understand that the College is foremost, “for the liberal arts, the environment and social responsibility.” Everything the College does and plans and dreams is embodied in that phrase. The College is not a vocational school. The best stewards of the Earth and the most effective agents of change are liberally educated citizens. Students are expected to have some experience with and appreciation for various modes of understanding the world: historical, literary, artistic, scientific, social, physical, and spiritual. They are expected to cultivate political, cultural, and ecological awareness, as well as com­ munication and mathematical skills. A liberal arts education emphasizes process as much as content. At its best, experiential learning animates theory and engages the whole person.

Prescott College is a competence-driven college. Students don’t just accumulate credits and graduate. Students are expected to be literate in their fields of study, to have mastered the methodologies of a discipline, to have applied and integrated and personalized their learning, and to have demonstrated competence through the design and exe­ cution of a senior project. Students define, describe, and demonstrate how their particular courses, independent studies, and experiences create a coherent academic plan. Every student is an honor student and that the demon­ stration of competence requires a capstone experience. An Individualized Graduation Committee – a team consist­ ing of the student, the advisor, a second faculty member, and a fellow student – helps students clarify and achieve their personal aspirations. Students should grapple with the larger philosophical issues of their education.

Self-Direction At the College, self-direction is considered the manifestation of motivation, the ability to direct oneself (but not to the exclusion of involvement with other people), self-knowledge, and a willingness to ask for help when necessary.

A self-directed person demonstrates the ability to set goals and objectives, take individual responsibility, initiate and carry out projects with little or no outside inducement, and form value judgments independently.

While many students are self-directed by nature, they often need coaching and practical skills in the art of selfdirection. Many of the learning processes and tools – the seminar-style structure of the classrooms, course contracts, learning portfolios, self-evaluations, practicum requirements, independent studies, Degree Plans, Senior Project Applications – help students learn to see themselves as the primary architects of their education and help them not only take advantage of the privileges but also to accept the responsibilities of self-direction. We want them to suc­ ceed not only at the College but in life. Students should see their educational journey, and the tools they use to nav­ igate that journey, as metaphors for navigating the difficult terrain of their post-collegiate careers.

Competence, Breadth, and Liberal Arts Prescott College is a four-year liberal arts college striving to prepare students to be life-long learners and crit­ ical thinkers in a broad, interwoven range of models of inquiry: literary, scientific, artistic, social, spiritual, and physical. Iinterdisciplinary connections are emphasized rather than the distinctions between these ways of understanding the world. The College is unique in its approach to the liberal arts in that direct experience is emphasized; the process of learning is just as important as the content.

At the College, “competence” is the term for major, and “breadth” is the term for minor. Consisting of a mini­ mum of 12–16 courses, a student’s competence(s) must address these five qualitative criteria: (1) literacy in the field, (2) mastery of methodology, (3) interconnections between the competence and other areas of study, (4) application of learning, and (5) personalization of learning. Consisting of 6–8 courses, a student’s breadth(s) also addresses these five criteria but in less depth than a competence.

In the RDP the liberal arts should be fostered in every course students take, just as the criteria for competence – literacy, methodology, application, interconnection, and personalization – should be guiding principles of each class.

This means that the College has only a limited number of core or general education requirements. Students must complete college-level algebra or higher and must meet rigorous writing-across-the-curriculum requirements to demonstrate critical writing and research skills. Other than that, students must work closely with their Individual Graduation Committees to make sure that they have a well-rounded liberal arts education, and that they are able to articulate the components and benefits of that education.

Faculty The members of the faculty at the College are teachers/scholars dedicated to the mission of the College with a focus on the liberal arts and the environment. They strive to create a balanced learning environment for stu­ 37

dents through theory and application of theory in an authentic setting. Their off-contract time is often used to expand and update knowledge in their respective fields of study. Faculty at the College consider their own learning process an ongoing experience. The College faculty serve as advisors and mentors to students and seek to establish supportive relationships to facilitate mutual academic growth.

Sustainability Program Prescott College is committed to creating environmentally sustainable practices in our purchasing, construction, energy use, and recycling activities. These practices are made highly visible to the College and local community to promote environmentally responsible personnel and corporate decision-making. Encompassed within the program are greening practices applied to landscaping and gardening on campus, the college cafĂŠ, and solid waste and water conservation management. The College strives to improve its sustainable policies and practices yearly.

Resident Degree Program 2009-2010 Academic Calendar & Deadline Dates Risk Management Review for IS Contracts and Senior Project Applications due to Risk Manager Fall Block 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 17, 2009 Fall Semester 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 17, 2009 Winter Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .November 20, 2009 Spring Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .November 20, 2009 Summer Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 16, 2010 Summer Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 16, 2010 Fall Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 16, 2010 Independent Study Contracts due to Advisors Fall Block 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 24, 2009 Fall Semester 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 24, 2009 Winter Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 4, 2009 Spring Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 4, 2009 Summer Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Summer Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Fall Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Senior Project Applications due to Advisors Fall Block 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 24, 2009 Fall Semester 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 24, 2009 Winter Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 4, 2009 Spring Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .December 4, 2009 Summer Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Summer Semester 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Fall Block 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 23, 2010 Degree Plan due to Advisors For May 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .November 6, 2009 For December 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .March 29, 2010 Petition to Graduate due to Registrar’s Office For December 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .March 27, 2009 For May 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .October 3, 2009 For December 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .March 12, 2010 RDP Faculty Retreats Fall 2009: Program Council Retreat: August 18, 2009 Program Retreats: August 19, 2009 Faculty Retreat: August 20-21, 2009 Spring 2010: Program Council Retreat: May 11, 2010 Program Council Retreat: May 12, 2010 Faculty Retreat: May 13-14, 2010

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Admissions Applying to Prescott College The Admissions Committee carefully considers all applications to the College, looking beyond the paperwork to see the individual who wants to be a member of our community. In addition to the admission criteria listed below we also consider a student’s potential for growth and success at the College. (See Common Section for Admissions Criteria)

Cost of Attendance Prescott College Educational Costs 2009-2010 (Also see Common Section-Tuition, Fees, Refund Policy) Tuition and Fees Per Term (Direct Costs) Tuition Student Activity Fee Recreation Fee Sustainability Fee Transcript Fee (one time) First term Orientation Fees (Equine Orientation (EOrientation) add $150) Camp Fee Total Direct Costs Total Direct Costs for EOrientation students Accident/Sickness Insurance (one year) Direct Costs with Insurance Direct Costs with Insurance and EOrientation Indirect Costs per term (vary given personal lifestyle choices)1 Room and Board Books Miscellaneious/Personal2 Transportation2 Total Indirect Costs Total Estimated Costs (add $150 for EOrientation) Total Estimated Costs w/Health Insurance (add $150 for EOrientation)

First Term $11,616 $100 $56 $50 First Term $50 $735 $215 $12,822 $12,972

Second Term $11,616 $100 $56 $50 Second Term 0 0 0 11,822

$482 $13,304 $13,454

$675 $12,497

First Term $3,000 $312 $624 $1,145 $5,081

Second Term $3,000 $312 $624 $1,145 $5,081

$17,863 $18,345

$16,903 $17,578

1. Students who do not have their own medical insurance will also incur a charge of $910 per year for the College insurance.

2. Students may also incur additional costs for transportation to and from Prescott and in association with extended field courses away from the Prescott Campus. The Financial Aid Office includes an assumed $2,200 in the Cost of Attendance budget for determining aid eligibility; individual experience may be more or less, based on specific courses taken. Additional costs are sometimes associated with adventure education, other field courses, and art courses. Certain courses that require extensive travel or extra accommodation costs are assigned an additional course fee. Food costs for field courses are usually shared with fellow students.

Personal camping and backpacking equipment is required for most field courses. Certain adventure educa­ tion courses require special personal equipment (e.g., cross-country ski boots, skis, or mountain bike).

Payment (See Common Section) Enrollment Status and Registration (See Common Section) Questions regarding enrollment periods, or any aspect of registration, should be directed to the Office of the Registrar.

Continuous Enrollment (See Common Section) Registration (See Common Section) Registration materials are available each term online several weeks prior to the next term. Students are responsible for knowing and following the policies contained in the registration materials.

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Enrollment Periods An enrollment period comprises a block and the subsequent semester. The fall enrollment period consists of fall block and fall semester; the spring enrollment consists of winter block and spring semester; and the summer enrollment consists of the summer block and summer semester. Students normally enroll in two enrollment periods each year, but may choose to enroll in all three. If a student is receiving federal finan­ cial aid he/she must check with the Financial Aid office regarding the number of enrollment periods for which financial aid can be distributed.

Full-Time Status and Part-Time Status RDP students registered for 12 or more credits in an enrollment period are considered full-time for tuition pur­ poses. Students registered for less than 12 credits in an enrollment period are considered part-time for tuition purposes. In assessing students’ eligibility for financial aid, however, 12-16 credits = full-time, 8 credits = half­ time, and 4 credits = less-than-half-time. Financial aid recipients are required to register for at least 8 credits in the term to qualify for aid.

Credit Load and Overload RDP Students are limited to 4 credits for each block and 12 credits for each semester. Students may petition to take 20 credits in a semester. Signatures of approval must be obtained from the student’s advisor and the instructors of all courses attempted in the semester. Students enrolled for more than 12 credits in the semes­ ter will be charged an additional fee.

Leave of Absence (See Common Section) Withdrawal from Prescott College (See Common Section) Readmission to Prescott College (See Common Section) ADP and RDP Admissions Process Students who wish to transfer from the RDP to the ADP or vice versa, must apply for admission to the new program and must meet the academic requirements of the new program in order to graduate. Tuition paid for one program may not be transferred to another program.

Consortium Agreements A consortium agreement allows a financial aid recipient to take courses at another school (“host institution”) and have those courses count toward their Prescott College degree, while receiving their financial aid through the College (“home institution”). The student must be enrolled in a degree program and must arrange to have an official transcript sent to the Prescott College Office of the Registrar at the completion of the course(s). All consortium agreements are arranged through the Financial Aid office.

Academic Definitions Roster for Courses Instructors are provided a roster of all students enrolled in their classes at specified dates for each enrollment period by the Office of the Registrar. Instructors are required to verify that students participating in the class are officially enrolled. A student whose name does not appear on an instructor’s roster is not officially enrolled and will not receive credit for the class.

Earning Credit (Also see Common Section, and Evaluation Process) The College undergraduate programs use the semester-hour system. Credit may be earned through courses and independent studies, which include teaching assistantships, internships, or courses taken at other colleges.

Lower Division vs. Upper Division Students receive lower division (LD) or upper division (UD) credit. Lower division study introduces students to general principles, basic methods, and processes of the subject area. LD courses are freshman and sopho­ more level and include all work at accredited two-year institutions. Upper division study involves a more detailed analysis, synthesis, and evaluation of subject theory. This may be a specialization in one area or a syn­ thesis of several areas of study. UD courses are junior-senior level.

Transfer Credit (See Common Section) 40

Learning and Evaluation At the College, students demonstrate their academic goals and achievements through learning contracts and portfolios, which convey an overview of the activities in which they have engaged, as well as the results of their efforts. To evaluate mastery of the material, the College uses a system of performance-based evaluations, con­ sisting of student self-evaluations combined with narrative faculty evaluations. Instead of distilling student progress down into a single letter grade, the 150-word narrative evaluations allow faculty to articulate the learn­ ing process, and the results, in detail. Students may also elect to receive a grade in each class.

No Credit Failure to complete a course or failure to attend a course for which a student is registered will result in no cred­ it for the course. Receiving no credit in a course modifies the credits earned but does not modify the credits attempted in a given enrollment period. This may adversely affect a student’s academic standing.

Incomplete Courses When extenuating circumstances prevent a student from completing the required work in a class, an incom­ plete (I) may be assigned. The following conditions apply: • An “I” may be assigned only if a student has completed at least 75% of the class requirements.

• An “I” is assigned by an instructor. The instructor will contract with the student regarding the work to be completed and deadline for its submission.

• The deadline for converting an incomplete to credit is the final day of the next term (summer excluded).

This one-term deadline applies whether or not the student is enrolled in the deadline term. The instruc­ tor may establish a deadline earlier than the College’s maximum deadline.

• Courses not completed by the maximum deadline will automatically receive no credit (NC).

Change of Evaluation A student may request an evaluation change by petitioning the RDP dean and the appropriate instructor.

Changes may include the following: lower division to upper division, letter grade to credit, credit to letter grade, incomplete to credit/letter grade, no credit to credit. If the RDP dean and instructor grant the request, the instructor must submit a signed change of evaluation form to the Office of the Registrar. Requests for an eval­ uation change must be made within one enrollment period from the end of the course. A request after that time period will not be granted without approval of the Exceptions Committee.

Academic Structures and Milestones Orientation Wilderness Orientation has been a Prescott College tradition for more than 30 years and is the common thread shared by all Resident Degree Program students. Groups, experiences, and routes are available that are designed for all abilities, experience levels, and comfort zones. For most students Orientation consists of an extended three-week wilderness hiking expedition to an area such as the Grand Canyon or Southwestern moun­ tains and canyons for backpacking and camping. Groups travel with the highest regard to safety and with an awareness of the experience as a true expedition. All group members share in the teaching of basic ecological concepts of local flora, fauna, landscapes, and the peoples inhabiting the area, both past and present. A com­ parable “group immersion” experience in a base camp at the College’s Walnut Creek Field Station is available for people with limiting factors that prevent them from hiking in remote settings. All Orientation groups have an “immersion” experience in common and live together in a group for three weeks.

Based on the Vision Quest rite of passage model, Orientation provides students the opportunity to cross over from being non-students to students or from high school to college students, and incorporates a three-day solo with a fasting option. The mission is to welcome new students to the College, guiding them through the philoso­ phies and processes of the College by using experiential education, community building, and self-direction in the remote natural environment of the Southwest. Academics are a key element of Orientation. During the course, each student is required to give two presentations to the group. Along the way, students also learn about how to keep portfolios and construct a learning contract. They learn about natural history and how to live and travel comfortably and safely in the backcountry, and they are prepared for the College academic process.

Orientation also encourages the development of pertinent skills, such as self-direction, which can be applied to all course work at the College. No other college or university offers its incoming class of students an experience as memorable and exciting as Prescott College’s Orientation.

During the three-week program students: • Experience the Southwest in a deep and direct way 41

• Are introduced to the Prescott College method of education, which emphasizes collaboration and team­ work, self-direction, and experiential (learning by doing) education • Meet a small group of other new students who often become life-long friends • Better understand the College commitment to environmental ethics, reverence for nature, and responsi­ bility to the planet • Learn and review basic outdoor techniques and skills, compass navigation, first aid, and environmentally sound, low impact camping • Share in the teaching of basic ecological concepts of local flora, fauna, landscapes, and the peoples inhab­ iting the area, both past and present All of the orientation programs focus on teamwork, self-transformation, and empathy and on personal attrib­ utes such as self-reliance, cooperation, self-motivation, integrity, and perseverance. These characteristics are necessary to fulfill the College’s central philosophy of experiential education and self-directed learning.

Navigating the Program A student’s first year at the College is time for building a solid academic foundation. New students usually par­ ticipate in introductory classes or structured field projects, working closely with faculty members and advisors.

New students generally develop their schedules from the published schedule of courses. After building a solid academic foundation, students move on to advanced work. They assume increased responsibilities and pursue a broader range of learning experiences, including independent studies, internships, and other off-campus proj­ ects. Students also have the opportunity to work with faculty in tutorial relationships, often serving as teaching assistants, co-researchers, or expedition leaders.

Advising Each new student is assigned an advisor upon admission to the College. The primary function of the advisor is to provide academic guidance as the student begins to plan and implement a program of study. It is also com­ mon for advisors to offer their advisees personal and academic support, general advice, and a mentor experi­ ence. The advisor must sign each student’s registration form each enrollment period indicating that the advisor has seen the intended course of study and has discussed with the student how selected course work fits into a comprehensive plan. The advisor also maintains a continuing record of the student’s work and conducts peri­ odic academic reviews. The student shares responsibility for maintaining contact with her/his advisor. It is important that a student’s advisor is a person with whom the student can communicate easily. Advising needs include academic progress, career goals, personal feelings, living skills, individual learning methods, etc. The advisor automatically serves as the chair of the advisee’s individual graduation committee.

A student may change advisors by completing a change of advisor form (available in the Office of the Registrar) and obtaining the signatures of both the former advisor and the new one.

During the fall and spring semesters, RDP maintains an advising center where faculty from each academic pro­ gram are available to assist students with academic issues. The advising center serves students whose regular advisors may be unavailable due to an extended field trip, illness, sabbatical absence, etc. In such cases the fac­ ulty member in the advising center from the relevant program area can sign documents such as registration forms, independent study contracts and degree plans in lieu of the advisor. The advising center also provides a convenient venue for students who require advice from faculty members representing different program areas.

The advising center is housed in the Ironwood Building, Room A. Advising assistance is generally available Monday through Thursday. Hours for individual faculty members are listed in the advising center.

Field Stations and Educational Partners; Consortium Exchange Opportunities Consortium Exchange Opportunities Prescott College is a member of two major college consortia that provide opportunities for students to experi­ ence vastly different campus cultures and different political and social milieus, live in different geographical regions, and develop a rich comparative intellectual perspective via temporary student exchanges.

The Eco League, a five-college consortium of schools that includes Alaska Pacific University, Green Mountain College, Northland College, and College of the Atlantic, was created in 2003. All the colleges share similar mis­ sions and value systems based on environmental responsibility, social change, and educating students to build a sustainable future. Among its many functions, the Eco League provides for students and faculty exchanges and serves as a medium for cooperative environmental education and activism.

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Prescott College also is a member of the Consortium for Innovative Environments in Learning (CIEL), an eleven-college consortium of so-called “alternative” colleges and universities: Alverno College, Berea College, Daemen College, The Evergreen State College, Fairhaven College at Western Washington University, Gallatin School of Individualized Study at New York University, Hampshire College (a member of the five-college con­ sortium, which includes Amherst College, Smith College, Mt. Holyoke College, and the University of Massachusetts–Amherst), Johnson C. Smith University, New College of Florida, and Pitzer College (a member of the Claremont College, a college consortium located in Southern California that also includes Pomona College, Claremont Graduate University, Scripps College, Claremont McKenna College, Harvey Mudd College, and The Keck Graduate Institute).

Prescott’s stand-alone student exchange relationships include: Telemark College in Norway, the ECOSA Institute (an ecological design institute located in Prescott, Arizona), the SOS Conservation Project, Institute for Village Studies, and Sail Caribbean.

Field Stations Kino Bay Center for Cultural and Ecological Studies in Bahía de Kino, Sonora, Mexico Located on the coast of the Gulf of California, the Kino Bay Center sits amid the diverse Sonoran Desert on the coast of the Midriff Island region of the Gulf of California, an area rich in marine habitats, seabirds, marine mam­ mals, fish, mangrove estuaries, and other coastal flora and fauna. With our relationships with the local Mexican fish­ ing community and the Seri Indian village, we are able to explore a variety of marine environments, study human interactions with the sea, and participate in cooperative marine conservation research projects.

Walnut Creek Center for Education and Research Walnut Creek Station is run through a collaborative partnership between the College, Yavapai College, Sharlot Hall Museum, Northern Arizona University, and the Prescott National Forest. The 250-acre site, located in the national forest approximately 15 miles north of Prescott, is used for classes, meetings, and a variety of long- and short-term research projects.

Jenner Farm and Prescott College Gardens The College’s experimental farm is dedicated to education, demonstration, and research in agroecology. In addition to farm-scale studies at Jenner Farm, the College campus has numerous garden plots used for agroecology and plant breeding courses, and for food production for the College’s Crossroads Café.

Course Contract Forms A course description that has been approved by the RDP Program Council is provided by the instructor and is used as a basis for writing a learning contract. The contract should include a statement about the educational goals and objectives relative to that particular study, as well as a set of activities. The goals and objectives are to be viewed as the learning outcomes to which the student and instructor agree. Activities are the experiences and processes by which the goals and objectives are reached. Evaluative criteria include the specific require­ ments used for evaluation.

Course contracts should be completed for each course at the start of every block or quarter. Completed copies are submitted to the instructor, the student keeps a copy, and a third copy may go to the advisor.

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Contracts emphasize and encourage the process of learning.

Contracts allow students to adapt educational experiences to their own needs and previous learning.

Contracts clarify what learning is to take place and illuminate a path to follow.

Contracts clearly communicate faculty expectations.

Contracts prompt students to take responsibility for their own learning and become self-directed.

Contracts encourage accountability on the part of students and instructors.

Education Portfolio The Prescott College portfolio, also called a learning journal, is usually presented in written form. It provides the method by which a student organizes personal and academic experiences coherently. The material con­ tained in the portfolio provides a basis for evaluation and feedback to the student from others.

The portfolio is primarily a teaching and learning tool, as well as a means of documenting the learning process.

Consequently, most faculty members require students to maintain a “working” portfolio for each course. The content and nature of course portfolios vary considerably. The individual course portfolio and other materials, 43

such as personal journals, statements of learning goals and objectives, essays, exams, photographs, drawings, let­ ters, awards, etc., become part of the student’s overall cumulative portfolio.

While the format of the portfolio may vary from student to student, it should be far more than a mere scrapbook or collection of lecture notes. Instead, the portfolio should express the student’s independent thought and develop­ ment as experienced through each activity. The document should also reflect an integration of learning, experience, and personal perspective in ways that effectively communicate the student’s growth to others.

The student’s portfolio is retained by the student and serves as an interactive channel between the student and the academic community to show evidence of growth and experience, as well as academic achievement.

Evaluation Process Each narrative evaluation includes the following: 1. A course description that thoroughly explains to any reader the material covered, the expectations regarding student performance, the time involved, the methods used, and the evaluation process for the course. Careful explanation of the course description may determine how comparable it is to another institution’s course offer­ ings. The course description submitted with the contract can be used for credit transfer purposes.

2. The student provides a personal assessment of the work completed. This should be a summation of the on­ going self-evaluation contained in the student’s portfolio. The student should arrange to meet with instruc­ tors at the end of the enrollment period so they may assess the outcome of the work done. The student eval­ uation should explicitly state what the student accomplished and how well it was accomplished. The evalua­ tion must be submitted electronically using the Narrative Evaluation form available online.

3. The instructor formally reports the extent and quality of the student’s learning via a faculty evaluation. This evaluation indicates specific work the student did while participating in the course, the quality of the student’s work (especially as related to the student’s personal goals), and suggested areas for improvement or direction.

An upper-or lower-division credit designation is also assigned. Instructors may award no credit if a student has not submitted sufficient material for evaluation or has not participated in the course.

4. For Writing Emphasis courses, the instructor will comment on writing proficiency in the narrative evaluation.

Electronic Narrative Evaluation Deadlines Instructors electronically submit narrative evaluations to the Office of the Registrar via the narrative evaluation form available on the College’s website. Electronic evaluations are due three weeks after the last day of the course. Student self-evaluations submitted after the deadline will only be accepted if approved and submitted electronically by the instructor.

Students receive copies of their narrative evaluations after credits and narrative evaluations have been post­ ed to their academic records. Once posted, narrative evaluations are emailed to the students’ Prescott College email addresses.

Independent Study Contracts (See Guidelines for Approval) Students are encouraged to take an active role in the design and implementation of their learning. Independent studies are courses of study designed largely by the student, in cooperation with one or more faculty members. An independent study should be an intense academic undertaking involving the student deeply in the subject matter.

It is designed as carefully as a regular course and involves responsible participation from the student and the instructor. This type of study is limited only by the imagination and expertise of the participants. Independent stud­ ies can be individual, or group, involving several students in a seminar, a research project, or a community service effort. All students must complete at least one independent study and a senior project to graduate.

Students are involved in directing and individualizing their learning through writing a contract for each inde­ pendent study. Students and instructors negotiate objectives, activities, and criteria for evaluation. The contract writing process is integral to the College’s educational philosophy for a number of reasons. Contracts enable advisors to monitor independent study and activities. In addition, sections of the contract become part of the student’s permanent transcript; therefore, it is important that all contracts be well planned and clearly written.

Independent study contract forms are available on the college’s website.

Independent Studies – Guidelines for Approval 1. Completed independent study contracts should be submitted to the Office of the Registrar by the independ­ ent study contract due dates posted on the College website (http://www.prescott.edu/students/rdp/impor­ tantdates.html) and in the Student Handbook. Students should plan enough advance time for the instruc­ 44

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tor and advisor to review and sign the proposed study. (No independent study contracts will be accepted after the due dates.)

Students in their first enrollment period may not register for an independent study.

The proposed independent study may not duplicate a regularly scheduled course unless the student can demonstrate an urgent need for the study as a requirement for graduation. If such an exception is granted, every attempt should be made to have the independent study instructor be the instructor of the regularly scheduled course. Rarely will an independent study be approved that duplicates a regular course, especially if the course is scheduled for the same academic year in which the independent study is being proposed.

There should be a solid rationale for the proposed independent study. While an independent study may fall outside the competence or breadth areas, it should make sense in the context of the student’s overall program of study. The advisor is the principle resource for the student in determining how independent work might make the student’s program stronger and more interesting.

The independent study should be credible and valid from an academic standpoint. An independent study is an opportunity for a highly creative, and perhaps unorthodox, academic investigation. The content and learning processes of the independent study are meant to be at least as rigorous as classroom-based learning.

The intensity of the instructor-student relationship during independent work necessitates a comfortable rapport between the individuals involved. The first choice for an independent study instructor should be a regular faculty member who is qualified and available, and with whom the student is comfortable. If no regular faculty members meet the criteria, an adjunct instructor may be used.

All adjunct instructors must provide documentation of their qualification to teach the proposed independent study before the contract will receive final approval. Documentation should include a current résumé or cur­ riculum vitae. The use of an adjunct for an independent study must be approved by the advisor.

For a 4 credit study, students are expected to complete approximately 180 hours of work. A student on campus should meet with the instructor one to three hours each week for a semester class and two to five hours each week for a block class. If the student is a nonresident, the meetings will take place at the begin­ ning and end of the study. Additional phone consultation or email correspondence during the semester or block is also expected. A study log should be included in the student’s learning portfolio.

The College shows respect for other cultures by educating students to be sensitive to, and aware of, intercul­ tural issues. Students planning studies involving intercultural contact must have received credit for a class incorporating intercultural issues, or demonstrate cultural sensitivity needed to succeed in the proposed study These requirements help students have a successful experience while being sensitive to the host culture.

Documentation is required as part of the independent study contract (available online).

Independent Study – Approval 1. Each step of the approval process must be completed before going to the next step.

2. A student who is planning to conduct independent study may register for an independent study during the formal registration period with or without a contract.

3. The fully executed contract must be submitted by the posted deadline. If not, the student is dropped from the course.

4. A student may add an independent study after the deadline and until the end of the drop/add period only with a fully executed contract.

5. The student submits the independent study contract and, if required, the approved risk management review and intercultural forms, to the advisor.

6. Independent studies are approved by the student’s advisor.

7. The Office of the Registrar accepts the proposed independent study contract if it is properly completed and signed. The student attaches any additional documentation such as adjunct credentials and approved intercultural forms and risk management forms.

8. Independent studies do not have course budgets or access to College vans or equipment such as stoves, tents, or other outdoor gear.

Independent Study – Risk Management Forms to be reviewed by the Risk Management officer must be submitted to the Risk Manager one week before the independent study deadline. (See Calendar) To simplify and clarify the process whereby the College assesses the potential risk to students and legal risk (vul­ nerability) to the College, the following descriptions and guidelines are presented. Off-campus independent stud­ ies and senior projects that require review are commonly approved only if they meet specific criteria. Projects requiring review can be divided into the following types, each carrying varying levels of potential risk: 45

Foreign travel or educational exchanges in foreign countries.

Examples: History of Art in Europe; Spanish Intensive in Hermosillo; Sonora; Comparative Agroecology in

Costa Rica; Outdoor Education Institution in Scandinavia; or Hemp Production and Politics in Canada.

Criteria – Many variables influence potential risks to students engaged in foreign study. These variables include the student’s judgment and cultural sensitivity, region of the world, gender, activities, supervision, travel plans, mode of travel, whether the student is alone or not, etc. Foreign studies are reviewed on a case-by-case basis. The better the study is planned, prepared for, and structured, the more likely it will satisfy the risk manager’s review. The risk manager does not approve studies taking place in regions of political upheaval or war, or in areas where Americans are generally treated with hostility. Your mentor for the study should be prepared to vouch for the safety of the project.

Human services independent studies that involve direct face-to-face contact or phone contact with clients require malpractice insurance.

Examples: Work in group homes, shelters, community agencies; individual, group, and relationship counseling situations; and crisis hotlines.

Courses, internships, or jobs in which a reputable institution (other than Prescott College) con­ ducts field activities and takes responsibility for risk management.

Examples: Internship with Colorado Outward Bound, Sierra Club internship at Claire Tappaan Lodge, work experience with naturalists at large, internship with Utah Avalanche Forecast Center, Wilderness Emergency Technician training with SOLO, Arctic Cod study with Scripps Institute, program develop­ ment for special populations with Breckenridge Outdoor Education Center.

Criteria – Risks associated with these studies are managed by the sponsoring institution. The College assess­ es the institution’s reputation. Students must present the committee with a letter of acknowledgement of the scope, responsibilities, and duration of the study, and a statement that the student and the actions of the stu­ dent are covered by the institution’s liability insurance. We also require that a copy of the cover sheet (show­ ing the limits of liability coverage) of the institution’s insurance policy be sent to the College. This documen­ tation is attached to the independent study contract form and filed in the Office of the Registrar.

Field-based studies or research projects involving limited and specified non-technical back-

country travel.

Examples: Fire ecology study on Mesa Verde, snow distribution adjacent to clear cuts on Apache

National Forest, or gap analysis study of Pronghorn habitat on the Navajo Army Depot.

Criteria – These projects are assessed with respect to field site locations, communication in the event of an emergency, sampling methods, appropriateness of the activities involved, and outside support. These project are approved when they are deemed sensible and of low potential risk. Otherwise, they are either rejected or conditionally approved with specific stipulations added.

Group independent studies involving wilderness travel in nontechnical, possibly remote, terrain.

Examples: Orientation route reconnaissance in Sycamore Canyon, wild and scenic criteria survey in Grand Canyon National Park, or integrated geographical study of the Colorado Plateau on mountain bikes.

Criteria – Suitability of the activities for the group involved, emergency communication, and support are the primary safety considerations for these types of studies. The standard of rigor encountered on Wilderness Orientation is used as the upper limit of acceptability. Therefore, students engaging in such independent studies must demonstrate commensurate outdoor skills, maturity, and judgment. Solo trav­ el is not permitted and a minimum group size is generally three students.

Technical activities in compliance with the Activity Specific Guidelines contained in the Faculty Field Manual and conducted under on-site supervision of an approved Adventure Education faculty member(s).

Examples: Big Wall climbing techniques, whitewater kayaking instructor’s practicum, or avalanche study of San Francisco Peaks.

46

Criteria – Independent studies involving technical activity require supervision by a designated member or members of the Adventure Education Program faculty or other qualified faculty members. The Risk Manager is responsible for approving the suitability of these studies, the proposed activities, and the qual­ ifications of the supervising faculty member(s).

Independent studies involving the following types of activities will not be approved: • Solo travel in remote locations (more than an hour’s hiking distance from a communication point).

• Internships with institutions that do not carry liability insurance to cover students and students they may be teaching.

• Unsupervised technical activities or technical activities supervised by unapproved faculty members.

• Activities of any sort deemed inappropriate for the level of competence or maturity of an individual, group, or member of a group.

• Any activity for which the College feels unable or unprepared to assess the level of risk.

• Activities in which regular and periodic communication between students and a College approved facul­ ty representative cannot be assured.

Math and Writing Certification Math and writing are basic learning skills and, as such, are part of the degree requirements at the College.

Before new students arrive, the Registrar reviews every student’s transcripts to determine if they have fulfilled the math certification and/or writing certification part I based upon the criteria set forth.

Math Certification Math certification must be completed prior to enrolling for your senior year.

Students may satisfy the Math certification requirement in one of four ways: 1. Successful completion of any mathematics course at the College. [Exception: Math Skills Review and Statistics for Research do not satisfy the requirement.]

2. Successful completion (“C” or better) of a college-level (College Algebra or higher) mathematics course taken at another regionally accredited college or university. Other college-level mathematics courses may satisfy the math certification requirement pending review of course descriptions.

3. Successful completion (“C” or better) within five (5) years of entering the College of a Pre-calculus or Calculus course taken in high school.

4. A qualifying score of four (4) or better on the Advanced Placement (AP) Exam in Calculus.

Writing Certification I: Basic College-level Writing Proficiency • Writing Workshop at P.C.; equivalent course at another accredited institution (C or better); A score of AP 3 or higher in AP English; In rare instances, a Prescott College faculty mem­ ber may nominate a student who possesses exceptional writing skills to take a certification exam.

Writing Certification II: Three Courses Designated “Writing Emphasis” • •

At least one of these courses must be in the competence. WE courses may be LD or UD. WCI is a prerequisite or co-requisite for a WE course.

A maximum of two courses from another accredited institution could potentially be transferred in, based on successful completion (B or better) and review of course description to document that formal writ­ ing was a significant component of the course. The course must be sophomore level or higher; English 102 or equivalent first-year seminar or course would not meet this requirement. If this course is obvi­ ously a literature course or a discipline-specific writing course, the Registrar may record the credit before the student enrolls. If additional consultation is required, the advisor and/or a writing & litera­ ture faculty member would have the authority to review and approve these transfer courses.

Writing Certification III: Upper-Division Research Paper Writing Certification Research Paper, written in UD course/IS in the competence or breadth area (same requirements as the current Writing Cert II Paper). The WCIII can be written in the context of one of the three WE courses or the WCIII can be negotiated in a different course or IS contract with a faculty member or approved instructor. The WCIII must be completed before beginning the senior project.

Explanation of Writing Emphasis (WE) Goal of WE classes: Students will write well and appreciate good literature and writing within their fields.

47

Objectives of WCII: • Students will practice the skill of analyzing the technical merit of disciplinary literature in multiple disciplines.

• Students will practice writing skills appropriate to multiple disciplines, as determined by faculty member(s).

• Students will develop their writing skills through multi-draft writing assignments (peer reviewing is encouraged as a means for students to develop editing skills and improve their own writing).

• Students will receive feedback about their writing from faculty throughout the course and in the final evaluation.

A given WE class may not meet all of the WCII objectives Guidelines for WE courses: • Faculty evaluation in any writing emphasis course includes an evaluation of the student’s writing and feedback on writing throughout the course.

• Designated courses incorporate multi-draft writing assignments.

• It is up to the advisor and student to work together to ensure a balance of literature and technical writing skills within the competence area.

• Ideally, 33% of the campus-based classes within each program will be WE. • Faculty teaching WE classes will be given the freedom to design their classes in ways that achieve the WE objectives; a recommendation, not a requirement, is a minimum of two writing assignments per course and a minimum of 15 pages of formal writing [i.e. polished writing in the style of a par­ ticular discipline(s)].

• WE classes must be taught by appropriate faculty member or instructor.

• Peer review work (suggested).

• Faculty may require WCI as a prerequisite for any WE course.

• A literature course offered through any of our academic programs may qualify as one of these courses. * * Other examples of possible WE courses, in addition to those offered in Arts & Letters: Nature’s Voice: Reading and Writing About Natural History; Ideologies of Nature; World Religions; Holy Books

Writing Certification III: the Research Paper The following requirements and guidelines apply to the writing certification III research paper, which will be included in your permanent file. Please see the Writing Certification: Questions and Answers section for information about writing certification I, writing certification II, writing emphasis courses, deadlines, and other issues related to the writing certification requirements at Prescott College. (Note: Although the writing emphasis courses requirements apply only to students entering fall 2007 or later, the requirements and guidelines below apply to all Prescott College students. (Students who entered the College prior to fall 2007 should consult with their faculty advisor about meeting new requirements.)

Minimum Requirements Type of Writing: The paper must be a thesis-driven research paper.

Upper Division: The paper must be written in the context of an upper-division Prescott College Writing Emphasis (WE) course or independent study in your competence or breadth area.

Research/Documentation: The paper should reflect the correct documentation style (e.g., MLA, APA, Chicago Style, etc.) as well as the appropriate research methods for the content area.

Consult with your faculty mentor if you have questions. Typically, formal research requires you to use and evaluate a variety of reliable sources, including juried periodicals, books, and juried internet sites (e.g., using journal databases like EBSCOHOST). Most faculty members will ask you to include an annotated bibliography or appendix, indicating the sources you consulted and your research methods.

Faculty Evaluation: The paper must be evaluated by a member of the PC Faculty, an Instructor, or a Visiting Instructor. In some cases, when the content area is appropriate, a Prescott College librar­ ian may serve as the mentor. Adjunct faculty members are not responsible for the WE courses or for Writing Cert III papers.

Length: The paper must be at least 2500 words in length, excluding bibliography, appendices, and works cited pages.

Cover Sheet/Where Final Draft Goes: The appropriate Writing Certification III cover sheet (in 48

Registrar’s Office) signed by the faculty mentor, must be attached to a final copy of the paper. The paper must be turned into the Registrar, where it will then be placed in your permanent file.

Deadline: Your paper must be approved and on file before you submit your Senior Project Application.

Additional Guidelines • We encourage you to complete your Writing Certification III paper well before the deadline.

Failure to meet the deadline will result in a delay in your graduation.

• It is typical for a Writing Certification III Research Paper to go through numerous drafts before it meets satisfactory standards. Plan ahead and allow your mentor plenty of time to work with you on the paper. It is unacceptable for you to ask your mentor to do a rush job or to pressure your men­ tor to approve the research paper so that you may meet a deadline.

• The research should reflect a thorough investigation of the subject matter. Some mentors and pro­ grams may have special research requirements (e.g., a print-out of your full literature search, a min­ imum number of sources, etc.). Regardless, the College encourages a combination of primary and secondary sources (including books, periodicals, and internet sources).

• Your paper should be free of grammatical and stylistic errors and exhibit upper-division competence in writing. It should also reflect a senior-level ability to analyze, synthesize, and do research in your competence or breadth area.

Graduation Requirements A Unique College – A Unique Graduation Process In 1966 the College was established to be “The College for the 21st Century.” The founders created an education­ al philosophy aimed at producing the leaders needed to solve the world’s growing environmental and social prob­ lems. Self-direction, experiential learning, interdisciplinary and problem-oriented curriculum, and commitment to high ethical values were the foundations of the new College curriculum. Graduation would be based on demon­ stration of competence and breadth of learning, rather than simply on an accumulation of credits.

In the ensuing years, we have expanded and built upon that philosophy. Today, graduation from the College requires that a student choose the areas to be studied, design an individualized graduation program, learn the historical and theoretical foundation of the fields studied, understand the literature, gain skills and apply them to real problems, address the central ethical issues of our day, and demonstrate this learning before being awarded the Bachelor of Arts degree. In contrast to conventional higher education practice, a student does not graduate from the College simply because he/she has followed a required course list, attended classes for a certain number of years, or accumulated specified credits.

The RDP curriculum is designed to graduate students who demonstrate: 1. Competence in areas of study and their application to real-life situations 2. Breadth of knowledge beyond major areas of study 3. College-level skills in mathematics and quantitative analysis, and in written, oral and interpersonal com­ munication 4. Analytical skills and creativity necessary to identify problems; to find appropriate, relevant information resources; and to develop solutions 5. Self-directed learning and effective collaboration 6. Ability to engage in rigorous disciplinary and interdisciplinary inquiry that integrates theory and practice 7. Integration of emotional, social, aesthetic, kinesthetic, spiritual, scientific and intellectual approaches to understanding 8. Sensitivity to and understanding of their own and other cultures 9. Sensitivity to, understanding of and ethically responsible participation in social and ecological systems 10. Awareness and appreciation of their unique talents and responsibilities to contribute to positive change As students progress through the graduation process, it is important for them to keep this mission and philos­ ophy in mind. Students are encouraged to think of every aspect of the graduation process as an opportunity to grow intellectually, emotionally, socially, and spiritually, and to demonstrate that growth. The processes and the documents described below are intended to guide students through a graduation experience that will be a true expression of their educational achievement, and to enable students to be successful in designing and pursuing their own graduation program.

Credits required to earn a Bachelor of Arts degree from the RDP: 124-128 semester credits 49

Designing a Study/Graduation Program: Choosing courses and independent studies (IS) When students first enroll at the College, they work with their advisor in planning their program of study. Students have the opportunity to explore different areas of interest and to design their own competence (major) and breadth (minor) areas, within the parameters outlined in this guide, and with the help and approval of their advisor.

Each program provides advising documents, available on the College Web site, which outline requirements for com­ petence and breadth areas. Some program areas grant considerable latitude in formulating degree plans that fulfill individual needs and interests. Other highly specialized program areas have more prescriptive competence and breadth requirements. Students may also choose to pursue studies that are not outlined in the advising documents.

Selecting a Graduation Area A period of exploration is encouraged for first-time college students. It is important for students to select their ten­ tative competence and breadth areas by the end of the second year. Students with two or more years of transfer credit are strongly encouraged to select competence and breadth areas as soon as possible. Advising documents assist students in developing competence and breadth areas. Many single discipline and interdisciplinary compe­ tence and breadth areas are clearly described in these documents. Other interdisciplinary competence and breadth areas may be created. In these instances, students create a new interdisciplinary field, which combines two or more disciplines through a unique synthesis. This is the most challenging option. Students must define a new area of study, by seeking the advice of faculty members who are interested in the issues being addressed.

A competence has to have coherence and structure. It must contain the elements and sequence of learning need­ ed for a student to become competent at the B.A. level. Breadth areas, though less substantial, must also have coherence and structure. To guide students in developing effective competence and breadth areas, the faculty members have approved format options, as well as qualitative and quantitative standards. Students must be enrolled a minimum of two years at the College (16 4-credit courses) to fulfill the residency requirement.

The purpose of the following timeline and checklist for graduation is to aid students and advisors in seeing the whole graduation process at a glance.

Timeline and Checklist for Graduation This timeline and checklist is designed to help students plan a realistic schedule/calendar and to make their individual graduation committee (IGC) aware of the steps necessary for graduation.

STEP 1. Read “How to Graduate from the College” (section 8 of the Student Handbook). Considerations – It is very important to start planning early – upon arrival at the College, if possible. Graduation programs require good planning.

STEP 2. Meet with advisor. Choose tentative competence and breadth areas, review the relevant advising doc­ uments, and consult with a faculty advisor. Pick up your study log at the Office of the Registrar.

STEP 3. Select IGC members. Recruit members for the individual graduation committee (IGC), which includes a student’s advisor, and a second faculty member in one’s competence or breadth area. It is recom­ mended, but not required, that another student serve on the IGC. STEP 4. Writing Certification I. Complete writing certification I prior to submitting degree plan.

STEP 5. Complete a degree plan(DP). Before beginning this document, students are required to attend the degree plan workshop, hosted by the RDP dean’s office. With the IGC, write the degree plan and submit it to your advisor for review by programs. Considerations – See the College’s academic calendar for appropriate deadlines. It is often necessary to revise and resubmit the degree plan to your advisor until approved. Attach a current study log. You must complete a degree plan 18 months prior to your intended graduation date.

STEP 6. Submit Degree plan. File approved degree plan with the Office of the Registrar and keep a copy for your records. Writing Certification I must be completed prior to submission.

STEP 7. Writing certification II consists of three writing emphasis (WE) courses that students must complete before they graduate, and ideally before they begin their senior project.

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STEP 8. Writing Certification III. The writing certification III research paper, usually written in an upper-division WE course in the competence or breadth area, must be completed, approved, and on file before students submit their senior project application. (See complete writing certification guidelines in Section 5 of the Student Handbook) STEP 9. Finish math requirements, complete math certification prior to final term. Students will be enrolled in a math certification course their final term if they have not completed this requirement by this deadline.

STEP 10. Complete Senior project application (SPA), contract and final degree plan. Before beginning this document attend a SPA planning workshop, hosted by the RDP dean’s office. With IGC, develop SPA. Secure IGC approval. Begin this process a term in advance of the deadline, as this is a multi-draft document. Attach a final degree plan.

STEP 11: Final Degree Plan. The SPA includes a “revised” degree plan. Students must have their IGC approve any amendments to their original degree plan and submit these amendments with the Senior Project Application.

STEP 12. Submit SPA to your advisor for approval. Refer to the College’s academic calendar for appropriate deadline. Generally, students register for their senior project in their last term. The writing certification III research paper must be on file before students can turn in their SPA. STEP 13. Complete any remaining requirements. Senior projects may not count toward WE requirements.

STEP 14. Complete senior project and self-evaluation.

STEP 15. Graduate. File a graduation petition with the Office of the Registrar the enrollment period prior to graduation.

Degree Plan Developing a degree plan and submitting it for evaluation At this stage, students will: 1. Recruit their individual graduation committee (IGC).

2. Meet with their IGC to produce the degree plan.

3. Submit their IGC-approved degree plan to their advisor who forwards the plan for program evaluation.

4. File the plan with the Office of the Registrar when fully approved.

5. Plans must meet certain qualitative and quantitative standards, which are explained in this section and in program advising documents (available online). Most importantly, plans should reflect students’ interests and needs.

The purposes of the degree plan are to allow individualization of graduation programs, to encourage planning, to provide feedback needed to improve quality, and to help students fulfill graduation requirements. Since each student designs a degree program, the College provides this quality control process to assure that each student’s program meets competence-based and liberal arts standards. Since changes often occur after a degree plan is filed, a process is available to approve subsequent changes.

Students must file an approved degree plan with the Office of the Registrar 18 months (three enrollment peri­ ods) before their intended date of graduation. The degree plan helps faculty guide students in choosing class­ es for their last three enrollment periods. Consult the College’s academic calendar for deadlines.

It takes time for students to put together their plan and have it approved by their IGC and the program facul­ ty. Students should form their IGC at least two and one-half years before their intended graduation date (two years for transfer students). Graduation will be delayed if the plan is not filed with the Office of the Registrar by the deadline for the intended graduation date.

Degree Plan Workshop Prior to submitting a degree plan, all students are required to attend a degree plan workshop and a degree plan fair. Degree plan workshops are held twice per quarter. The degree plan fair is held once per quarter.

This workshop serves several functions: It orients students to the intentions/purpose of a degree plan, aids students in identifying appropriate IGC members, directs students to advising documents on the Web site, and helps students begin their first draft of the plan so that their conferences with the IGC will be more 51

efficient and constructive.

Forming an Individual Graduation Committee (IGC) An IGC consists of the student, the student’s advisor, and another full-time faculty member. It is the student’s job to recruit the members. Students are encouraged, but not required, to include a peer on the committee.

Students should exercise judgment in these choices since the IGC has an important role in advising, giving pre­ liminary approval to all graduation documents, and supporting the student if problems arise. Students should choose members who have the academic interests and experience to help them with the competence and breadth areas they have decided to pursue. Students may not select persons with whom a conflict of interest through a dual relationship might exist (e.g., partner, best friend, relative, etc.). Advisors have final authority in approving all individual graduation committees.

Designing a Degree Plan: Competence and Breadth Areas It is the students’ responsibility to design competence and breadth areas to meet their interests and needs.

However, over the years, as students and advisors have worked to produce effective programs, advising doc­ uments have been developed. They are intended to aid in creating quality programs. Students who design a unique program must define their graduation area and effectively document their proposed coursework.

Preliminary approval of the degree plan rests with the IGC; final approval rests with the faculty.

Qualitative Standards In the competence area, the plan must contain courses and independent studies that prepare the student to demonstrate competence in that particular area. Whether the competence area is in a traditional field, is inter­ disciplinary, or is in an original field developed by the student, each one will have a mix of theory, applied work, field study, studio work, and a senior project.

The degree plan must list courses and independent studies that prepare the student to demonstrate litera­ cy, methodology, application, interconnection, personalization, and demonstration of competence in his/her field of study. As students design their degree plan and write their brief competence description, they should carefully examine the criteria that they will be asked to address in their senior project application.

(See Senior Project section) The breadth area(s) may support the competence area(s). In no case should the competence and breadth areas be so closely related as to contradict the concept of a liberal arts education. If the competence area is not of an inter­ disciplinary nature, then the breadth area(s) should demonstrate the student’s ability to do interdisciplinary work.

Liberal Arts

Unlike most liberal arts colleges and universities, Prescott College does not have many core requirements.

However, students must remember that the degree plan should reflect not just competence and breadth, but also, in both its content and methodology, a sound liberal arts education. Students are encouraged to carefully examine the definition of liberal arts, consulting the definitions in the senior project application section, as they design their degree plan with their IGC. Students will be asked to write a brief description of their liberal arts work on the degree plan and a more comprehensive liberal arts statement for their senior project application.

Quantitative Standards and Format Options The RDP faculty has set minimum standards for the number of courses (or full-course equivalents) that will constitute competence and breadth areas. Minimum standards have also been set for the overall degree plan.

These minimum standards provide a baseline; however, most students’ graduation programs exceed the mini­ mum. All programs must emphasize a broad educational experience. Students may only use the coursework for which they received a satisfactory evaluation (“C” or better, “pass,” credit”, etc.).

• The standards for degree plans depend on how long students are in residence at Prescott College.

• For student in residence a full four years, the minimum is 32 course equivalents and 128 semester cred­ its.

• For transfer students with two years of transfer semester coursework, the minimum is 36 courses equiv­ alents and 124 semester hours outlined as follows o Two full years at Prescott College = 16 courses and 64 semester credits o Two full years of semester transfer = 20 courses, 60 semester units

Determining Full-course Equivalents and Lower- and Upper-Division Transfer Credits A Prescott College course of 4-semester credits is counted as one full-course equivalent. A three-credit 52

course from a college or university using the semester system will be counted as a full-course equivalent.

A five- credit course from a college or university using the quarter system will be counted as a full-course equivalent. Lower-division credit is freshman- and sophomore-level coursework (100 to 200 level, as well as all community or junior college work). Upper-division credit is junior- and senior-level coursework (300 to 400 level). The Office of the Registrar is responsible for calculating transfer credits.

Determining Full-course Equivalents and Lower- and Upper-Division Transfer Credits A Prescott College course of 4-semester credits is counted as one full-course equivalent. A three-credit course from a college or university using the semester system will be counted as a full-course equivalent. A five- cred­ it course from a college or university using the quarter system will be counted as a full-course equivalent.

Lower-division credit is freshman- and sophomore-level coursework (100 to 200 level, as well as all communi­ ty or junior college work). Upper-division credit is junior- and senior-level coursework (300 to 400 level). The Office of the Registrar is responsible for calculating transfer credits.

Format Options The College has three approved formats for presenting competence(s) and breadth(s). With the approval of the IGC, students may devise a different option. Note that all competences and breadths have minimum requirements; IGC faculty members or individual programs may require additional courses beyond the minimum to ensure com­ petence. Degree plan templates are available on the Web site for the three formats described below.

Format I – Competence/Breadth • One Competence

16 courses (eight upper-division, including senior project)

• One Breadth

Eight courses (two to three upper-division)

• Additional studies in liberal arts

Five to eight courses (flexible if overall qualitative and quantitative requirements are met)

Minimum Total Full-course Equivalents

• 32 full-course equivalents for all students Format II – Competence/Double Breadth (Note: For some graduation areas, only 16-course minimums are allowed. Consult program advising documents and IGC.) • One Competence

12 courses (six upper-division, including senior project)

• Two Breadths

Six courses each (two upper-division per breadth)

• Additional studies in liberal arts

Five to eight courses (flexible if overall qualitative and quantitative requirements are met)

Minimum Total Full-course Equivalents

• 32 course equivalents for all students Format III – Double Competence For some graduation areas, only 16-course minimums are allowed. Consult program advising documents and IGC. • Two Competences 12 courses each (six upper-division per competence, including one senior project per competence) Note: you may have a combined 12-credit senior project rather than two separate ones.

• One Breadth and/or additional liberal arts

Five to eight courses (flexible if overall qualitative and quantitative requirements are met)

Minimum Total Full-course Equivalents

• 32 course equivalents for all students As students build their plan, it is important to realize that the quantitative standards do not stand by themselves; rather, they are related to the quality of the program. Students demonstrate competence by completing an appropriate and sufficient array of courses. A strong program contains: 1. a sufficient number of foundation courses (lower-division) that cover the theory, history, skills, and ethics necessary for the competence and 2. a sufficient number and balance of advanced courses. Half of the minimum courses in a competence should 53

consist of advanced level work (upper-division). Double competences require a minimum of one six-credit, upper-division senior project for each competence. Students with interdisciplinary double competences may, with appropriate approval, design an integrated 12-credit, upper-division senior project.

As a guideline, approximately two or three courses in each breadth area should consist of advanced level work (upper-division). Otherwise, it would be hard to justify the claim of a breadth of knowledge at a B.A. level. In special instances, however, and with the approval of the IGC and breadth-area faculty, a student may have a breadth that compensates for lack of upper-division coursework with additional lower-division coursework.

Simply completing 12 to 16 courses does not produce a good competence, nor does completing six to eight cours­ es guarantee a strong breadth. A weak program may result from one or some combination of the following: 1. Lack of foundation coverage.

2. Too many introductory-level, and too few applied and advanced courses.

3. Several overlapping courses with very similar content.

4. A “smattering” of courses that do not work together to build a coherent competence or breadth.

5. Too few courses altogether. If courses are listed in more than one section of a degree plan, they will be marked as cross-listed and the credit and full course equivalents will be counted only once.

In general, programs with less than the appropriate minimum requirements, which constitute four years of col­ lege work, lack quality and depth. At the same time, programs with more than minimum requirements may be weak for other reasons. Proposed degree plans exhibiting any of the weaknesses listed above will be questioned by evaluating committees. Approval is not automatic simply because the plan meets minimum quantitative stan­ dards; the IGC and program faculty may require coursework beyond minimum quantitative standards. Degree Plans are formally reviewed once in the Fall quarter and once in the Spring quarter.

Exceptions to Standards A student’s IGC may consider exceptions to any of these minimum standards based on compelling evidence that the candidate has demonstrated an exceptional level of accomplishment in all of the qualitative standards and other cri­ teria for graduation. Exceptions must be explicitly requested by the IGC within the degree plan document. Such requests will be reviewed by the program coordinator and must be approved by the Exceptions Committee.

The request for exception must be typed and signed by all IGC members and must address the following: 1. What standard has not or will not be met.

2. Why it has not been r will not be met.

3. What rationale accounts for the lowered standard.

Degree Plan Guide

Students should produce their degree plan in one of the formats listed above or a template available in the com­ puter lab or on the Web site presenting the degree plan in a uniform format that allows it to be easily under­ stood by those who will evaluate it. Upon completing the template, attach the degree plan cover sheet available in the Office of the Registrar to submit to the IGC. The student and the IGC should edit the document to ensure that it is clear, neat, and free of errors. Also attach the most recent study log.

1. Student should include his/her name, date the plan was produced, and intended date of graduation.

2. Student should indicate the titles of their competence and breadth areas and the format they will use in describing their program of study and summarize the total credits they will earn in college. Include a numerical summary of the plan. Indicate the total number of: • Full-course equivalents that will be completed.

• Writing emphasis (WE) courses that will be or have been completed.

3. Describe each of the competence or breadth areas that are being proposed. Provide a paragraph description to help the evaluating program(s) understand the rationale, structure, and content of the plan. For a well-defined and prescribed area (like wilderness leadership), a short narrative explana­ tion is necessary. Students should describe and justify a unique, self-designed, interdisciplinary com­ petence or breadth. Students should include whatever information explains the rationale for their pro­ gram and demonstrates that the program will lead to competence and breadth of learning in the cho­ sen area(s). These descriptions should concisely address the criteria students will be asked to address in more detail on the senior project application: literacy in the field, mastery of methodology, inter­ connection, application, and personalization of learning.

4. List all credit-bearing work that has been completed or will be completed for each competence and breadth area. Include all courses, independent studies, internships, practica, etc. For each course indicate: a. Accurate titles.

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b. c. d. e. f. g.

Date completed or anticipated date of completion.

Where courses were taken.

Credits.

Whether cross-listed (only count credit in one place).

Whether introductory (lower-division) or advanced (upper-division).

All writing emphasis (WE) courses, including the WE course in which the student plans to write his/her writing certification III research paper. For transfer courses, only include those in which a grade of “C” or above, “pass” or “credit” were received. List courses in chronological order. h. Students should not include on the plan any work in which they have less than a C or other marks indi­ cating unsatisfactory or failing work. Remember that while writing certification I and math certifica­ tion may be completed at another college or through testing, two WE courses can be transfered to the College. The IGC will assist students with the numerical analysis. A copy of the student’s study log, showing all credits received, is available from the Office of the Registrar.

5. List any supporting life or work experiences that contributed directly to the competence or breadth of edu­ cation. Examples would be living in another culture, supervised work that brought about significant collegelevel learning, and art or shows to which the student contributed. Such work can be documented by letters from employers, portfolios and journals, printed programs, published articles, or any other verifiable proof and evaluation of the work claimed. This work may complement but not substitute for coursework.

6. Describe the intended senior project. Provide a paragraph description of the proposed senior project. We are aware that senior project plans are preliminary at this point. The purpose is to provide the program(s) that will be evaluating the plan with as much information as is feasible at this point and to get the student thinking about what they will do for their senior project. High quality senior project,s which are capstone experiences that demonstrate a student’s competence, require thoughtful preparation in advance.

7. Append additional information that might help the program(s) to understand the degree plan. For example, if the plan varies from the guidelines of minimum standards given, the IGC and the student must provide a justification. This should be brief and the plan should be as simple and easy to evaluate as possible.

Remember • Degree Plans are reviewed two times per academic year.

• Prior to submitting a degree plan for evaluation, students must have: a. Fulfilled the writing certification I requirement. b. Filed the writing certification I with the Office of the Registrar. c. Hold an academic standing of satisfactory progress (not currently on academic warning, probation, or suspension).

• While students may not have fully developed their senior project at the time the degree plan is being designed, they must provide a narrative describing their tentative plans.

• A copy of the degree plan will be placed permanently in the student’s graduation file. Students will be required to file formal amendments to the degree plan in the senior project application stage.

Senior Project Application Designing, Approving, and Completing the Senior Project The senior project is the culmination of a student’s undergraduate college education. Through the senior proj­ ect application (SPA) students: 1. Write a full narrative definition of their competence(s).

2. Write a narrative description of their senior project that demonstrates competence.

3. Write a liberal arts statement that interprets their educational journey and justifies the granting of a Bachelor of Arts degree.

4. Fill out a senior project contract and cover sheet.

5. Formally amend the degree plan if alterations have occurred.

The SPA is a multidraft document that must be approved by the IGC. The senior project must be completed through the College as an independent study, and students must earn a minimum of four upper-division credits per competence. Therefore, the SPA fulfills two purposes: 1. It is a planning document that the student and his/her IGC use to design and approve the substance of the senior project.

2. It serves as a special independent study contract that is submitted to the Office of the Registrar when the student registers for his/her senior project as a credit-bearing study. Students may not begin their senior project without an approved SPA and a writing certification III research paper completed, approved, and 55

on file in the Office of the Registrar. Students will be dropped from their senior project if they do not meet this deadline.

Timelines: Students should begin writing their SPA in the semester prior to registering for their senior project.

Most students register for the senior project during their last academic year. The project should be completed by the date indicated on the contract.

NOTE: The senior project contract and cover sheet are available online. Samples of senior project applications are available in the Office of the Registrar.

Senior Project Application Workshop Students should attend an SPA Workshop before beginning serious work on their SPA. This workshop orients students more specifically to the intentions of the SPA and provides models and strategies for writing these nar­ ratives so that the initial draft, which is presented to the IGC, requires fewer revision loops.

Writing the Narratives The SPA narratives provide an opportunity for students to convince the faculty of their competence in a given area or areas, to articulate how their senior project is a culmination of competence, and to defend their overall plan of study as an embodiment of a liberal arts education. The narrative essays should be organized, persuasive, and spe­ cific. The narrative section should be approximately 1,500 to 2,000 words, with approximately half devoted to the competence description and the other half devoted to the liberal arts statement and senior project description.

I Competence Description Narrative Students must define, describe, and document their competence in a narrative format addressing qualitative standards. All candidates for graduation must give evidence of their competence by demonstrating: 1. Literacy in the content of chosen areas such as: • A working knowledge of the basic history of the field(s).

• Important individuals and their work.

• Major theories and their applications as found in the important books and articles.

• Research.

2. Mastery of the methodology of the areas(s) including: • A demonstrated capacity to use the research techniques, scholarly methods, leadership skills, and artistic modes of expression that are commonly employed in the area(s).

3. Interconnection and application of learning including: • An ability to see relationships among the components of your education and a demonstrated ability to do work in the competence area(s).

4. Personalization of learning: • To include meaningful and original creative work.

5. Demonstration of learning through the senior project: • The senior project is a culmination of the student’s undergraduate studies. As a capstone experience, the senior project is intended to demonstrate competence.

II Senior Project Description Describe the senior project in detail. Students have many options in creating their project: 1. An independent research project designed to address a particular hypothesis, issue, or question.

2. A major essay or research paper that demonstrates the student’s grasp of the essential knowledge base of his/her competence area and his/her original thinking about it.

3. A play, film script, novel, photographic essay, cycle of poems, art exhibition, professional workshop, etc., in which relevant skills and competence are brought to bear.

4. Expert certification acknowledging that a B.A. level of skills has been demonstrated in an internship, stu­ dent teaching, or job.

5. Any other means of demonstration proposed by the candidate and approved by the IGC. These examples illustrate that the senior project is a major undertaking, demonstrating the student’s compe­ tence in his/her field(s) of study.

When writing this narrative, students should consider not only the description of the project, but also the goals and objectives, their preparation to do this work, and the way the project is a culmination of their competence as well as a bridge to the work they hope to do after graduation (e.g., graduate school, employment, service, 56

artistry, activism, etc.).

III The Liberal Arts Statement Students must also produce a liberal arts statement. Prescott College offers Bachelor of Arts and Master of Arts degrees. All students graduate in the liberal arts, regardless of their particular competence and breadth areas.

The College is part of the grand tradition of liberal arts education, rooted in the European and Near Eastern universities established in the Middle Ages and, before that, the academies of Ancient Greece. Different defi­ nitions of the liberal arts exist. Some definitions stress the subject matter they examine, while other definitions highlight the intellectual skills and ethical examinations they embody. The following is excerpted from a defi­ nition adopted by the RDP faculty: Prescott College is a four-year liberal arts College striving to prepare students to be life-long learners and critical thinkers in a broad, interwoven range of models of inquiry: literary, scien­ tific, artistic, social, spiritual, and physical. We emphasize the interdisciplinary connections rather than the distinctions between these ways of understanding the world. We are unique in our approach to the liberal arts in that we emphasize direct experience; the process of learning is just as important as the content.

In preparation for graduation with a liberal arts degree, it is appropriate that the student reflects on the broader meaning of their undergraduate education. In this statement, the student should assert his/her own view of the lib­ eral arts, not replicate one of the published definitions. The student should describe how his/her undergraduate career has equipped him/her with both broad knowledge of the world and specific understanding in their areas of concentration. The critical thinking skills used and the specific skills pertinent to the student’s field(s) should be addressed. Ethical issues the student has examined and the commitments he/she has made in critical areas as the environment, social justice, and global and cultural awareness should be discussed. The student should describe how the emphasis on real-life experience and practical application of knowledge has shaped his/her learning.

The student should incorporate personal breadth and self-direction descriptions into the liberal arts statement.

The personal breadth description underlies the concept of “education of the whole person,” and it addresses how the student has developed mentally, socially, emotionally, spiritually, and morally/ethically. This, of course, is a very personalized kind of learning. Potential areas for the discussion include: 1. Self-awareness and self-understanding.

2. Integration of the spiritual, ethical, social, aesthetic, physical, and intellectual aspects of the student’s per­ sonality.

3. Progress toward realization of the student’s full potential.

4. Ethical commitments as seen in personal reflections and ways of relating to other people, cultures, and the environment.

5. Commitment to service.

At the College, self-direction is considered the manifestation of motivation, the ability to direct oneself (but not to the exclusion of involvement with other people), self-knowledge, and a willingness to ask for help when necessary.

A self-directed person demonstrates the ability to set goals and objectives, take individual responsibility, initiate and carry out projects with little or no outside inducement, and form value judgments independently.

Carrying Out a Senior Project Students complete their senior project like any IS, under the direction of a faculty mentor. In rare instances where the senior project is supervised by an adjunct faculty, a full-time faculty member must also evaluate the senior project.

Although senior projects vary greatly, all result in some written documentation. For research studies and schol­ arly projects, this may take the form of a formal research paper or substantive essay. For service projects, there may be reports of activities and evaluations by outside supervisors. For fine arts and performing arts projects, there may be expert evaluations or juries. The formal written portion of the senior project may be submitted to the library for consideration as an addition to the College’s collection. Students will also be asked to contribute part or their entire project to the senior project archives.

Senior Project Application Summary This is a guide to help students present their senior project in a uniform format that can be easily understood by those who will evaluate it. Attach the narrative sections and the final degree plan to the formal senior proj­ 57

ect contract and cover sheet. Submit it to the IGC. Carefully edit the document to ensure that it is clear, neat, and free of typographical errors, misspellings, etc.

1. Provide a senior project contract cover sheet with the signatures of all IGC members approving the SPA content and final degree plan.

2. Provide a completed and signed senior project contract.

3. Provide a narrative description of competence area(s). In the document title, include a very brief definition of the area and a short discussion of how the work within the competence meets the College’s qualitative cri­ teria at the B.A. level. In a minimum of 1,000 to 1,500 words, address the following questions: a. How has the student demonstrated literacy in the content of this competence? In summary form, the student should discuss his/her working knowledge of the basic history of the field, the important indi­ viduals and their work, and the major current theories and their applications as found in the impor­ tant books and articles, research reports, etc., of the field. b. How has the student demonstrated mastery of the methodology of this competence area? In summary form, the student should discuss his/her capacity to use the basic tools such as research techniques, schol­ arly methods, and artistic modes of expression, etc., that are commonly employed in the competence. c. How has the student understood the interconnections between this competence area and the rest of his/her learning? In summary form, the student should discuss his/her ability to see relationships between this area and other components of his/her education, important ethical issues facing the world, etc. d. How has the student applied this learning? In summary form, the student should discuss his/her demonstrated ability to work in the area, including independent studies, internships, practicum expe­ rience, employment, and the proposed senior project. e. How has the student personalized this learning? In summary form, the student should discuss how he/she has internalized the work so that it has acquired personal meaning. How has the student put his/her creative self into the work? What ethical and personal challenges has it offered?

4. In 250 to 500 words, provide a full narrative description and discussion of the senior project as it relates to the competence area(s) described above. The senior project is the culmination of the student’s academ­ ic work and, as such, it completes the overall demonstration of competence. a. Describe the senior project goals and objectives, venues, resources and subjects, specific activities, timeline, evaluation process, and other relevant information. b. Indicate the form the senior project final report will take: thesis paper, research report, report of com­ pleted project, article for publication, art exhibition, collection of poetry, theatrical performance, etc.

Briefly describe what this final report will contain (text, photos, illustrations, graphs and tables), antic­ ipated length, and any other relevant information. c. Discuss how this project relates to the competence(s) as described above. For example, how might it show the student’s knowledge of the area, his/her capacity to use its tools and skills to apply learning to real-world problems, to personalize his/her learning, etc.

5. In 500 to 750 words, the student must provide a liberal arts statement describing his/her concept of the liberal arts. The student should discuss how his/her college program has equipped him/her with a liberal arts education that justifies the College awarding him/her a Bachelor of Arts degree. In the liberal arts statement, the student should discuss: a. A personalized definition of the liberal arts. b. How the student has used his/her education to gain the knowledge, skills, ethical awareness and com­ mitment, and real-life experience to fulfill the definition of a person educated in the liberal arts. c. How the student’s education has made him/her aware of issues related to ecological and cultural liter­ acy and social justice, and how he/she has addressed such issues in his/her education. d. How the student has gained “personal breadth” through his/her educational experience at the College.

Personal breadth is the College’s term for personal development, maturity, self-confidence, spiritual growth, emotional growth, and service. e. How the student has developed self-direction through his/her education and demonstrated his/her capacity for self-direction and life-long learning.

6. A copy of the final degree plan should be included. Note: If significant changes in the substance of the degree plan have occurred, the IGC should resubmit the altered plan for another review to the same program(s) that originally approved it. When the program(s) has agreed to the changes, the IGC can approve the SPA. In addition to the need to have such changes approved by the program(s), there is also a need to have accurate records in the Office of the Registrar. It is the student’s responsibility to notify the Office of the Registrar if courses are to be changed or if any other changes are anticipat­ ed that would affect the student’s transcript.

7. When the SPA is completed, copies of these documents should be given to the IGC. A copy of this doc­ ument will be placed in the graduation file as part of the student’s permanent record.

58

Student Activities (Also see College Resources in Common Section.)

The Student Activities Coordinator works with students to coordinate campus-wide events, dances, films, lec­ tures, field trips, service projects, concerts, and other co-curricular events. The Student Activities Coordinator also serves as an administrative liaison for the Ripple Project (service learning), Student Advisory Council (stu­ dent governance), and other recognized student organizations. Student Activities Coordinator, 350-1007 Student Union – Student Involvement and Student Governance: Ironwood Building The Student Union, working closely with the Student Activities Coordinator, is the main forum for students to discuss and debate College issues and policies. Student Union meetings are held regularly throughout the semester and are frequently attended by College staff and administration. The Student Union endorses and supports a variety of activities and student-run organizations. All enrolled students pay a $100 student activity fee each quarter which is used to fund campus-wide activities and to support senior projects, independent stud­ ies, student groups, campus-based events and community-building projects around the globe. RDP student involvement at the College is part of the Prescott College culture. There are many avenues for student involve­ ment and all enrolled students at the College are part of the Student Union.

Student Advisory Council A student led Board of Directors is appointed by the general student body to serve as the Student Advisory Council Board. One RDP or ADGP student is elected and serves on the Board of Trustees per calendar year.

Students are encouraged to serve on various College-wide committees. Leadership and involvement opportu­ nities encourage students to explore their passions while serving the College and greater communities.

Current student clubs and organizations include: • Amnesty International – Educates our community and supports human rights around the world.

• The Aztlan Center – Dedicated to celebrating and increasing diversity, particularly through bringing Spanish and Anglo communities closer together.

• Friends of the Honde Valley – Partnering and supporting education and families in the Honde Valley in Zimbabwe, Africa.

• Gender and Sexuality Alliance – Offers a safe space for gender and sexuality-related issues as well as spon­ soring events for the community.

• H.U.B (Helping Understand Bikes) – Provides a community workspace on campus and offers events and workshops on biking and bicycle advocacy as well as promotes bicycle use as an alternative form of transportation.

• PC Birders’ Club – A great opportunity for anyone passionate about birding to come together weekly to share the great outdoors and each other’s company.

• Student Arts Council – Working to involve the College and greater Prescott community through art appreciation and creation.

• Student Environmental Network – Collaborative gathering of students and faculty to increase awareness of environmental issues in our area and around the world.

• The Ripple Project – A student initiated project providing resources in service-learning and community organizing activities.

• Ultimate Frisbee Club – Meets every week to play ultimate frisbee in the community for fun, exercise and occasionally competition.

• Village Life – African inspired dance gatherings, drumming and workshops.

Only groups approved by the Student Advisory Council and registered with Student Services may use College facilities. Groups seeking support from the College should complete an event responsibility form (see Room Reservations section) and file it with the Student Activities Coordinator in the Piñon Building. Student organ­ izations and clubs may also petition the Student Advisory Council for endorsement and financial support.

Contact: Student Activities Coordinator, 350-1007.

Forming a new Student Club Information on how to form a new club and/or what clubs are active on campus can be obtained by contacting the Student Activities Coordinator. Students are encouraged to join and/or form clubs as part of their academ­ ic and personal journey at the College.

Contact: Student Activities Coordinator, 350-1007.

The Ripple Project 59

The Ripple Project is the civic engagement center of the College. The Ripple Project creates a connection between the College and the greater community through service learning opportunities. Service Learning is education that combines academic study with service-based experience. The Ripple Project helps students organize service projects, find senior projects and independent studies, and enables students to learn through work with nonprofits and community service organizations. Service Learning can be a way to travel to other countries with a purpose, as well as a way to address problems in your own backyard.

Contact: Ripple Project, 350-1002

Event Announcements Event announcements are posted on bulletin boards on campus. College-sponsored activities, such as senior proj­ ect presentations, lectures, films, and musical groups can be found on the events announcement boards near the library, Crossroads Center, mailroom and in the Student Union. Quarterly event calendars are available on the College Website and in the Student Union. Selected, approved events in the community are also posted.

Contact: Student Activities Coordinator, 350-1007

Public Relations Students should submit event announcements to the College’s online calendar of events at www.prescott.edu/news/calendar_form.htm. Students or groups sponsoring events that are open to the public, visit http://www.prescott.edu/ news/pressrelease.html to submit a press release form for the local media. Provide information at least two weeks in advance for local community calendars and for press release. Other press release form options let the public relations office know about senior projects, com­ munity service, internships, publications, and scholarships.

Contact: Director of Public Relations, 350-4505

Postings All postings, including flyers, banners, announcements, and signs for housing, employment and items for sale must be approved and stamped by Student Services. Housing listings are only posted on the Student Services page of the the College website.

Service Groups and Projects Prescott College Alumni Association (PCAA) All graduates, former students, and former faculty are eligible for membership in the PCAA. The alumni asso­ ciation elects its own members of the board of directors and, in coordination with the alumni office, organizes alumni gatherings and trips and provides resources and networking services. The PCAA works closely with the College to support its goals, assists in fund-raising, and helps to continue a connection among alumni, the College, and current students. Further information on the PCAA may be obtained from the alumni office or through the Prescott College Alumni Web site at www.prescott.edu/alumni.

Publications In the spring of 1995, the College launched its literary journal produced by faculty and advanced writing and liter­ ature students, Alligator Juniper. It publishes fiction, nonfiction, poetry, and photography selected by national and student contests. The opportunity to work on a national literary journal is rare for students at the undergraduate level. Interested students should inquire about prerequisites for the Literary Journal Practicum course.

The development and public relations offices publish Transitions, a magazine to inform alumni, students, par­ ents, and friends about current College news. Articles relate to the environment, the lives and work of College community members, the arts, and timely information concerning the College. Student contributions are encouraged. Photographers or writers interested in submitting work should see the director of public relations.

Parents Weekend Parents Weekend is scheduled each fall. Students, their families, and faculty come together to experience the finest of the College. The weekend begins Friday evening with a reception where parents have a chance to chat with fac­ ulty and the Prescott College board of trustees. Events include presentations by faculty and students; slideshows from field classes; and the Dean’s Forum. Don’t miss it! Registration brochures are mailed in early September.

Community Meetings Community meetings are a forum for discussion of issues affecting the life of the College. Policy is not set dur­ ing these meetings, but community members can use these occasions to share their opinions. The College administration seeks open dialog and advice on issues confronting the community. Meetings are held twice 60

annually, in fall and spring of the academic year. The president uses the spring meeting to report the “State of the College.” Community meetings are open to all employees, students, alumni, and the general public.

Advising Fair An advising fair is held for students each term prior to registration to help students plan their courses for the next enrollment period. Faculty advisors, financial aid staff, and Registrar staff are available to answer questions.

Community Lunches Community Lunches are a time to meet as a community. They are held weekly during the semester and serve as a time to share announcements, get questions answered and appreciate outstanding accomplishments. All members of the the College Community are welcome to attend this free lunch.

Resident Degree Program Advising Documents There are six interdisciplinary curricular areas in the Resident Degree Program: Adventure Education, Arts and Letters, Cultural and Regional Studies, Education, Environmental Studies, and Human Development.

Key to Abbreviations LD = Lower Division Credit UD = Upper Division Credit N = Proposed New Course EM = Existing course, modified title WE = Writing Emphasis Course * – Identifies courses staffed by other curricular areas in the RDP that the program considers useful for the corresponding knowledge areas.

Adventure Education Mission The mission is to provide the best education available at the undergraduate level in Adventure Education.

The program models the mission of the College by providing students many opportunities to develop char­ acter, leadership abilities, practical experience, technical expertise, theoretical grounding, health and fitness and sensitivity to the environment. We are committed to helping students acquire outdoor skills and knowl­ edge as educators, at a standard of competence that will enable them to become leaders in the field. Our past graduates have played important roles in developing adventure education programs across the nation.

Developing a Competence Four tear progression in the Adventure Education Program First Year – Exploration Goal: Explore and discover your interests across a variety of courses.

Second Year – Preparation Goal: Prepare for advanced work by taking foundational course and prerequisites.

Third Year – Commitment Goal: Establish and pursue your chosen competence.

Fourth Year – Application and Synthesis Goal: Tie it all together and demonstrate competence.

A Special Note to Transfer Students Transfer students must consult with their advisor and/or an Adventure Education faculty member as soon as possible to determine at what stage they fit into in the above progression. A combination of factors including previous training from other institutions, personal and professional experiences and completed academic work will help to mutually develop a realistic and suitable degree plan and timeline toward graduation.

Adventure Education Advising Template To graduate with a competence in Adventure Education, students must...

• Complete 10 core courses from the following distribution: 61

o Outdoor skills (4) o History, Philosophy, and Ethics (1) o Environmental Studies (2) o Human Development (2) o Education and Leadership(1+) o Management and Administration (0).

• Successfully complete at least one the College extended expeditionary course (see information on 18-credit courses) • Hold a current Wilderness First Responder certification or higher(completed at PC or another rep­ utable institution) • Complete at least 50% of courses in the competence area as upper division • Complete at least 3 Writing Intensive courses • Successfully complete a senior project prior to graduation (see information on Senior Projects) • Serve in a leadership role allowing practical experience (see information on Leadership Days) • Choose from the course list (see reverse) to complete a minimum of 16 (12) courses relevant* to your competence (students completing a double competence or double breadth are required to enroll in a minimum or of 12 courses). *Note: relevance of selected courses is determined through negotiation between the student and his/her Individual Graduation Committee ( see the Student Handbook on How to Graduate).

To graduate with a breadth in Adventure Education, students must…

• Complete 6 core courses from the distribution above • Successfully complete at least one the College extended expeditionary course (see information on 18-credit courses) • Hold a current WFR certification (completed at PC or another reputable institution) • Complete at least 2 courses in the competence area as upper division • Choose from the course list (see reverse) to complete a total of 8 (6) courses relevant to your breadth (students completing a double breadth are required to enroll in a minimum of 6 courses).

• A breadth titled Outdoor Pursuits must demonstrate a true breadth and diversity of skills exposure.

Commonly Used Competency Titles: - Adventure Education

- Wilderness Leadership

- Outdoor Experiential Education

- Adventure-Based Environmental Education

- Outdoor Program Administration

- Adventure Based Tourism

Core Courses Semester-length field programs give students a unique learning opportunity. Benefits include extended field time, maximum immersion learning, maximum personalization of learning through student-instruc­ tor contact, minimum class size and the rare opportunity to live and work with a small group, in the field, for an entire quarter. We feel such extended field experiences are essential to the development of com­ petent adventure educators because they provide an experience base in a variety of areas (i.e. expedition skills, technical skills development, group development, etc) that goes beyond the typical outdoor pro­ grams most students will be working with following graduation. Many of the most important benefits of extended field programs are more individually meaningful…months of starry nights, crimson skies, clear purpose, and fellowship are but a few.

The Adventure Education program requires all the prospective graduates with a competence or breadth in the program area to successfully complete at least one of the following 18 credit field courses: (Note that the phases are co-requisites and are taught simultaneously) Adventure Education (AE) I, II, III Wilderness Explorations and Landscape Studies (WELS) (Land Based) I, II, III Wilderness Explorations and Landscape Studies (WELS) (Land Based) (Marine Bassed) I, II, III Wilderness Leadership I, II, III 62

Senior Project Guidelines The senior project is the way in which a student demonstrates competence in an area of study. The proj­ ect chosen should demonstrate acquired skills, an integration of theoretical foundations and an element of original thinking and creativity. Senior projects are most successful when they can be both a culmina­ tion of the student's academic experience AND a launching pad for the student's professional career.

When planning your senior project ask yourself, how will my senior project demonstrate my personal competence and how will it make a contribution to the field?

Internships and job-based experiences can provide an excellent starting point for an AE senior project.

They offer wonderful outside exposure, real world experience and perspective on the field. Although internships have been used to facilitate senior projects, they are expected to be examples of creativity and personal initiative. While simply doing an internship does not qualify as an adequate demonstration of competence, internships do provide an excellent opportunity for bringing original ideas to an established program or making a contribution to the field that is in some way unique and desirable.

Senior projects that simply entail designing a curriculum for some theoretical program are discouraged.

Too many good ideas just sit on a shelf in a three-ring binder. Curriculum design may constitute a portion of the project but it must also include some practical opportunity to either implement the curriculum or be designed for the future use of a specific program, preferably outside of the College. Students intend­ ing to design curriculum as a final demonstration of competence will likely be required to complete a course in curriculum design or an education course that is comparable.

Leadership Days Students graduating in the Adventure Education Program are strongly encouraged to gain a significant amount of experience in actual “hands on” leadership to increase their level of competence and profes­ sional development. To this end a requirement has been instituted (starting Fall 2004) that students doc­ ument between 70-80 leadership days during their years at the College. In order for experiences to apply, the student must document dates, supervisor, role and type of activity. Only experiences where the stu­ dent assumes direct responsibility for the care and safety of others will qualify. Leadership days can be accumulated through summer jobs as a trip leader, serving as a Wilderness Orientation Instructor, teach­ ing assistantship, internships and leadership within the contexts of courses, independent studies or senior projects. Documentation of total leadership days will be submitted for approval along with the “Senior Project Application” to the student’s advisor, an IGC members or the AE Program Coordinator.

Integrating Adventure Education and Environmental Studies into Your Academic Program Environmental studies involves the discovery and understanding of the Earth’s natural systems and the human role in those systems. Adventure Education involves the facilitation of adventure activities for groups, toward the goal of increasing self-concept and social skills among participants. Adventure activities have long been used as a means to develop human virtues such as compassion, inventiveness, and tenacity. With recreation­ al and educational use of wildlands gaining in popularity, current trends in both of these fields recognize the importance of an AE/ES integration, in that it strengthens the comprehensiveness of environmental studies field programs and adventure-based programs. The Environmental Studies (ES) and Adventure Education (AE) Programs recognize the developing interface between these two fields, and encourage students to explore ways they can effectively integrate them into their academic program.

Students who combine these two areas are often those who find they are highly motivated by the distinct and complementary rigor of each program. This type of program design is well suited for the AE student who anticipates employment in the adventure education field, and who want to emphasize the importance of environmental studies in his or her instructional repertoire. Students of ES who envision future employment with field-based environmental studies and education programs will also benefit greatly from an AE/ES integrated program.

Students will need to design their program to best suit their academic and professional goals. For exam­ ple, students who anticipate work as an environmental educator, Outward Bound/NOLS instructor, or ecotourism guide should emphasize course work in natural history, environmental ethics, education, and pertinent activity-based skills. Students interested in the field of recreation management would need more background in environmental conservation and ecology. Finally, those who anticipate employment as a field biologist/ecologist would need to emphasize science field studies and environmental conserva­ tion. The common thread in these academic and professional fields is the integration of environmental 63

studies and education with the demands of remote field settings that require technical AE skills.

The areas of emphasis described in the ES Program Advising Document that are most conducive to an AE/ES integration are Environmental Education and Interpretation, Natural History and Ecology, Earth Sciences, Human Ecology, and Conservation. However, any ES competence or breadth could be integrated with AE. Any one of the three areas of emphasis within the AE Program – Adventure Education, Outdoor Experiential Education, and Wilderness Leadership – should easily accommodate AE/ES integration.

Some Options for Integration These options follow the processes described in the “How To Graduate From the College” section on the

RDP Student Handbook.

A double competence, one focused on AE and one on ES:

• This option affords the highest degree of integration, without compromising the depth and breadth of either academic area. Students are faced with the challenge of establishing a foundation in, and conducting advanced course work in two distinct fields of study (i.e., a double competence in Outdoor Experiential Education & Environmental Education would most likely fall short of demon­ strating overall breadth as defined by a liberal arts education.)

• Note that a double competence requires a double Senior Project (12 credits).

• Any of the existing areas of emphasis from the ES Program can be coupled with one from the AE Program, such as: Adventure Education with an emphasis in, and Environmental Studies with an emphasis in .

• Student-designed double competence titles have included Wilderness Leadership & Environmental Education, Adventure Education & Environmental Conservation, and Experiential Education and Natural History and Ecology.

A single competence in one program area, and one breadth in the other: Obviously, this option requires the student to focus his/her attention more in one program area. Again, competence/breadth combina­ tions could include any of the areas of emphasis within ES and AE. A single competence that combines the two program areas: This is the least recommended option, since it often compromises the depth and breadth in which either academic area can be studied. However, it may make sense in some cases. For example, students who have significantly more than 16 courses in their AE/ES competence, have ample practical experience, and already have their breadth(s) planned in the Arts & Letters and/or Integrated Studies Programs may want to consider this option. Typical competence titles might include: AE with an emphasis in ES, or ES with an emphasis in AE. Student-designed competence titles have included: Adventure-based Environmental Studies, Adventure-based Environmental Education and Wilderness Studies or Wilderness Education.

Therapuetic Use of Wilderness It is important to note that a student with a competence in either Human Development or Adventure Education, and a breadth in the other area of study, will actually have greater preparation in Therapeutic Use of Wilderness, than if they pursue this interdisciplinary competence.

Over the past decade a marriage of Human Development and Adventure Education skills has been used increasingly to develop adventure-based, therapeutic wilderness programs. This course of study combines essential knowledge and skills used in therapeutic group work with the technical skills needed for safe, effec­ tive wilderness adventure education. Graduates with this competence will be able to design and teach educa­ tional experiences in the wilderness that are therapeutic; they will not be qualified as a therapist. Both the Integrative Studies Program and the Adventure Education Program acknowledge the need for exacting and rigorous training in this interface and addresses it by offering the following core courses: • Interpersonal Communications • Small Group Dynamics • Group Process for Adventure Educators • Therapuetic Use of Wilderness Experience • 1 Lifespan Development Course • Counseling Theories • Either Adventure Education (This course has prerequisites), or Wilderness Exploration and Landscape Studiess • Wilderness Emergency Care or equivalent • Practicum or Internship 64

• Senior Project Courses that are highly recommended for this competence also include: • Search and Rescue • Counseling Skills Additional courses that would provide solid support for a competence in this specialty area could be cho­ sen from: • Any course on Ethics • Psychology of Women • Expressive Arts Therapies • Addiction & Recovery • Family Systems Theory • Personality Theories • Foundations of Experiential Education • Experiential Education: Practicum • Any course on Interpretive Naturalism • Women and Wilderness Leadership • Gender Responsible Adventure Education • Learning Theories • Nature and Psyche • Psychopathology • Men’s Studies **A breadth in this area is not possible due to the interdisciplinary nature of its curriculum.

Arts and Letters Program Overview The Arts & Letters Program is dedicated to an intense study of art, aesthetics, and the humanities. Competence and Breadth opportunities are offered with specific advising documents in these curricular areas: • Performing Arts • Visual Arts • Writing and Literature • Interdisciplinary Arts & Letters Arts & Letters holds writing workshops, which allow students to complete the basic certification requirements.

Arts & Letters co-sponsor cross-programmatic courses such as Nature’s Voice: Reading and Writing about Natural History, Interpreting Nature Through Art and Photography, Form and Pattern in Nature, Painting From the Source, Expressive Arts Therapies, Nature and Dance, Opening the Creative Mind, Holy Books, Abstract Art and Nature, History Through Contemporary Arts, Family Systems in Film and Literature, Women’s Literature, and Image and Power in Popular Culture.

Mission The mission is to enhance the ability of students to think critically and creatively, to understand divergent per­ spectives, and to communicate powerfully through a variety of artistic mediums. Through experiential learning and the study and practice of art, language, and literature, students are able to integrate individualized study programs, which emphasize personal creativity with an historical and theoretical appreciation of the rich tapes­ try of human experience. Students become strong and flexible artists and writers nourishing an aesthetic aware­ ness and a creative response to the issues facing humanity.

What makes Arts & Letters Unique?

Arts and literature flourish at the College. Its commitment to a small student-faculty ratio, student-centered learn­ ing and self-direction, individualized plans of study, and alternative methods of teaching all reinforce an artistic approach to education. A typical academic year is characterized by 30-50 events, including art and photography exhibitions, literary readings, dance and theatre performances, slide show presentations, lectures, informal dia­ logues, panel discussions, and The Arts & Letters Faculty Showcase.

Student opportunities In Performing Arts, there are numerous student shows and class presentations in several locations around campus.

Village Life, in connection with our African Inspired Dance and Drumming course, meets weekly. Dance Workshop and Theatre Production classes produce shows each year. Students receive help arranging independent 65

studies and internships with various regional and national dance and theatre companies.

Students in the Visual Arts continually produce small and large-scale exhibitions of their work done in the context of their photography and fine arts courses. At the end of each semester, in conjunction with graduation weekend, a campus Student Art Walk, with student work exhibited throughout campus. Students can study the history of art and hone their talents in painting, drawing, sculpture, and printmaking, with some specialized classes in ceramics, book making, and glass blowing. In Photography, students can build combine basic skills technique in black and white, color, and digital imagining with theoretical, historical, and aesthetic specialty work in alternative processes, documentary photography, contemporary perspectives, and photographer as social artist. Students participate in a Visual Arts Exhibitions Practicum selectingf visual art for Alligator Juniper, and The Raven Review.

The Writing and Literature program co-sponsors The Southwest Writers’ Series, which brings nationallyacclaimed and emerging writers to Prescott for informal dialogues and readings. Students may also work on the staffs of the college’s student-run newspaper, The Raven Review, as well as Alligator Juniper, the College’s literary magazine, which publishes fiction, nonfic­ tion, poetry, and photography from nationally-recognized authors and photographers along with PC student contest winners in each category.

Curriculum Planning Arts & Letters is committed to offering a varied curriculum in all graduation areas during each enrollment peri­ od so that students can complete their competence and breadths in a timely fashion – one course in each area during the blocks and 3-5 courses during the semester. Key foundation courses are offered yearly. Intermediate and upper-division courses are often on 2-3 year rotations to ensure a rich and varied curriculum over each stu­ dent’s academic career at the College.

Performing Arts Introduction Rationale The Performing Arts are an integral part of a liberal arts education. Students explore aspects of history, culture, lit­ erature, the environment, and society through their study of theatre, dance, and music. The courses offered in this area range from appreciation to full productions, challenging students to move from foundation courses to skills courses, from theory to practice, from the academic study of performance to actual performance. This competence track is necessarily interdisciplinary, and its potential for community outreach, teaching, and service also encour­ ages students to link performance with other areas of study. The courses in the Performing Arts, especially skillbuilding and production courses, are experiential in nature and demand that students develop a high level of prob­ lem-solving ability. The Performing Arts are also an important contribution from the College to the larger commu­ nity since performances are a visible and accessible part of our curriculum and work.

Overview Complete competence tracks are not offerec in theatre, dance, or music, but an integrated performing arts cur­ riculum that combines these disciplines is available. Limited music curriculum devoted primarily to the appre­ ciation of music, both as a discipline and as an art form is offered. The strongest areas of study are theatre and dance. Theatre and dance areas stresse a balance of self-expression and attention to craft.

Theatre courses help students develop skills in acting, directing, and design; provide a foundation in dramatic literature and theory; and create opportunities for students to perform in full-scale productions as well as write their own plays, screenplays, and performance pieces. Dance courses encourage interdisciplinary, experimen­ tal, and cross-cultural approaches to performance. An emphasis is placed on body awareness and cultivating a mind/body/spirit connection. There are several venues for student performances, including our annual Theatre Production and Dance Workshop: Conception to Production performances and numerous informal perform­ ances and class showcases throughout the year. Students are supported in developing special interest areas.

Special topics courses in performing arts are offered regularly.

Goals & Objectives • Areas of knowledge: In both lower and upper division courses, students study the history, theory, and lit­ erature of the Performing Arts. They learn the kinds of criteria used to discuss and evaluate performanc­ es, written scripts, and productions. Students also work toward an increased awareness of the body and movement, the voice and language, the mind and creativity.

• Skills and methods: Students use their knowledge, skills, bodies, and minds to create or contribute to per­ formances. Students critically discuss and evaluate other performances and productions and use their skills to 66

contribute to their community through performance, teaching, writing, or service. Technical and physical training, compositional approaches, characterization, and directing skills are emphasized in the course work.

• Ethical issues: As students in the Performing Arts study and communicate through characters in a play or dance piece, they explore the nature of human thought, ethics, and motivation. Texts and created works in this area also demand consideration of ethical issues and often confront such issues through performance. Because the Performing Arts also demand a high degree of personal reflection and understanding of self, the examination of personal ethics is likely to be part of a student’s growth while working toward competence in this area.

• Experiential learning: The Performing Arts are one of the most experiential areas of study. Students must actively pursue the acquisition of knowledge and skills, and they must be able to apply what they have learned in varied settings, with real audiences and real performances. Students attend and evaluate other perform­ ances, and they challenge themselves to reach new levels of artistry in their chosen areas. The Performing Arts allow students to develop and practice their skills, to apply what they understand theoretically to what they are actually doing, and to reach other people and to communicate effectively.

Competence and Breadth Tracks While students are certainly encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees (IGC), we offer essentially one competence track and three breadth tracks in Performing Arts.

• Performing Arts Competence • Performing Arts Breadth • Theatre Breadth • Dance Breadth This advising document contains guidelines for each track within the parameters of the College’s different grad­ uation formats (16 or 12 course competences and 8 or 6 course breadths). In close consultation with the IGC, each student prepares the best plan, given his/her current academic interests and desires, senior project plans, and aspirations after college.

List of Courses and Practicum Requirements Many of the lower-division Performing Arts courses are offered on a yearly basis while most of the intermediate and upper-division courses are on 2-3 year cycles to ensure variety in our offerings. This list provides an overview.

Courses are periodically added or removed from the curriculum. Consult with the Arts & Letters Program Coordinator or a Performing Arts faculty for the most recent curriculum. Tentative two-year curriculum plans are posted on the College’s website for degree planning purposes. Check course descriptions for prerequisites.

• Acting Workshop: Improvisation & Scene Study (LD/UD) • Acting Workshop: Comedy (LD/UD) • Acting & Directing Workshop (LD/UD) • Storytelling (LD) • Interdisciplinary Performance (LD/UD) • Theatre for Social Change (LD/UD) (WI) • Dramatic Literature (LD/UD) (WI) • Shakespeare (UD) (WI) • Playwriting (LD/UD) • Screenwriting (LD/UD) • Scriptwriting (LD/UD) • Writing as Performance (UD) • Theatre Production (LD/UD: May be taken more than once) Dance and Movement • Introduction to Dance and Improvisation (LD) • The Art of Making Dance (LD) • Intermediate Dance Improvisation (LD/UD) • African-Inspired Dance and Drumming (LD/UD) • Interdisciplinary Performance (LD/UD) • Nature and Dance (UD) • Dance Workshop: Conception to Production (UD: May be taken more than once) • Choreography in the Community (LD/UD) • Contemporary Dance Training (UD) • Contemporary Dance Forms: Modern Dance (UD) 67

• • • • •

Dance and Transformation (UD) Opening the Creative Mind (LD) Aikido (LD) T’ai Chi (LD) Yoga (LD)

Music • Appreciating Music (LD) • History Through Music (LD) • African-Inspired Dance and Drumming (LD/UD) • Special Topics in Music (LD/UD) The Practicum Requirement Practicum courses are required for competences in Arts & Letters. Practicum possibilities include courses or projects in which the student can demonstrate the interconnection and application of learning and the person­ alization of learning components of the competence. Students have the opportunity for hands-on professional or semi-professional training in the competence or breadth area, independent study, internship, or community service outreach.

Practicum Possibilities in Performing Arts • Teaching Assistant in a performing arts course (with permission of instructor) • Internship (e.g., for a dance or theatre company, summer stock, musician, band, performing arts or film company) • Community Service Project (workshops or performances in the schools or for retirement homes, per­ formances for children, teaching volunteer community classes, organizing school or community perform­ ance series) • Other means (proposed by the student and carefully reviewed and approved by the Individual Graduation Committee).

• Specialized independent or group independent studies Minimum requirement guidelines: Performing Arts Competence A variety of courses in theatre, dance, and music are offered. The criteria below indicate minimum standard guide­ lines. Students are encouraged to exceed minimum standards. When appropriate, students supplement their course work at the College with performing arts internships, independent studies, and/or courses at other colleges.

Note: Theatre Production and Dance Workshop: Conception to Production may be taken up to 4 times each.

Performing Arts Competence: 16 Course Minimum • Significant coursework in 2 different performance areas (theatre, dance, music) • 3 foundation/skills/knowledge courses (Recommended: Acting Workshop: Improvisation & Scene Study, Intro to Dance & Improvisation, Appreciating Music, Opening the Creative Mind, Contemporary Dance Forms: Modern Dance) • 4 performance studies courses (Examples: African-Inspired Dance & Drumming, Acting Workshop: Comedy, Acting and Directing, Interdisciplinary Performance, Nature and Dance, Choreography in the Community, Writing as Performance, Dance and Transformation, Playwriting, Screenwriting, Dramatic Literature, Shakespeare, History Through Music) • 4 production courses* (e.g., Theatre Production, Dance Workshop: Conception to Production, Choreography in the Community) • 1 practicum requirement (e.g., teaching assistantship, internship, independent study) • 8 courses should be Upper Division (including Senior Project) • Senior Project Performing Arts Competence: 12 Course Minimum • Significant course work in 2 performance areas (Theatre, Dance, Music) • 3 foundation/skills/knowledge courses (Recommended: Acting Workshop: Improvisation & Scene Study, Intro to Dance & Improvisation, Appreciating Music, Opening the Creative Mind, Contemporary Dance Forms: Modern Dance) • 3 performance studies courses (Examples: African Inspired Dance and Drumming, Acting Workshop: Comedy, Acting and Directing, Interdisciplinary Performance, Nature and Dance, Choreography in the Community, Writing as Performance, Dance and Transformation, Playwriting, Screenwriting, Dramatic 68

Literature, Shakespeare, History Through Music) • 3 production courses* (e.g., Theatre Production, Dance Workshop: Conception to Production, Choreography in the Community) • 1 practicum requirement (e.g., teaching assistantship, internship, independent study) • 6 courses should be Upper Division (including Senior Project) • Senior Project Minimum Requirement Guidelines: Performing Arts Breadth The criteria below indicate minimum standard guidelines. Students are encouraged to exceed minimum stan­ dards. When appropriate, students are encouraged to supplement course work at the College with performing arts internships, independent studies, and/or course work at other colleges.

Note: Theatre Production and Dance Workshop: Conception to Production may be taken twice. Performing Arts Breadth: 8 Course Minimum • Significant coursework in 2 performance areas (theatre, dance, music) • 2 foundation/skills/knowledge courses (Recommended: Acting Workshop: Improvisation & Scene Study, Intro to Dance & Improvisation, Contemporary Dance Forms: Modern Dance, The Art of Making Dance, Appreciating Music, History Through Music, Opening the Creative Mind) • 2 performance studies courses (Examples: African-Inspired Dance and Drumming, Acting Workshop: Comedy, Acting and Directing, Interdisciplinary Performance, Nature and Dance, Choreography in the Community, Intermediate Dance Improvisation, Contemporary Dance Training, Writing as Performance, Dance and Transformation, Playwriting, Screenwriting, Dramatic Literature, Shakespeare,) • 2 production courses* (e.g., Theatre Production, Dance Workshop: Conception to Production, Choreography in the Community) • 2 Upper-Division courses Performing Arts Breadth: 6 Course Minimum • Significant course work in 2 performance areas (theatre, dance, music) • 2 foundation/skills/knowledge courses (Recommended: Acting Workshop: Improvisation & Scene Study, Intro to Dance & Improvisation, Contemporary Dance Forms: Modern Dance, The Art of Making Dance, Appreciating Music, History Through Music, Opening the Creative Mind) • 2 performance studies courses (Examples: African-Inspired Dance and Drumming, Acting Workshop: Comedy, Acting and Directing, Interdisciplinary Performance, Nature and Dance, Intermediate Dance Improvisation, Contemporary Dance Training, Choreography in the Community, Writing as Performance, Dance and Transformation, Playwriting, Screenwriting, Dramatic Literature, Shakespeare) • 1 production course* (e.g., Theatre Production, Dance Workshop: Conception to Production, Choreography in the Community) • 2 Upper-Division courses recommended Minimum Requirement Guidelines Theatre Breadth A variety of courses in theatre, from foundation work to performance and drama studies to full-scale productions are offered. Theatre courses help students develop skills in acting, directing, and design; provide a foundation in dramatic literature and theory; and create opportunities for students to perform in full-scale productions as well as write their own plays, screenplays, and performance pieces. The numbers below indicate minimum standard guide­ lines. Students are encouraged to exceed minimum standards. When appropriate, students are encouraged to sup­ plement their course work with independent studies, performing arts internships, and/or courses at other colleges.

Theatre Breadth: 8 Course Minimum • 3 foundation/theatre studies ccourses (Recommended: Acting Workshop: Improvisation & Scene Study, Acting Workshop: Comedy, Acting & Directing, Interdisciplinary Performance, Writing as Performance, Playwriting, Screenwriting, Dramatic Literature, Shakespeare) • 1 dance, movement, or music course (Recommended: Intro to Dance and Improvisation, African-Inspired Dance and Drumming, Dance Workshop: Conception to Production, Nature and Dance, Contemporary Dance Forms: Modern Dance, Appreciating Music, Opening the Creative Mind, Aikido, T’ai Chi) • Theatre Production (may be taken up to 3 times) • 2 Upper-Division courses Theatre Breadth: 6 Course Minimum • 3 foundation/theatre studies courses (Recommended: Acting Workshop: Improvisation & Scene Study, 69

Acting Workshop: Comedy, Acting & Directing, Interdisciplinary Performance, Writing as Performance, Playwriting, Screenwriting, Dramatic Literature, Shakespeare) • 1 dance, movement, or music course (Recommended: Intro to Dance and Improvisation, Movement Theatre, African-Inspired Dance and Drumming, Dance Workshop: Conception to Production, Contemporary Dance Forms: Modern Dance, Nature and Dance, Appreciating Music, Opening the Creative Mind, Aikido, T’ai Chi) • Theatre Production (may be taken up to 3 times) • 2 Upper-Division Courses Recommended Minimum Requirement Guidelines: Dance Breadth Dance courses reflect a philosophy of self-expression, improvisation, authenticity, and craft. Interdisciplinary, exper­ imental, and cross-cultural approaches to performance are encouraged. An emphasis is placed on body awareness and cultivating a mind/body/spirit connection. Technical and physical training, compositional approaches, and directing skills are emphasized in the course work. The numbers below indicate minimum standard guidelines.

Students are encouraged to exceed minimum standards. When appropriate, students are encouraged to supple­ ment their course work with independent studies, dance internships, and/or courses at other colleges.

Dance Breadth: 8 Course Minimum • 3 foundation/dance studies courses (Recommended: Intro to Dance and Improvisation, African-Inspired Dance and Drumming, The Art of Making Dance, Intermediate Dance Improvisation, Contemporary Dance Training, Nature and Dance, Interdisciplinary Performance, Contemporary Dance Forms: Modern Dance, Choreography in the Community) • 1 theatre, movement, or music course (Recommended: Acting Workshop: Improvisation & Scene Study, Acting Workshop: Comedy, Acting and Directing, Writing as Performance, Appreciating Music, Opening the Creative Mind, Yoga, Aikido, T’ai Chi) • Dance Workshop: Conception to Production (may be taken up to 3 times) • 2 Upper-Division courses Dance Breadth: 6 Course Minimum • 3 foundation/dance studies courses (Recommended: Intro to Dance and Improvisation, African-Inspired Dance and Drumming, The Art of Making Dance, Contemporary Dance Training, Intermediate Dance Improvisation, Nature and Dance, Interdisciplinary Performance, Contemporary Dance Forms: Modern Dance, Choreography in the Community) • 1 theatre, movement, or music course (Recommended: Acting Workshop: Improvisation & Scene Study, Acting Workshop: Comedy, Acting & Directing, Writing as Performance, Appreciating Music, Opening the Creative Mind, Yoga, Aikido, T’ai Chi) • Dance Workshop: Conception to Production (may be taken up to 3 times) • 2 Upper-Division courses recommended Performing Arts The Performing Arts are an integral part of a liberal arts education. Students explore aspects of history, culture, lit­ erature, the environment, and society through their study of theatre, dance, and music.

Note: Theatre Production and Dance Workshop: Conception to Production may be taken up to 4 times each.

Performing Arts Competence: 16 Course Minimum • Significant coursework in 2 different performance areas (theatre, dance, music) • 3 foundation/skills/knowledge courses (Recommended: Acting Workshop: Improvisation & Scene Study, Intro to Dance & Improvisation, Appreciating Music, Opening the Creative Mind, Contemporary Dance Forms: Modern Dance) • 4 performance studies courses (Examples: African-Inspired Dance & Drumming, Acting Workshop: Comedy, Acting and Directing, Interdisciplinary Performance, Nature and Dance, Choreography in the Community, Writing as Performance, Dance and Transformation, Playwriting, Screenwriting, Dramatic Literature, Shakespeare, History Through Music) • 4 production courses* (e.g., Theatre Production, Dance Workshop: Conception to Production, Choreography in the Community) • 1 practicum requirement (e.g., teaching assistantship, internship, independent study) • 8 courses should be Upper Division (including Senior Project) • Senior Project 70

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Theatre courses Acting Workshop: Improvisation & Scene Study (LD/UD) Acting Workshop: Comedy (LD/UD) Acting & Directing Workshop (LD/UD) Storytelling (LD) Interdisciplinary Performance (LD/UD) Theatre for Social Change (LD/UD) (WI) Dramatic Literature (LD/UD) (WI) Shakespeare (UD) (WI) Playwriting (LD/UD) Screenwriting (LD/UD) Scriptwriting (LD/UD) Writing as Performance (UD) Theatre Production (LD/UD: May be taken more than once) Dance and Movement courses Introduction to Dance and Improvisation (LD) The Art of Making Dance (LD) Intermediate Dance Improvisation (LD/UD) African-Inspired Dance and Drumming (LD/UD) Interdisciplinary Performance (LD/UD) Nature and Dance (UD) Dance Workshop: Conception to Production (UD: May be taken more than once) Choreography in the Community (LD/UD) Contemporary Dance Training (UD) Contemporary Dance Forms: Modern Dance (UD) Dance and Transformation (UD) Opening the Creative Mind (LD) Aikido (LD) T’ai Chi (LD) Yoga (LD)

Music courses

Appreciating Music (LD) History Through Music (LD) African-Inspired Dance and Drumming (LD/UD) Special Topics in Music (LD/UD)

Visual Arts Introduction Rationale Visual Arts in the Arts & Letters Program encompasses many art disciplines, technical methodology, and schol­ arship. Students have opportunities to think creatively and critically, addressing current as well as historical issues of societal and environmental concern, such as censorship or eco-sensitive art, and to develop studio arts and photographic skills from foundation work to mastery. The program emphasizes a firm understanding of var­ ious studio arts and photographic media, an awareness of historical and theoretical issues and concepts, and development of personal vision, creativity, and expression.

Overview A curriculum designed to introduce students to the importance, impact, and influence of visual arts upon the indi­ vidual and society is provided. From basic craft through advanced theoretical studies, our curriculum establishes a foundation of ethics, responsibility, philosophy, and craft. We build upon this foundation so students develop con­ fidence and commitment within their creative spirit as they express themselves. Emphasizing experiential learning, most of the classes have field components, which focus on technical field practice, visits to museums and galleries, interviews with local and internationally known artists, participation in conferences and lectures, and collaboration with students from other programs around the world. On campus, students gain professional experience in curat­ ing exhibitions and presentations, facility maintenance, and working alone and within community.

• Studio Arts: Students explore creative interests in the more traditional media such as drawing, life drawing, painting, sculpture, and printmaking, as well as in more nontraditional areas such as environmental art, mixed media production, bookmaking, textile design, and glass arts. The learning takes place in the classroom as well 71

as on numerous trips to museums and studios of local artists. The student has the opportunity to develop an individualized focus of study with various types of subject matter such as landscape, abstraction, or working with models in a studio setting. Students are challenged to create strong and dynamic portfolios, and to see their projects from conception through exhibition. Throughout the year, students participate in numerous stu­ dent art shows in the Chapel, in the Summit Gallery, and at Sam Hill Warehouse. Variety of courses, such as Abstract Art and Nature, Women in Art, and Textile Design, which focus on the aesthetic, cultural, spiritual, and environmental contexts for art are offered.

• Photographic Studies: Photography is a tool and a language. It is a tool for instigating change, and a language for discovery of both the known and unknown aspects of our world and for expression of our perceptions of these discoveries. Photographic processes reveal the personality of the practitioner and enlarge the vocabu­ lary of the audience. Photographic studies at the College builds confidence in the creative vision of the stu­ dent and challenges the rest of the world to consider their participation within that vision. A curriculum designed to introduce students to the technical, theoretical, and historical craft, and the artistic and social potential of the photographic medium is offered. Courses emphasize fine printmaking as well as intermedi­ ate and advanced level courses in large format, color, alternative processes, contemporary perspectives, his­ tory, digital imaging, and the photographer as social artist. Students concentrate on building a strong, themat­ ic portfolio from conception to exhibition. At the center of the photography program is photographer ass social artist sequence of courses. Students often travel extensively and examine other cultures to understand their own culture and values, as well as to interpret the icons and images that have a role in our lives.

Goals & Objectives • Areas of Knowledge: Students explore through survey, history, special topics, and contemporary perspectives courses the historical development and aesthetic, political, and cultural issues relevant to the visual arts.

• Skills and Methods: Mastering media through technical and aesthetic methodology and personal, yet trained, expression are the keys to advanced learning in art. Course work at the College – ranging from bookmaking to painting to textile design to digital imagining – allow students to participate in critique workshops to hone their skills, sharpen their techniques, and examine their personal visions.

• Ethical Issues: Students strive to discover what the purpose of art is in private lives and how this purpose intersects with public life. A vocabulary to understand the techniques, legal systems, and ethical questions associated with being an image-maker in society is established.

• Experiential Learning: Art making is an experiential endeavor. Artists learn primarily by doing. Regardless of the course, students are always simultaneously creating art and examining the historical and contemporary meaning of images. Studio and photography courses often involve local, national, and international field trips, and workshops and critiques with various local, regional, and international artists.

Competence and Breadth Tracks While students are certainly encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees(IGC), a curriculum for three competence and breadth tracks in Visual Arts is offered.

• Visual Studies • Studio Arts • Photographic Studies This advising document contains guidelines for each track within the parameters of the College’s different grad­ uation formats (16 or 12 course competences and 8 or 6 course breadths). In close consultation with the IGC,

each student prepares the best plan, given his/her current interests and desires, senior project plans, and aspi­ rations after college.

Note: Some courses, such as Visual Arts Exhibitions Practicum, may be taken more than once.

List of courses and practicum requirement The College has offered the following courses in Visual Arts over the past few years. Many of the lower-division courses are offered on a yearly basis while most of the intermediate and upper-division courses are on 2-3 year cycles to ensure variety in our curriculum. This list will provides an overview. Courses are periodically added and removed courses from the program, students should consult with the Arts & Letters Program Coordinator or a Visual Arts faculty for the most recent curriculum plan. Check course descriptions for prerequisites.

Note: Upper-division (UD) course work or independent study in the Visual Arts Area requires a minimum of three studio foundation courses at the college level, or permission of a Visual Arts faculty.

Studio Arts Courses 72

• • • • • • • • • • • • • • • • • •

Foundations of Visual Art (LD) Figure Drawing (LD/UD) Observations of Nature: The Art of Scientific Illustration (LD/UD) Form and Function: Sculpture in Theory and Practice (L/UD) The Derivative Image Abstract Painting (LD/UD) Figure and Context in Narrative Painting (LD/UD) Ceramics (LD/UD) Glassblowing (LD/UD) Glass arts (LD/UD) Interpreting Nature Through Art and Photography (LD/UD) Printmaking (LD/UD) Bookmaking as Art (LD/UD) Public Art: Mural Painting (LD/UD) Public Art: Site Specific Sculpture (LD/UD) Studio Projects (UD) Visual Arts Exhibition Practicum: Gallery Management (LD/UD) Arts & Letters Practicum: Profession Development (LD/UD) (WE) Art Education

Visual Arts History Courses • Critical Concepts in Contemporary Art (LD/UD) (WE) • Art on the Periphery (LD/UD) (WE) • Alternative Processes in Photography (LD/UD) (WE) • Contemporary Perspectives in Photography (UD) (WE) • History of Photography (UD) (WE) Photographic Studies courses • Photo Exploration, Basic I (LD) • Photo Exploration, Basic II (LD) • Alternative Processes in Photography (LD/UD) (WE) • Digital Imaging (LD) • Digital Imaging II (LD/UD) • Documentary Photography (LD/UD) (WE) • Interpreting Nature Through Art and Photography (LD/UD) • Advanced Projects in Photography (LD/UD) • Photography and Westward Expansion (LD/UD) (WE) • Photography Workshop: Personal Fiction, Transcribing the Myths (UD) • The Camera: Servant of the Photographer’s Eye (LD/UD) • Large Format Photography (UD) • Large Scale Photography (UD) • Photographer as Social Artist (UD) (WE) • Visual Arts Exhibitions Practicum: Gallery Management (LD/UD) • Arts & Letters Professional Practicum: Professional Development (WE) Relevant Interdisciplinary Courses • Art & Politics in Eastern Europe (Integrative Studies) • Form and Pattern in Nature (Environmental Studies) • Interpreting Nature Through Art and Photography (Environmental Studies) • Image and Power in Mass Culture (Integrative Studies) • Painting From the Source (Human Development) • Expressive Arts Therapies (Human Development) • Opening the Creative Mind (Human Development) • Art Education (Education) • Newspaper Journalism Practicum (Writing & Literature) The practicum requirement A practicum course or independent study is required for competences in Arts & Letters. Possibilities include cours­ es or projects in which the student can demonstrate the interconnection and application of learning and the per­ sonalization of learning components of the competence. Students have the opportunity for hands-on professional 73

or semi-professional training in the competence or breadth area, independent study, teaching experience, or com­ munity service outreach. To complete the practicum requirement, students must receive full-course credit.

Practicum Possibilities in Visual Arts • Visual Arts Exhibitions Practicum: Gallery Management (LD/UD) (WE) • Arts and Letters Professional Practicum: Professional Development (LD/UD) (WE) • Specialized Independent or group Independent Studies (Upper Division Level) • Teaching Assistantship in a Visual Arts course (with permission of instructor) • Internship in an outside organization • Community service project • Other means (proposed by the student and carefully reviewed and approved by the Individual Graduation Committee) Senior Projects (representative examples) • Exhibitions: design, presentation, and exhibition of major body of work.

• Service projects: Internships, apprenticeships, community service events • Designing and leading ambitious group Independent Study • Prescott Billboard Project • Community art workshops • Charter school art and teaching photography • Website/Arts & Letters Art Auction • Billboard Project/public art • Various thematic exhibitions Minimum Requirement Guidelines: Visual Studies Competence A variety of studio arts and photography courses that support the Visual Studies competence are offered. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum stan­ dards. When appropriate, students are encouraged to supplement their course work at the College with inde­ pendent studies, visual arts internships, and/or course work at other colleges. Note: Some courses, such as Visual Arts Exhibitions Practicum, may be taken more than once.

Visual Studies Competence: 16 Course Minimum • Significant course work in photographic studies, studio arts and art history • 5 foundation/skills/knowledge courses (Recommended: Photo I, Photo II, Drawing Workshop I, Painting Workshop 1, Foundations of Visual Art,Form and Function: Sculpture, Digital Imaging I and II) • 3 Visual Arts History Courses • 3 additional Visual Arts courses or Independent Studies • 1 practicum requirement (e.g., Visual Arts Exhibitions Practicum: (Gallery Management, Arts & Letters Professional Practicum: Professional Development, independent study, teaching assistantship, internship) • 8 UD courses (including Senior Project) • Senior Project Visual Studies Competence: 12 Course Minimum • Significant course work in photographic studies & studio Arts • 5 foundation/skills/knowledge courses (Recommended: Photo I, Photo II, Drawing Workshop I, Painting Workshop 1, 2-D Design, 3-D Design, Digital Imaging I, Digital Imaging II) • 1 Visual Arts history/survey course • 3 additional visual studies course or Independent Studies • 1 practicum requirement (e.g., Visual Arts Exhibitions Practicum I & II, independent study, teaching assistantship, internship) independent study) • 6 UD courses in competence (including Senior Project) • Senior Project Minimum Requirement Guidelines: Studio Arts Competence A variety of courses in two – and three – dimensional design, art history, and other visual studies that allow students to learn and hone their skills in the studio arts and examine the historical and contemporary issues in art are offered. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum standards. When appropriate, students are encouraged to supplement their course work at the College with independent studies, visual arts internships, and/or course work at other colleges.

74

Note: Some courses, such as Visual Arts Exhibitions Practicum, may be taken more than once.

Studio Arts Competence: 16 Course Minimum • 5 foundation/skills/studio ccourses (Recommended: Foundations of Visual Art, Drawing, Painting, Printmaking, Form and Function: Sculpture) • 2 art history courses • 5 additional studio arts courses or Independent Studies • 1 practicum requirement (Visual Arts Exhibitions Practicum: Gallery Management, Arts & Letters Practicum: Professional Development, Art Education, teaching assistantship or internship) • 8 UD courses (including Senior Project) • Senior Project Studio Arts Competence: 12 Course Minimum • 4 foundation/skills/studio courses (Recommended: Foundations of Visual Art, Drawing, Painting, Printmaking, Form and Function: Sculpture Drawing ,Painting Workshop I, Design Workshop: Color Through Printmaking, Design Workshop: • 2 Visual Arts history courses • 3 additional studio arts courses or Independent Studies • 1 practicum requirement (e.g., Visual Arts Exhibitions Practicum: Gallery Mangement, Art Education,Arts and Letters Professional PracticumL Professional Development, teaching assistantship, internship, independent study) • 6 UD ccourses in ccompetence (including Senior Project) • Senior Project Minimum Requirement Guidelines: Photographic Studies Competence avariety of courses in photography and studio arts that allow students opportunities to develop technique and vision, and to orient them to the historical and contemporary issues of photographic studies are offered. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum stan­ dards. When appropriate, students are encouraged to supplement their course work at the College with inde­ pendent studies, visual arts internships, and/or course work at other colleges.

Note: Some courses, such as Visual Arts Exhibitions Practicum, may be taken more than once.

Photographic Studies Competence: 16 Course Minimum • 4 foundation/skills/studio courses (Recommended: Photo I, Photo II, Foundations of Visual Art, Digital Imaging I and II, Drawing) • 2 art history courses (History of Photography + 1 additional Art History ) • 5 additional photographic studies courses or Independent Studies beyond foundation level • 1 additional visual studies course beyond foundation level (Recommended: Contemporary Perspectives in Photography, Advanced Projects in Photography, Alternative Processes in Photography, Bookmaking as Art, Printmaking, Image and Power in Popular Culture, Form and Pattern in Nature, Interpreting Nature Through Art & Photo, Abstract Art and Nature) • 1 practicum requirement (e.g., Visual Arts Exhibitions Practicum: Gallery Management, Arts & Letters Practicum: Professional Development, Art Education, teaching assistantship, internship, independent study) • 8 UD courses in competence (including Senior Project) • Senior Project Photographic Studies Competence: 12 Course Minimum • 4 foundation/skills/studio courses (Recommended: Photo I, Photo II, Foundations of Visual Art, Digital Imaging I and II, Drawing) • 2 Visual Arts history courses (History of Photography + 1 Art Survey) • 3 additional photographic studies courses or Independent Studies beyond foundation level • 1 additional Visual Arts course beyond foundation level (Recommended: Bookmaking, Printmaking, Image and Power in Popular Culture, Form and Pattern in Nature, Interpreting Nature Through Art & Photo, Abstract Art and Nature) • 1 practicum requirement (e.g., Visual Arts Exhibitions Practicum:Gallery Management, Arts and Letters Professional Practicum: Professional Development, Art Education, teaching assistantship, internship, independent study) • 6 UD courses in competence (including Senior Project) • Senior Project 75

Minimum Requirement Guidelines: Visual Studies Breadth A variety of studio arts and photography courses that support the Visual Arts curriculum is offered. The num­ bers below indicate minimum standard guidelines. Students are encouraged to exceed minimum standards.

When appropriate, students are encouraged to supplement their course work at the College with independent studies, visual arts internships, and/or course work at other colleges.

Visual Studies Breadth: 8 Course Minimum • Significant course work in photographic studies & studio arts • 4 foundation/skills/knowledge courses (Recommended: Photo I, Photo II, Drawing,Painting, Foundations of Art, Sculpture • 1 Visual Arts survey/history ccourse • 3 additional visual studies courses • 2 Upper Division courses Visual Studies Breadth: 6 Course Minimum • Significant course work in both photographic studies & studio arts • 3 foundation/skills/knowledge courses (Recommended: Photo I, Photo II, Drawing, Painting, Foundations of Visual Art, Form and Function: Sculpture) • 1 Visual Arts survey/history course • 2 additional Visual Arts courses • 2 additional Upper Division ccourses recommended.

Minimum Requirement Guidelines Studio Arts Breadth A variety of courses in two- and three-dimensional art, art history, and other visual arts courses that allow stu­ dents to learn and hone their skills in the studio arts and examine the historical and contemporary issues in art are offred. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed min­ imum standards. When appropriate, students are encouraged to supplement their course work at the College with independent studies, fine arts internships, and/or course work at other colleges.

Studio Arts Breadth: 8 Course Minimum • 4 foundation/skills/studio courses (Recommended: Drawing, Painting, Design Printmaking, Design Workshop, Foundations of Visual Art, Form and Function: Sculpture, Photo I, Digital Imaging I) • 1 art history course • 3 additional studio arts courses/Independent Studies • 2 Upper Division courses studio arts breadth: 6 Course Minimum • 3 foundation/skills/studio courses (Recommended: Drawing, Painting, Design Printmaking, Design Workshop, Foundations of Visual Art, Form and Function: Sculpture, Photo I, Digital Imaging I) • 1 art ristory/survey ccourse (Recommended: Any 1 of 4 Art Surveys) • 2 additional studio arts courses/Independent Studies • 2 Upper Division courses recommended Minimum Requirement Guidelines: Photographic Studies Breadth a variety of courses in photography and fine arts that allow students opportunities to develop technique and vision, and to orient them to the historical and contemporary issues of photographic studies are offered. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum stan­ dards. When appropriate, students are encouraged to supplement their course work at the College with inde­ pendent studies, photography internships, and/or course work at other colleges.

Photographic Studies Breadth: 8 Course Minimum • 4 foundation/skills/studio courses (Recommended: Photo I, Photo II, Alternative Processes, Drawing, Foundations of Visual Art, Digital Imaging I, Digital Imaging II) • 1 photography history course (History of Photography, Contemporary Perspectives in Photography, Alternative Processes) • 3 additional photographic studies courses (Recommended: Contemporary Perspectives, History of Photography, Interpreting Nature Through Art and Photo, Documentary Photography, Digital Imaging,Advanced Projects in Photography, The Camera, Photographer as Social Artist) • 2 Upper Division courses 76

Photographic Studies Breadth: 6 Course Minimum • 4 foundation/skills/studio courses (Recommended: Photo I, Photo II, Drawing, Foundations of Visual Art, Digital Imaging I, Digital Imaging II) • 2 additional photographic studies courses (Recommended: Contemporary Perspectives, History of Photography, Interpreting Nature Through Art and Photo, Documentary Photography, Digital Imaging, Photographer as Social Artist) • 2 Upper Division courses recommended Writing and Literature Advising Document Introduction Rationale The Writing and Literature area of the Arts & Letters Program corresponds directly with the liberal arts mission.

In literature courses, students have the opportunity to explore classic and contemporary poetry, fiction, plays, screenplays, and nonfiction. These courses are designed to introduce students to literature from various cultures and to help students become careful readers, able to effectively analyze and synthesize. Writing courses are designed to help students hone their creative and critical writing skills, to produce original pieces of polished work in a variety of genres, and to learn how to both give and receive constructive criticism in workshop settings.

Overview A full curriculum in all genres of creative writing (poetry, fiction, nonfiction, and scriptwriting), and a wide variety of courses in literature such as Literature as Experience, Shakespeare, Vintage Verse, World Novel, American Novel, Women’s Literature, and Literature of the American Dream. In addition, we offer crossdisciplinary litera­ ture courses such as Holy Books, Vertical Margins: Literature of Mountaineering and Exploration, and Family Systems in Film and Literature. We also offer combination writing and literature courses in which students not only study a particular sub-genre of literature, such as The Memoir or Short Story Cycle or Forms of Fiction, but also create their own body of creative work is offered. Several field-based courses such as Travel Writing: Journey as Metaphor, Sense of Place: Alaska, and Advanced Fiction Writers’ Workshop. Prescott College’s emphasis on small class size and experiential learning create a natural workshop setting where students learn how to evaluate each oth­ ers’ work and to use that feedback to create strong stories, poems, essays, and scripts are offered.

The centerpieces of the Writing and Literature program are the literary journal and school newspaper. Alligator Juniper, a national literary magazine, is student-staffed and faculty-mentored and publishes nationally recognized poets, fiction and nonfiction writers, and photographers along with the College student winners in each category.

The student-run newspaper, The Raven, publishes 6 issues a year. Arts & Letters sponsors a Prescott College Arts Council, which supports writing and literature related activities, The Southwest Writers’ Series which hosts nation­ ally acclaimed and emerging writers, and Writers in the Community, a service-learning practicum. Students regu­ larly share their work through readings and class-generated anthologies.

Goals & Objectives • Areas of Knowledge: Students are exposed to a wide range of classic and contemporary literature and the historical, philosophical, intellectual, and aesthetic contexts in which those pieces of literature were cre­ ated. Most writing courses are project-based, with students working toward a portfolio or class antholo­ gy of revised fiction, poetry, scripts, or nonfiction.

• Skills/Methods: Students in writing courses master the workshop method of evaluation as well as the processes and techniques which professional writers use to create their work. In addition, students learn how to revise and prepare their manuscripts for submission to literary journals, magazines, and newspa­ pers. Students learn how to read published texts and works-in-progress closely, using a number of critical lenses, and hone their analytical skills through critical essays.

• Ethical Issues: Literature is, as John Gardner argues, a moral endeavor – moral in the sense that poetry, stories, novels, and plays are writers’ attempts to explore, openly and honestly, why people behave the way they do and what the consequences of their actions are. As writers, students are asked to confront the issues of their own lives and the lives of their characters in ways that create significant meaning.

• Experiential Learning: Writing and literature is experiential learning at its best. Students read and analyze the experience of others and to write about their own or imagine experiences that will entertain and instruct.

Most courses are project-based, with students revising and collecting their work in polished portfolios or anthologies of class work. Opportunities through the Newspaper Journalism Practicum, Literary Journal Practicum, Writers in the Community Practicum, independent studies, internships, and teaching assistant­ ships allow students to work in a professional environment and help create finished projects for the commu­ 77

nity. Public readings of student work, and the Prescott College Student Arts Council provide students with an additional forum to write, evaluate, revise, and present their writing. A variety of courses which are direct­ ly experiential: Travel Writing, Sense of Place (Alaska and Kino Bay, Mexico), Fiction Writers’ Workshop (field setting), and Nature’s Voice: Reading and Writing about Natural History are offered.

Competence and Breadth Tracks Students are encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees (IGC). A curriculum in support of these three competence and breadth graduation tracks in the Writing and Literature area are offered: • Creative Writing • Writing and Literature • Literature This advising document contains guidelines for each track within the parameters of the College’s different grad­ uation formats (16 or 12 course competence; 8 or 6 course breadth). In close consultation with the IGC, each student prepares the best plan, given his/her current academic interests and desires, senior project plans, and aspirations after college.

Writing and Literature: List of Courses and Practicum Requirements The College has offered the following courses in Writing & Literature over the past few years. Many of the lowerdivision courses are offered on a yearly basis while most of the intermediate and upper-division courses are on 2-3 year cycles to ensure variety in our offerings. This list will provide you with an overview. Because we periodically add and remove courses to and from our curriculum, you should consult with the Arts & Letters Program Coordinator or a Writing & Literature faculty member for the most recent curriculum plan.

Students may enroll in a course with different levels of preparation. Many classes are listed as lower divi­ sion and upper division. Students work with instructors during registration and drop/add periods to deter­ mine which division level is most appropriate.

All creative writing and literature classes have a standard prerequisite of Writing Certification, Part 1. Check course descriptions for additional prerequisites.

Writing Courses • Writing Workshop (LD: Satisfies Writing Certification I) Fiction • Introduction to Fiction Writing (LD) • Sudden Fiction: The Art of the Very Short Story (LD/UD) • Writing as Performance (LD/UD) • Forms of Fiction: Fiction Writers Workshop (UD) • The Short Story Cycle (UD) • Advanced Fiction Workshop: Sierra Anchas (UD) • Literary Journal Practicum (UD) • Writers in the Community (UD) Poetry • Poetry Workshop (LD/UD) • Writing as Performance (LD/UD) • Vintage Verse (LD/UD) (WE) • Advanced Poetry Workshop (UD) • Literary Journal Practicum: Poetry (UD) • Writers in the Community (UD) Scriptwriting • Playwriting (LD/UD) • Screenwriting (LD/UD) • Scriptwriting (LD/UD) • Writing as Performance (LD/UD) Nonfiction • Newspaper Journalism Practicum (LD/UD) (WE) 78

• • • • • • • • • •

Magazine Journalism (LD/UD) (WE) Sense of Place: Alaska (LD/UD) Sense of Place: Kino Bay, Mexico (LD/UD) Creative Nonfiction (LD/UD) Writing as Performance (LD/UD) The Memoir (UD) Nature’s Voice: Reading and Writing about Natural History (UD) Travel Writing: Journey as Metaphor (LD/UD) Literary Journal Practicum (UD) Writers in the Community (UD)

Literature Courses American Literature • American Novel (LD/UD) (WE) • American West in Film and Literature (LD/UD) (WE) • Literature of the American Dream (LD/UD) (WE) • Othering of American Literature (LD/UD) (WE) • Southwestern Literature (LD/UD) (WE) • The Ancient People: Literature & Prehistory in the Southwest (LD/UD) (WE) World Literature • Literature as Experience (LD/UD) (WE) • World Novel (LD/UD) (WE) • Voices from Latin American: Literature in Translation (LD/UD) (WE) • Holy Books (LD/UD) (WE) • Vintage Verse (LD/UD) (WE) • Dramatic Literature (LD/UD) (WE) • Shakespeare (UD) (WE) Cross-Disciplinary Literature • Philosophies of the Interpretive Naturalists (LD) (WE) • Film and Literature (LD/UD) (WE) • Family Systems in Film and Literature (LD/UD) (WE) • Women’s Literature (LD/UD) (WE) • Vertical Margins: Literature of Mountaineering and Exploration (LD/UD) (WE) • The Memoir (UD: Creative Writing Emphasis) • The Short Story Cycle (UD: Creative Writing Emphasis) The Practicum Requirement Two practicum courses are required for a competence in Writing & Literature. Practicum possibilities in Writing & Literature include courses or projects in which the student can demonstrate interconnection and application of learning and the personalization of learning. Practica provide students with the opportunity for hands-on professional or semiprofessional training in the competence or breadth area, internships, or commu­ nity service outreach.

Note: Students may take a practicum course more than once.

Practicum Possibilities in Writing & Literature Practicum Courses • Newspaper Journalism Practicum (LD/UD) (WE) • Literary Journal Practicum (UD) • Literary Journal Practicum: Poetry (UD) • Writers in the Community (UD) Other Practicum Possibilities • Teaching Assistantship (TA) in a writing or literature course (with permission of instructor and TA Application) • Internship (e.g., for a literary magazine, for a writer, or for a film company) • Community service project (workshops on writing in the schools or for retirement homes, performances for children, teaching volunteer community classes, organizing school or community reading series) 79

Minimum Requirement Guidelines: Creative Writing Competence Creative Writing is the strongest competence area. A variety of courses in each genre (poetry, fiction, nonfiction,

and scriptwriting) are offered throughout the year. Courses are taught by published writers and experienced teach­ ers in each genre. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed

minimum standards.

Note: practicum courses may be taken more than once. Only one introductory-level (freshman) composition

may count toward competence.

Creative Writing Competence: 16 Course Minimum • Courses in 3 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 4 literature courses (only 1 combo writing/lit course may count toward four) • 2 writing and literature practicum courses • 8 courses should be Upper Division (including Senior Project) • Senior Project (often a manuscript of new and revised creative writing) Creative Writing Competence: 12 Course Minimum • Courses in 3 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 3 literature Courses (only 1 combo writing/lit course may count toward four) • 2 writing and Literature Practicum Courses • 6 courses should be Upper Division (including Senior Project) • Senior Project (often a manuscript of new and revised creative writing) Minimum Requirement Guidelines: Writing & Literature Competence This competence track demands a more equal balance of coursework in creative writing and the study of literature.

When appropriate, students are encouraged to supplement their course work with independent studies, writing and

literature internships, and/or course work at other colleges. The numbers below indicate minimum standard guide­ lines. Students are urged to exceed minimum standards.

Note: Practicum courses may be taken more than once. Only one introductory-level (freshman) composition

may count toward competence.

Writing & Literature Competence: 16 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 7 literature courses • Courses in at least 2 literature areas (American, world, cross-disciplinary) • 2 writing and literature practicum courses • 8 courses should be Upper Division (including Senior Project) • Senior Project (often a collection of both original creative work and literary analysis) Writing & Literature Competence: 12 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 5 literature courses • Courses in at least 2 literature areas (American, world, cross-disciplinary) • 2 practicum courses • 6 courses should be Upper Division (including Senior Project) • Senior Project (often a collection of both original creative work and literary analysis) Minimum Requirement Guidelines: Literature Competence This graduation track is for those students who wish to pursue a literature degree with less emphasis on their own creative work – often for students intending to pursue graduate studies in literature or teaching English. When appropriate, students are encouraged to supplement their course work with independent studies, internships, and/or course work at other colleges. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum standards.

Note; Students pursuing a Literature Competence are encouraged to have 1-2 years of course work in a for­ eign language. One introductory-level (freshman) composition may count toward competence.

Literature Competence: 16 Course Minimum • 2 creative writing courses • Courses in all three literature areas (American, world, cross-disciplinary) • 10 literature courses 80

• 1 practicum course • 8 courses should be Upper Division (including Senior Project) • Senior Project (most often an in-depth literary thesis) Literature Competence: 12 Course Minimum • 2 creative writing courses • Courses in all three literature areas (American, world, cross-discipline) • 8 literature courses • 1 practicum course • 6 courses should be Upper Division (including Senior Project) • Senior Project (most often an in-depth literary thesis) Minimum Requirement Guidelines: Creative Writing Breadth A variety of courses in each genre (poetry, fiction, nonfiction, and scriptwriting) are offered throughout the year.

Courses are taught by published writers and experienced teachers in the genre. The numbers indicate mini­ mum standard guidelines. Students are encouraged to exceed minimum standards. In breadth areas, students are encouraged to take at least two upper-division courses. Because the purpose of the breadth is to provide a thorough grounding in the content area, students may take additional Lower Division courses to compensate for a lower number of upper-division courses.

Note: Practicum courses may be taken more than once. Only one introductory-level composition may count toward breadth.

Creative Writing Breadth: 8 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 2 literature courses (no combo writing/literature courses may count) • 1-2 practicum courses • 2 Upper Division courses Creative Writing Breadth: 6 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 1 Literature Course (no combo writing/literature courses may count) • 1 practicum course • 2 Upper Division courses recommended Minimum Requirement Guidelines: Writing and Literature Breadth This breadth demands a more equal balance of coursework in creative writing and in the study of literature.

The numbers indicate minimum standard guidelines. Students are encouraged to exceed minimum standards.

In breadth areas, students are encouraged to take at least two upper-division courses. Because the purpose of

the breadth is to provide a thorough grounding in the content area, students may take additional lower-division

courses to compensate for a lower number of upper-division courses.

Note: Only one introductory-level (freshman) composition can count toward breadth.

Writing & Literature Breadth: 8 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 3 literature courses (only 1 combo writing/literature course may count) • 1 practicum course • 2 Upper Division courses Writing & Literature Breadth: 6 Course Minimum • Courses in 2 different genre areas (poetry, fiction, nonfiction, scriptwriting) • 3 literature courses (only 1 combination writing/literature course) • 1 practicum course • 2 Upper Division courses recommended Minimum Requirement Guidelines: Literature Breadth This breadth is for students interested primarily in the study of literature rather than the practice of creative writ­ ing. The numbers indicate minimum standard guidelines. Students are encouraged to exceed minimum standards.

In breadth areas, students are encouraged to take at least two Upper Division courses. Because the purpose of the breadth is to provide a thorough grounding in the content area, students may take additional lower-division cours­ 81

es to compensate for a lower number of upper-division courses.

Note: Only one introductory-level composition may count toward breadth.

Literature Breadth: 8 Course Minimum • 2 creative writing courses or combination writing/literature courses • 5 literature courses (only 2 combination writing/literature courses) • Courses in at least 2 literature areas (American, world, cross-disciplinary) • 1 practicum course • 2 Upper Division courses Literature Breadth: 6 Course Minimum • 1 creative writing course or combination writing/literature course • 4 literature courses (only 2 combination writing/literature courses) • Courses in at least 2 literature areas (American, world, cross-disciplinary) • 2 Upper Division courses recommended

Interdisciplinary Arts & Letterss Introduction Rationale Many students emphasize the liberal arts mission by pursuing a broad-based competence or breadth in the Arts & Letters area rather than a more narrowly defined field of study. The Arts & Letters Program encourages this approach. Students make connections across disciplines, to deepen their appreciation of all the arts, and to learn the theory and techniques of more than one discipline.

Overview A full curriculum in four primary areas is offered: Writing & Literature, Visual Arts, Performing Arts, and Spanish Language and Literature. Students pursuing an Interdisciplinary Arts & Letters competence are expected to complete significant work in at least three of these areas; students pursuing an Interdisciplinary Arts & Letters breadth are expected to complete significant work in at least two of the areas of the program. In addition to taking introductory, intermediate, and advanced courses in different areas, students are encouraged to design independent studies (e.g., The Written Dance, Photo- Journalism, etc.) or take courses (e.g., Shakespeare, Writing as Performance, Bookmaking, Voices in Translation: Latin American Literature, Interdisciplinary Performance, Sense of Place: Kino Bay) which intentionally synthesize disciplines. Senior projects should demonstrate a genuine interdisciplinary approach.

Students who desire both breadth and depth, an Arts & Letters competence with an emphasis in a particular area is encourage. A student’s competence may be Arts & Letters with an emphasis in creative writing. In this cases, the student is expected to have significant course work in three areas, and meet minimum requirements for a breadth in the area of emphasis. The Senior Project may focus on the emphasis area.

Competence and Breadth Tracks Students are encouraged to design and develop alternative degree plans with the counsel of the Individual Graduation Committees (IGCs). Two primary competence tracks and one breadth track for an interdisciplinary Arts & Letters degree include: • Arts & Letters competence • Arts & Letters competence with emphasis area • Arts & Letters breadth This advising document contains guidelines for each track within the parameters of different graduation for­ mats (16 or 12 course competences and 8 or 6 course breadths). In close consultation with the IGC, each stu­ dent prepares the best plan, given his/her current academic interests and desires, senior project plans, and aspi­ rations after college.

Courses, Independent Studies, Senior Projects, Practicum Requirement All courses in the Arts & Letters Program count toward this competence or breadth area. Consult each curric­ ular area advising document for lists of courses, independent studies, practicum requirements, senior projects, and other guidelines.

Minimum Requirement Guidelines: Arts & Letters Competence Students are encouraged to take courses in many disciplines within the Arts & Letters Program. Consult the 82

course listings in each area’s advising document. The numbers below indicate minimum standard guidelines.

Students are encouraged to exceed minimum standards.

Note: Some Practicum courses may be taken more than once. Only one introductory level (freshman) compo­ sition may count toward competence.

Arts & Letters Competence: 16 Course Minimum • Courses in at least three different areas of Arts & Letters (performing arts, Spanish or other language/lit­ erature, visual arts, writing & literature) • 2 practicum courses (see practicum requirements for different areas) • 1 interdisciplinary Arts & Letters courses/Independent Studies (Examples: Writing as Performance, Bookmaking, Photographer as Social Artist, Sense of Place: Alaska, Shakespeare, Interdisciplinary Performance, Voices from Latin America: Literature in Translation, Newspaper Journalism Practicum) • 8 courses should be UD-level (including Senior Project) • Senior Project (combining at least two focus areas) Arts & Letters Competence: 12 Course Minimum • Courses in at least three different areas of Arts & Letters (Performing Arts, Spanish or other Language/Literature, Visual Arts, Writing & Literature) • 1 practicum requirement (see practicum requirements for different areas) • 1 interdisciplinary Arts & Letters courses/Independent Studies (Writing as Performance, Bookmaking, Alternative Processes, Sense of Place: Kino Bay, Shakespeare, Interdisciplinary Performance, Poetry-Visual Arts Collage, Voices from Latin America: Literature in Translation, Newspaper Journalism Practicum) • 6 courses should be Upper Division (including Senior Project) • Senior Project (combining at least two focus areas) Minimum Requirement Guidelines: Arts & Letters Competence with Emphasis Area Students are encouraged to take courses in many disciplines within the Arts & Letters Program. This compe­ tence area allows students to have an emphasis area. Consult the course listings and the minimum-degree

requirements in each area’s advising document. The numbers below indicate minimum standard guidelines.

Students are encouraged to exceed minimum standards.

Note: Practicum courses may be taken more than once. Only one introductory-level (freshman) composition

may count toward competence.

Arts & Letters with Emphasis Area: 16 Course Minimum • Emphasis area must meet 8-course breadth requirements of the discipline • 5 courses in two areas of Art & Lettrs other than emphasis area (performing arts, Spanish or other lan­ guage/literature, visual arts, writing & literature) • 1 practicum requirement (see practicum requirements for different areas; typically the practicum will be done in the emphasis area) • 1 interdisciplinary Arts & Letters courses/Independent Studies (Examples: Writing as Performance, Bookmaking, Photographer as Social Artist, Sense of Place: Alaska, Shakespeare, Interdisciplinary Performance, Voices from Latin America: Literature in Translation, Newspaper Journalism Practicum) • 8 courses in competence should be Upper Division (including Senior Project) • Senior Project (either combining focus areas or in emphasis area) Arts & Letters with emphasis area: 12 course minimum • Emphasis area must meet 6-course breadth requirements of the discipline • 4 courses in two areas of Art & Letters other than emphasis area (performing arts, Spanish or other lan­ guage/literature, visual arts, writing & literature) • 1 practicum requirement (see practicum requirements for different areas; typically the practicum will be done in the emphasis area) • 1 interdisciplinary Arts & Letters courses/Independent Studies (Examples: Writing as Performance, Bookmaking, Photographer as Social Artist, Sense of Place: Alaska, Shakespeare, Voices from Latin America: Literature in Translation, Interdisciplinary Performance, Newspaper Journalism Practicum) • 6 courses should be Upper Division (including Senior Project) • Senior Project (either combining focus areas or in emphasis area) Minimum Requirement Guidelines: Arts & Letters Breadth Students shoulf take courses in many disciplines within the Arts & Letters Program. Consult the course listings 83

in each area’s advising document. The numbers below indicate minimum standard guidelines. Students are encouraged to exceed minimum standards. An emphasis area is not recommended for an Arts & Letters breadth because the goal of this breadth is to have work in several areas, and the breadth does not allow an ade­ quate number of courses for extensive depth and crossdiscipline breadth.

Note: Only one introductory-level (freshman) composition course may count toward breadth.

Arts & Letters Breadth: 8 Course Minimum • Courses in at least two different areas of Arts & Letters (performing arts, Spanish or other language/lit­ erature, visual arts, writing & literature) • 1 practicum requirement recommended (see practicum requirements for different areas) • 1 interdisciplinary Arts & Letters course recommended (Examples: Writing as Performance, Bookmaking, Alternative Processes, Sense of Place: Kino Bay, Shakespeare, Interdisciplinary Performance, Newspaper Journalism Practicum, Voices from Latin America: Literature in Translation: Latin American Literature) • 2 Upper Division courses Arts & Letters Breadth: 6 Course Minimum • Courses in two different areas of Arts & Letters (performing arts, Spanish or other language/literature, visual arts, writing & literature) • 1 practicum requirement recommended (see practicum requirements for different areas) • 1 interdisciplinary Arts & Letters course recommended (Examples: Writing as Performance, Bookmaking, Alternative Processes, Sense of Place: Kino Bay, Shakespeare, Interdisciplinary Performance, Poetry-Visual Arts Collage, Voices from Latin America: Literature in Translation, Newspaper Journalism Practicum) • 2 Upper Division courses recommended

Cultural and Regional Studies Cultural and Regional Studies Introduction Rationale and Overview The Cultural and Regional Studies (CRS) competence area of the Integrative Studies Program is an innovative approach to the college’s liberal arts and environmental mission. In this area of study, students are given the oppor­ tunity to understand the varied cultural responses to the human condition and its environmental surroundings.

This curriculum is designed to enable students to think critically across a number of disciplines including anthropology, communication, economics, history, politics and sociology. Students will pursue a combination of local and field-based courses and explore the interwoven forces of globalism and localism in a variety of cultur­ al settings. This graduation area is complemented and enhanced by the rich variety of extra – curricular activi­ ties at the College such as its Amnesty International Club, the Aztlan Center for Environmental Justice, the Student EnvironmentalNetwork and the Gay and Lesbian Alliance.

The Cultural and Regional Studies graduation area is concerned with the explanation of the relations between and among the cultural practices of everyday life, economics, the material world, the State, and historical forces and contexts. Recognizing that “people make history in conditions that may not be of their own making,” CRS seeks to identify all dimensions of power relations as they relate to different contexts including those moments when people are manipulated and deceived as well as those times when they are active, struggling and even resisting. Whenever possible, we intend to represent the truly international nature of contemporary life, with­ out ignoring the differences that are the result of speaking from and to different contexts.

Goals and Objectives I Areas of Knowledge: Cultural and Regional Studies (CRS) at the College is composed of four areas of knowledge: Political Economy, Gender Studies, Border Studies, and Regional Studies.

A Political Economy is the study of the relationships, between political institutions and values, economic insti­ tutions and practices, and the natural environment that supports them all. Our approach to political econo­ my raises questions and hopes about change on a global scale. Through the methods of ecological econom­ ics and political ecology, students will acquire a deeper understanding of the concept of “development.”

B Gender Studies is concerned with the study of questions of power organized around differences of gender.

This area focuses on gender representations in the mass media, on the mapping of gender hierarchy on to the nature/culture distinction, and on the social construction of gender roles in private and public life.

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C Border Studies is a new and flourishing scholarly field that takes as its object of analysis the layering and clashing of cultural practices and images. the College’s location in southwestern United States is a unique opportunity to consider “borders” as fundamental to analysis of the contemporary world. This decisive idea pushes analysis into the fresh and often uncharted conceptual territory of exile, migrations, diaspo­ ras, ecotourism, post-colonialism, multi-culturalism, subcultures and xenophobia.

D Regional Studies is concerned with the authenticity of bioregional and cultural location. While we understand the term inclusively, regionalism is a critical perspective providing new resources for identi­ ty and energies for re-imagining the nature of the nation- state. Regional Studies differs from our other three areas of knowledge in that its object of study is bound by the particularities of place: namely, his­ tory, language, cultural expressions, and physical environment. The College has a long and continuing tradition of providing study opportunities both within the United States and abroad.

II Skills/methods: Students in Cultural and Regional Studies must develop critical thinking skills and empa­ thetic understanding across racial, gender, class, regional, international and non-human structures and prac­ tices. They will learn to interpret human behavior and culture, criticize written texts, synthesize ideas from various academic and real-life situations, and develop their own conclusions regarding social change in tan­ dem with learning the research and writing skills appropriate to their areas of knowledge. In some cases, profficiency in a language other than English is recommended.

III Ethical issues: In giving to the word ethics its strongest meaning – a questioning concerning the distinctive character or spirit of a people, group, or culture – Cultural and Regional Studies encourages an ethos of concern as well as a lively critical consciousness.

IV Experiential Learning: The Cultural and Regional Studies curriculum provides ample opportunities for inte­ grating theory and practice. Teaching and learning techniques will vary according to the character and require­ ments of each course and will include a variety of active learning situations between and among students, stu­ dents and other teachers and mentors, on field trips, and through travel courses in the United States and abroad.

Competence and Breadth Graduation areas Students are encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees (IGC). Primary competence and breadth graduation areas are offered and described above This advising document contains guidelines for the graduation area within the parameters of different graduation formats (16- or 12-course competencies and 8- or 6- course breadths). In close consultation with the IGC, each student prepares the best plan, given his/her current academic interests and desires, senior project plans, and aspirations after college.

Cultural and Regional Studies List of Courses The following courses in Cultural and Regional Studies (CRS) over the past few years. Many of the lower-division courses are offered on a yearly basis while most of the intermediate and upper-division courses are on 2-3 year cycles to ensure variety in our offerings. This list will provide you with an overview. Note that several courses serve more than one knowledge area. Because we periodically add and remove courses to and from our curriculum, you should consult with the Integrative Studies Program Coordinator or a Cultural and Regional Studies faculty mem­ ber for the most recent curriculum plan. Upper division Cultural and Regional Studies courses will usually require previous successful completion of at least one lower division course. The student must also understand that as a multidisciplinary area of study, the Cultural and Regional Studies competence area relies strongly on courses not staffed within its own administrative structure. Some of these courses are listed as part of this list, so students gets an idea of courses around the curriculum that they may use for their degree plans according to their specific inter­ ests. Yet, the list is by no means complete and is not mean to substitute the advise of the IGC. Courses Appropriate for the Political Economy Area of Knowledge (LD) American Government: The Political Game American Paradox: Studies in the History of a Varied People.

Changing World Order: The Global Puzzle Social Problems: Research Methods and Theories.

Eastern European Societies and Politics in Transition Ecological Economics, Principles of Environmental Law Environmental Politics: Domestic and Global Dimensions (WI) Globalized Sustainable Development: A Paradox? (A Case Study of Costa Rica) 85

History of Conflict in the Southwest Human Rights Seminar Image and Power in Mass Culture Law, Society and the Environment Psychology for Social Change* Social Movements Social Problems: Research Methods and Theories Socialism, Democracy and Conservation (Cuba, Nicaragua, Costa Rica) Parts 1,2,3 (18 credits) Summer Studies in Costa Rica: The Human Dimension of the “Green Republic” (UD) Changing World Order: The Global Puzzle Eastern European Societies and Politics in Transition Ecological Economics, Principles of Global Development Issues and Energy Economics (WI) Globalized Sustainable Development: A Paradox? (A Case Study of Costa Rica) History of Conflict in the Southwest Human Rights Seminar Law and Social Change Law, Society and the Environment Psychology for Social Change* Social Problems: Research Methods and Theories Socialism, Democracy and Conservation (Cuba, Nicaragua, Costa Rica) Parts 1,2,3 (18 credits) Special Topics: Political Personalities and Mass Psychology Summer Studies in Costa Rica: The Human Dimension of the “Green Republic” Twentieth Century Revolutions in Latin America (changing to Revolution: The Latin American Experience) Courses Appropriate for the Gender Studies Area of Knowledge (LD) Contemporary Cultures of Latin America and Iberia Contemporary Society, Art and Politics in Eastern Europe American Paradox: Studies in the History of a Varied People.

Women in American History Women’s Religious Lives Men’s Studies * Prejudice and Intolerance Psychology of Women * Social Problems: Research Methods and Theories Special Topics: Ethics and Feminism Courses Appropriate for the Gender Studies Area of Knowledge (LD continued) Latin American History through Film US-Mexico Interface: The Border-An Introduction to Latin America.

Human Rights Seminar Image and Power in Mass Culture (UD) Social Problems: Research Methods and Theories Special Topics: Ethics and Feminism Central America: History, Culture and Current Issues Contemporary Society, Art and Politics in Eastern Europe Latin American History through Film US-Mexico Interface: The Border-An Introduction to Latin America.

Human Rights Seminar Women’s Studies: cross-cultural Perspectives* Courses Appropriate for the Border Studies Area of Knowledge (LD) Central America and the Caribbean 1840s to the 1960s Central America: History, Culture and Current Issues Contemporary Cultures of Latin America and Iberia Contemporary Society, Art and Politics in Eastern Europe 86

Eastern European Societies and Politics in Transition Intercultural Communication* Latin American History through Film Latin American History-Discovery to Independence (will be merged into a single course in Latin American History) Law, Society and the Environment Natural History and Ecology of the Southwest Phase I* Natural History and Ecology of the Southwest Phase II* Spanish Beginning I Spanish Beginning II Spanish Intensive Spanish Intermediate I Spanish Intermediate II The Past Present and Future of the Maasai (N) US-Mexico Interface: The Border-An Introduction to Latin America.

(UD) Central America and the Caribbean 1840s to the 1960s Courses Appropriate for the Border Studies Area of Knowledge (UD continued) Central America: History, Culture and Current Issues Contemporary Society, Art and Politics in Eastern Europe Eastern European Societies and Politics in Transition History of Conflict in the Southwest Intercultural Communication* Latin American History through Film Latin American History-Independence to Present (will be merged into one single course of Latin American History) Law, Society and the Environment Spanish: Conversaci贸n y Gram谩tica Avanzada* Twentieth Century Social Revolution in Latin America (changing to Revolution: The Latin American Experience) US-Mexico Interface: The Border-An Introduction to Latin America.

Courses Appropriate for the Regional Studies Area of Knowledge (LD) American West in Film and Literature* (WI) Central America and the Caribbean 1840s to the 1960s Central America: History, Culture and Current Issues Contemporary Cultures of Latin America and Iberia Contemporary Society, Art and Politics in Eastern Europe Eastern European Societies and Politics in Transition Globalized Sustainable Development: A Paradox? (A Case Study of Costa Rica) History and Culture of Native America History of Conflict in the Southwest Intercultural communication* Latin American History through Film Latin American History-Discovery to Independence (will be merged into a single course of Latin American History) Law, Society and the Environment Natural History and Ecology of the Southwest Phase I* Natural History and Ecology of the Southwest Phase II* Socialism, Democracy and Conservation (Cuba, Nicaragua, Costa Rica) Part 1, 2, 3 (18 credits) Spanish Beginning I Spanish Beginning II Spanish Intensive Spanish Intermediate I Spanish Intermediate II Special Topics: A Survey of Latin America Through the Arts

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Summer Studies in Costa Rica: Ecotourism, the “Green Gold” of Costa Rica Summer Studies in Costa Rica: Holisitc Ecosystem Management and Conservation Systems: The Costa Rican Experience.

Courses Appropriate for the Regional Studies Area of Knowledge (LD continued) Summer Studies in Costa Rica: The Human Dimension of the “Green Republic” Summer Studies in Peru: Conservation Systems and Culture (N) The Past, Present and Future of the Maasai (N) US-Mexico Interface: The Border-An Introduction to Latin America Voices from Latin America: Literature in* Courses Appropriate for the Regional Studies Area of Knowledge (UD) American West in Film and Literature* (WI) Central America: History, Culture and Current Issues Contemporary Society, Art and Politics in Eastern Europe Eastern European Societies and Politics in Transition Environmental History of Latin America (N) History of Conflict in the Southwest Intercultural Communication* Latin American History through Film Latin American History-Independence to Present (will be merged into one single course of Latin American History) Law, Society and the Environment Socialism, Democracy and Conservation (Cuba, Nicaragua, Costa Rica) Part 1, 2, 3 (18 credits) Spanish: Conversación y Gramática Avanzada Summer Studies in Costa Rica: The Human Dimension of the “Green Republic” Summer Studies in Peru: Conservation Systems and Culture Twentieth Century Social Revolution in Latin America (Changing to: Revolution: The Latin American Experience.

US-Mexico Interface: The Border-An Introduction to Latin America.

Voices from Latin America: Literature in* Minimum Requirement Guidelines: Cultural and Regional Studies Competence (Any area of Knowledge)

The following guidelines should be understood as minimum standards. When appropriate, students are encour­ aged to supplement their course work at the College with independent studies and/or course work at other col­ leges. We encourage students to exceed minimum standards when possible.

Cultural and Regional Studies Competence: 16 Course Minimum • A minimum of 8 courses, or independent studies in one of the four designated areas of knowledge.

• Of the eight chosen, a minimum of four courses should be upper division • Remainder of courses in competence (8 minimum) may be drawn from any of the other 3 designated areas of knowledge or other relevant areas of the RDP curriculum as agreed by the IGC. • A minimum of 8 courses in the competence should be upper division (including senior project) • Senior project Cultural and Regional Studies Competence: 12 Course Minimum • A minimum of 6 courses, or independent studies in one of the four designated areas of knowledge.

• Of the six chosen, a minimum of three courses should be upper division • Remainder of courses in competence (6 minimum) may be drawn from any other 3 designated areas of knowledge or other relevant areas of the RDP curriculum as agreed by the IGC. • A minimum 6 courses in the competence should be upper division (including senior project) • Senior project Minimum Requirement Guidelines: Cultural and Regional Studies Breadth (Any Area of Knowledge)

The following guidelines should be understood as minimum standards. When appropriate, students are encour­ aged to supplement their course work at the College with independent studies and/or course work at other col­ leges. We encourage students to exceed minimum standards when possible.

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Cultural and Regional Studies Breadth: 8 Course Minimum • Minimum of 4 courses or independent studies in one the designated areas of knowledge.

• Remainder of courses (4 minimum) may be drawn from any of the other 3 designated areas of knowledge or other relevant areas of the RDP curriculum as agreed by the IGC. • Minimum of 2-3 upper division courses recommended Cultural and Regional Studies Breadth: 6 Course Minimum • Minimum of 3 courses or independent studies in one the designated areas of knowledge.

• Remainder of courses (3 minimum) may be drawn from any of the other 3 designated areas of knowledge or other relevant areas of the RDP curriculum as agreed by the IGC. • Minimum of 2 upper division courses recommended

Religion and Philosophy Introduction Rationale The Religion and Philosophy track of the Integrative Studies program corresponds directly with our liberal arts mis­ sion. In both areas of study, students experience and endeavor to understand the universal human process of under­ standing themselves and their world. Through religious studies courses, students have the opportunity to explore a wide variety of religious experience, thought, institutions, texts, and ethics. These courses are designed to enrich and encourage students’ efforts to relate to the sacred or spiritual aspects of their world. Our philosophy courses introduce students to the great issues that have intrigued people through time and offer them opportunities to develop their own personal philosophies. All of the courses are aimed at helping students critically think about and evaluate key issues and communicate their ideas orally and in writing. The religion and philosophy track seeks to integrate the human experience on both a intellectual and spiritual level, integrating not only religions and philoso­ phies, but also religion and philosophy within the humanities and the sciences.

Overview We offer a curriculum that covers a broad range of spiritual and intellectual contemplation. Courses such as World Religions, Mysticism, Women’s Spirituality, and Studies in Buddhism help students examine religion from several cultural viewpoints. In courses such as Religious Ethics and the Environment, Inter-religious Dialogue, Religion and Science, and New Religious Paradigms students learn how religions are growing and changing to meet con­ temporary needs. Students can also explore important historical issues in philosophy in courses such as Themes and Questions in Philosophy, History of Western Ideas, Eastern Philosophies, and the History and Philosophy of Science. Classes such as Modern Isms and Ideologies, Death and Dying, Prejudice and Intolerance, and The Individual and the State give students the opportunity to examine past and present life issues and reflect on those concerns to begin to create and act upon their own philosophies toward life. Students are also encouraged and expected to take related interdisciplinary courses such as Philosophies of Interpretive Naturalists, Human Rights Seminar, Ecopsychology and Wilderness Rights of Passage, and Environmental Ethics.

We are committed to the active exploration of people’s ethical, spiritual, and philosophical world. Therefore, most of our classes have field components which include visits to museums and community religious institutions, participa­ tion in lectures and conferences, and meetings with meditation teachers, philosophers, and religious practitioners.

Students are also encouraged, through class projects, to become more aware of themselves and their local and glob­ al community. On campus, our classes engage the students in a variety of ways through audiovisual materials, guest speakers, debates, and energetic class discussions. We provide weekly “lunch-box” forums where students can infor­ mally stop by and discuss current world problems and topics. Students are also invited to submit columns to the College’s student-run newspaper, The Word, in an effort to further engage the community in thought and discussion.

Goals & Objectives Areas of Knowledge: Students in our classes are introduced to general knowledge and familiarity with influential religious and philosophical concepts, figures, texts, and patterns of historical development, East and West. They come away with a general understanding of important themes in the world’s religions and philosophies. Students seeking intermediatelevel knowledge of this field gain a greater understanding of one representative tradition of thought and practice from the East and one from the West. They also gain a deeper understanding of 2-3 themes in philosophy and/or religion. Students seeking advanced-level knowledge of this field emerge with an in-depth understanding of one system of thought and practice and one theme in religion and/or philosophy.

Skills/Methods: Students in the Religion and Philosophy track hone critical thinking and empathic understand­ ing skills as well as develop research and writing proficiency appropriate to these fields. They also learn to inter­ 89

pret primary texts, synthesize ideas and extrapolate conclusions, apply religious and philosophical concepts and practices to personal, real-life situations, and use participant-observer techniques for field research.

Ethical Issues: The Religion and Philosophy track teaches and encourages people to approach studying our own and others’ deepest-held beliefs and practices in a responsible manner. Students learn to formulate, express, and apply personal values in sensitive cross-cultural issues and situations. Additionally, students understand environmental issues connected with philosophical and spiritual interpretations of the nature of our world.

Experiential Learning: The Religion and Philosophy curriculum invites students to actively participate mental­ ly and physically in the world around them. Students meet and interact with meditation teachers, religious prac­ titioners, and lecturers who demonstrate various forms of thought and practice. Courses use guest speakers, active-learning techniques such as debates and film reviews, and field trips to enrich the students’ learning experience and help them begin to see the world as an interconnected whole. Specific exercises included in these courses encourage students to develop their own philosophical views, religious ideas, and spiritual approaches to life. Students have the option to pursue field research projects that take them out into the com­ munity. Some local resources include the Hindu religious community in Skull Valley, various area Christian churches, Prescott’s Jewish synagogue, the local Baha’i group, and the Thai Buddhist temple in Phoenix.

Competence and Breadth Tracks While students are certainly encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees (IGC), we offer a primary competence and breadth graduation track in the Religion and Philosophy area. This advising document contains guidelines for the track within the param­ eters of the College’s different graduation formats (16 or 12 course competencies and 8 or 6 course breadths).

In close consultation with the IGC, each student prepares the best plan, given his/her current academic inter­ ests and desires, senior project plans, and aspirations after college.

Religion and Philosophy List of Courses The College has offered the following courses in Religion and Philosophy over the past few years. Many of the lower-division courses are offered on a yearly basis while most of the intermediate and upper-division courses are on 2-3 year cycles to ensure variety in our offerings. This list will provide you with an overview. Because we periodically add and remove courses to and from our curriculum, you should consult with the Arts & Letters Program Coordinator or a Religion and Philosophy faculty member for the most recent curriculum plan. All upper division courses will require previous successful completion of at least one lower division course.

Relevant Interdisciplinary Courses Aikido

Earth Ethics

Ecopsychology I, II

Environmental Ethics

Human Rights Seminar

Introduction to Peace Studies

Philosophies of Interpretive Naturalists

Spiritual Roots of Community

Taoist Health and Basic Tai Chi I, II

Transpersonal Psychology

Wilderness Rites of Passage

Yoga Psychology

Religious Studies Courses (LD) American Indian Spirituality Holy Books: Survey of Religious Literature Introductory level – World Religions: Christianity, Islam, Taoism, Buddhism in East Asia Introductory level – World Religions: Native North America, Judaism, Hinduism, Buddhism in South and SE Asia Religious Ethics and the Environment Religious Roots of Nonviolence The Christian Tradition: An Interpretation of Love The Spiritual Path 90

Women’s Spirituality (UD) Eastern Philosophies (N)* Holy Books: Survey of Religious Literature Interreligious Dialogue* Mysticism New Religious Paradigms* Religion and Science Studies in Buddhism Taoism and Chinese Philosophy The Spiritual Imagination: Interpretation and Methods in Religion* Philosophy courses (LD) Introductory level – History of Western Ideas Introductory level – Themes and Questions in Philosophy Philosophy and Religion: The Search for Meaning Philosophy: Making Ethical Decisions Philosophy: Modes of Thinking Prejudice and Intolerance The Individual and the State (N) (UD) Aesthetics (N) Death and Dying* History and Philosophy of Science Modern Isms and Ideologies (N)* Philosophy of History* Philosophy: Modes of Philosophical and Scientific Thinking Special Topics: Experiential Philosophy The Philosophical Enterprise: Interpretations and Methods in Philosophy (N)* Religion and Philosophy Minimum Requirement Guidelines: Religion and Philosophy Competence The following guidelines should be understood as minimum standards. When appropriate, students are encouraged to supplement their course work at the College with independent studies and/or course work at other colleges. The numbers below indicate minimum standard guidelines. We encourage students to exceed minimum standards.

Religion and Philosophy Competence: 16 Course Minimum Completion of 2 Foundation Courses (One Religion, One Philosophy) Completion of 1 Advanced Course in Area of Interest (Religion or Philosophy) Completion of 5 More Religion or Philosophy courses Rest of the Minimum Requirements Can Either be Philosophy or Religion or Relevant Interdisciplinary Courses Minimum of 8 of the Courses Should be Upper Division (includes Senior Project) Senior Project Religion and Philosophy Competence: 12 Course Minimum Completion of 2 Foundation Courses (One Religion, One Philosophy) Completion of 4 More Religion or Philosophy Rest of the Minimum Requirements Can Either be Philosophy or Religion or Relevant Interdisciplinary Courses Minimum of 6 Courses Should Be Upper Division (including senior project) Senior Project Religion and Philosophy Minimum Requirement Guidelines: Religion and Philosophy Breadth The following guidelines should be understood as minimum standards. When appropriate, students are encouraged to supplement their course work at the College with independent studies and/or course work at other colleges. The numbers below indicate minimum standard guidelines. We encourage students to exceed minimum standards. In breadth areas, students are strongly encouraged to take at least two upper-division courses; however, because the purpose of the breadth is to provide a thorough grounding in the content area, students may take additional lower­ 91

division courses to compensate for a lower number of upper-division work.

Religion and Philosophy Breadth: 8 Course Minimum Completion of 2 Foundation Courses (One Religion, One Philosophy) Completion of 4 More Courses in Religion and/or Philosophy Completion of 2 Courses in Religion and/or Philosophy or Related Interdisciplinary Area 2 Upper Division Courses Recommended Religion and Philosophy Breadth: 6 Course Minimum Completion of 2 Foundation Courses (One Religion, One Philosophy) Completion of 2 More Courses in Religion and/or Philosophy Completion of 2 Courses in Religion and/or Philosophy or Related Interdisciplinary Area 1-2 Upper Division Courses Recommended

Peace Studies (Area of competence shared with the Human Development curricular area) Introduction Mission The mission of the Peace Studies curriculum is to further the educational mission of the College by fos­ tering an academic environment in which students acquire the knowledge, skills, and experiences neces­ sary for analyzing and resolving social conflict and for promoting peace in a variety of social contexts. The primary purpose of the Peace Studies curriculum is to educate students in ways of thinking, feeling, and action that enable them to minimize destructive human behavior and to promote the principles of free­ dom, justice, respect, cooperation, love, and personal and global harmony.

Rationale The mission of Prescott College is to educate individuals who will make a difference in our world agents of positive change and creative problem-solvers. Social conflict, from the interpersonal to inter­ national, and its destructive outcomes are pervasive in modern life. Therefore, an essential feature of our educational mission is to educate students to exercise the knowledge, skills, and attitudes neces­ sary for analyzing and resolving social conflict and for creating peace. The importance of systematical­ ly including peace related subjects in the college curriculum cannot be overstated. We inhabit a world that requires that we learn to live peacefully with others. Peace can be defined as “a universal, volun­ tary, social condition of harmony among people and the environment, maintained in such a way that wars cannot occur.” This definition connotes not only an absence of war, but also the absence of prepa­ ration for war and even the expectation of war and destructive human conflicts.

In a democratic society, colleges have a certain responsibility to prepare students to exercise informed judgments about human and ecological survival and sustainability. In fact, this may be the most important function of a liberal education today. The topics and skills may be complicated and are often reserved for graduate studies, but there is no reason to exclude them from undergraduate study.

Academic preparation in this field requires that faculty members also read, talk to colleagues, learn along with students, and utilize the original discipline in which they were trained to provide a basic framework for addressing the pertinent issues, thus enhancing the Peace Studies curriculum. It becomes the selfdirected students’ responsibility, with the counsel of their Individual Graduation Committees, to integrate their learning in this vital, interdisciplinary field.

Overview: The Scope of the Peace Studies Curriculum This is an interdisciplinary field and involves all programs of study in the Resident Degree Program.

While its “home” is in the Integrative Studies program, Human Development and Cultural and Regional Studies curricular areas, it also includes Arts and Letters, Environmental Studies, and Adventure Education. Students are challenged to grapple with the entire range of human conflict and peace; these include personal, interpersonal, family, organizational, communal, national, international, environmental, and global challenges.

Areas of Competence, Learning Goals, Objectives and Activities Scholars and practitioners demonstrate competence in Peace Studies when they are able to employ the knowledge, skills, and attitudes that are necessary for success in this interdisciplinary field. At the College four broad areas of competence may be used as a framework for planning to attain this overall compe­ 92

tence in the field. These areas of competence are translated into more specific learning goals, objectives and activities by students and faculty as they negotiate course syllabi and course contract forms.

The first two may best be described as core competences and form the foundation for overall competence in Peace Studies: Foundations of Peace Studies and War and Peace. Typically, students complete a set of specific required and recommended courses to achieve these core competences.

• Foundations of Peace Studies.

• War and Peace • Social and Environmental Justice • Conflict Resolution and Leadership Skills Competence and Breadth Curriculum Tracks While students are certainly encouraged to design and develop alternative degree plans with the counsel of their Individual Graduation Committees (I.G.C.) and the Integrative Studies (I.S.) faculty, we offer specific guidelines for competence and breadth curriculum tracks in Peace Studies. Thus, students have the opportunity to follow a set of course requirements and recommendations that are pre-structured, based upon the research in the field and the practical wisdom of the faculty. These requirements and rec­ ommendations consider both the relatively broad scope and the interdisciplinary nature of Peace Studies.

These curriculum tracks are noteworthy for their relative degree of formal guidance; about half of the coursework required or recommended for competence tracks, and most or all of the curriculum for breadth tracks are, in a sense, predetermined. (By comparison, a competence in Human Development includes one required course and, at the other end of the spectrum, a competence in Wilderness Leadership consists almost entirely of required courses.) I.G.C.’s hold students responsible to demon­ strate their proficiency in the core competence requirements plus any other areas of competence that are relevant to their individualized degree plans.

In addition to the planning required for attaining proficiency in the field, and for choosing the most rel­ evant courses, students should also carefully choose the title of their competence and/or breadth related to Peace Studies. While the primary title, Peace Studies was chosen by the faculty to embrace this vast, interdisciplinary field, at the College, students should carefully consider alternatives or subtitles in con­ sultation with their I.G.C.’s (see page 12).

These choices should be considered from at least three perspectives in connection with the I.G.C.: First, does this degree plan and its title ring true to the learner, personally, academically, and professionally? Next, how may the title one chooses be received by prospective employers and colleagues in related fields? Finally, if one chooses to go on to graduate studies, will the prerequisite coursework that is usually required be completed?

In this Advising Document students find guidelines for curriculum tracks that follow the parameters of the College’s particular graduation formats: 16 or 12 courses in competence, and 8 or 6 courses in a breadth. In close consultation with their I.G.C.’s and with the I.S. program faculty, students prepare the best plan given their current interests, senior project plans, and professional aspirations after completing their undergraduate studies.

Peace Studies List of Courses The College offers the following courses in Peace Studies on a regular basis. Many of the lowerdivision cours­ es are offered on a yearly basis while most of the intermediate and upper-division courses are offered every two or three years to ensure variety in the curriculum. This list provides an overview. Because we periodical­ ly add and remove courses to and from the curriculum, students should consult with the coordinator of the Integrative Studies program or a knowledgeable faculty member for the most recent curriculum information.

They should also check course descriptions for prerequisites. Students in Peace Studies naturally find them­ selves working with those who are pursuing other competence areas and who are often enrolled in the same courses. This diversity provides a distinct advantage: students in Peace Studies must learn some of the lan­ guage of other fields and make connections with people in other disciplines, just as in the gritty real world of practice. Relatively few courses are designed exclusively for students in this particular curriculum track.

Foundations of Peace Studies Introduction to Peace Studies (LD) Family Systems Theory (LD/UD) Contemporary Social Movements (LD/UD) EM 93

World Religions I (LD) Populations, Resources, and Solutions (LD) Introduction to Ethics (LD) EM Human Rights Seminar (UD) Anthropology, Contemporary Issues (LD) War and Peace Peace Makers (LD/UD) N War and Peace in Literature and Film (LD/UD) Educating for Peace (LD/UD) N Religion, War, and Peace (UD) EM Changing World Order (LD/UD) History and/or Philosophy course (LD/UD) Social and Environmental Justice Photographer as Social Artist (UD) Poverty, Racism, and Violence: Sociological Perspectives (LD/UD) Spiritual Roots of Community (LD/UD) Ecology Basic Concepts (LD) Conservation Biology (UD) Environmental Ethics (UD) Religious Ethics and the Environment (UD) Prejudice and Intolerance (LD/UD) Women’s Studies: Cross Cultural Perspectives (UD) Ethics, Politics, and Animals (LD/UD) Environmental Law (LD) Environmental Politics: Domestic and Global Dimensions (We)s (LD) Law and Social Change (UD) Changing World Order (LC/UD) Twentieth Century Revolutions in Latin America (will change to Revolution: The Latin American Experience) (UD) Psychology for Social Change (UD) Recreation Management (LD) Other courses negotiated with the I.G.C. and the I.S. program (LD/UD) Conflict Resolution and Leadership Skills Mediation and Conflict Resolution (LD/UD) Models of Leadership (LD) N Interpersonal Communication (LD) Public Speaking (LD) Peer Counseling Practicum (UD) Leadership Practicum (UD) N Gender Responsible Leadership (UD) Small Group Dynamics (LD) Aikido, The Way of Harmony (LD) Community Service Practicum (UD) Mediation Practicum (UD) N Intercultural Communication (LD) Social Change and Stability: The Role of Religion (UD) Other courses negotiated with the I.G.C. and the I.S. program (LD/UD) Peace Studies Independent Studies and Senior Project Requirements Students are encouraged to take an active role in the design and implementation of their learning in Peace Studies. At least one practicum course or one independent study is required for a competence in Peace Studies. In a practicum or independent study students demonstrate the interconnections, applications, and personalization of their learning. Independent studies are courses of study designed largely by the student, in cooperation with one or more faculty members. An independent study should be an intense academic under­ taking involving the student deeply in a subject matter related to Peace Studies. It is designed as carefully as a regular course and involves responsible participation from the student and the instructor. This type of study is limited only by the imagination and expertise of the participants. Independent studies can be individual, involving the student in an in-depth personal undertaking, or group, involving several students in a seminar, 94

a research project, or a community service effort.

Practicum opportunities provide students with hands-on professional or para-professional training in Peace Studies. A practicum course may involve independent study, teaching experience, clinical practice, apprenticeship, or community service and outreach.

Peace Studies Senior Projects The senior project is the culmination of bachelor of arts degree candidates’ undergraduate education at the College. Through the senior project contract, candidates plan for their demonstration of com­ petence in Peace Studies. The senior project contract is designed by students with the help of their I.G.C.’s. The I.G.C. is the official body that supervises its completion and approves it. Students and their I.G.C.’s may seek outside consultation as necessary. The Integrative Studies program coordina­ tor approves the description of the senior project as a course of study. The senior project might incor­ porate one or some combination of the following: an independent research project designed to address a particular hypothesis, issue, or question; a major essay or research paper that demonstrates one’s grasp of the essential knowledge base in Peace Studies and one’s original thinking about it; a play, movie, novel, photographic essay, collection of poems, stories, etc., in which relevant competence are brought to bear on Peace Studies; expert certification acknowledging that a B.A. level of skill has been demonstrated in an internship or job; and/or any other means of demonstration of competence pro­ posed by the candidate, reviewed, and approved by the I.G.C. The Senior Project should entail a major piece of work. It should represent the kind of work that would be expected if one were employed after graduation in a field related to Peace Studies.

Education Program Mission The College seeks to make the world a better place by providing an environment in which students may devel­ op the wisdom and values for becoming conscientious teachers. It seeks to model the experiential methods and cultural and environmental sensitivities that will in turn enable students to flourish in a variety of educational settings. The College anticipates graduates who have the skills, knowledge, and confidence for establishing and maintaining compassionate and just learning communities.

Overview The Education Program prepares students to teach in a variety of traditional and non-traditional settings.

Whether your goal is to become certified to teach in a public school or whether you aspire to teach in a less tra­ ditional setting such as an environmental education camp or an alternative school will dictate what courses you choose to take. The most common competence tracks within the Education Program are outlined in greater detail below. These include: Elementary Education Certification Secondary Education Certification Environmental Education Social Justice Education Education (without certification) In any education degree plan, students should demonstrate knowledge and/or experience in: The history and philosophy of education Learning theory and educational psychology Education for diverse populations Both guided and independent study and practice in curriculum design, teaching and assessment Course Sequencing Students should proceed from foundational coursework to practicum experiences in order to gain the most ben­ efit from applying their knowledge. Teaching experience followed by careful reflection is an essential element in quality teacher education and professional practice. Therefore, we strongly encourage students to engage in teaching activities throughout their educational preparation. Teaching internships, volunteer or paid positions in camps and schools, volunteering in adult literacy programs, and tutoring are all viable means towards gain­ ing experience in teaching. It is not necessary that students seek credit for these experiences as independent studies in order for them to be considered as valid for inclusion in the degree plan.

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Elementary and Secondary Arizona State Teacher Certification If you want to become a public school teacher, pursuing either elementary or secondary certification is proba­ bly the right choice for you. The College’s certification track meets the requirements for teachers in the State of Arizona. If you want to know whether certification in Arizona will be good preparation for teaching in anoth­ er state, you will need to determine whether that state has an interstate contract with Arizona. Look at www.nasdtec.org/report.tpl or contact the Department of Education in the State where you anticipate teach­ ing. If you choose to become certified, you may expect to fulfill the course requirements outlined on the next page. Students intending to teach at the secondary level must declare a breadth in a content area, such as Science, English, or Social Studies. Students intending to teach at the elementary level should pursue a broad­ ly based liberal education including solid preparation in math, language arts, science, and social studies.

Breadth in Education A breadth in education is intended for students who wish to: • prepare for acceptance to a master’s in education or teaching certificate program (these students should consult the specific programs or state certification agencies for more information) • prepare for teaching in alternative educational settings, private schools, or non-formal educational activities • better understand their own educational processes Breadths in education may not include emphasis areas. However, students may wish to consider their competences as compatible with the education breadth. For example, students who wish to educate others for peace, health or other subjects should pur­ sue coursework in the content area and orient their teaching experiences towards teaching those topics.

Breadth Requirements: 8 courses with 2 – 3 courses at the upper division level (Courses in italics are highly recommended)

Environmental Studies Program

The Environmental Studies Program is dedicated to education in natural systems and processes of the earth and the role of humans who both depend on and influence these systems and processes. We offer one Competence, "Environmental Studies." Although it is not required, you may choose an emphasis area within your ES Competence. Whether you do a general Environmental Studies competence, choose to follow the guidelines of one of the emphasis areas, or create your own competence (possibly interdisciplinary), the same level of rigor applies. The most common emphasis areas in ES are: Agroecology Conservation Biology Earth Science Ecological Design Environmental Education Environmental Policy Human Ecology Marine Studies Natural History and Ecology For students whose Competence is in another part of the curriculum, it is possible to get a Breadth in Environmental Studies. That Breadth will include at least 8 courses, 3 of which are Upper Division.

Students are encouraged to bridge Environmental Studies with other program areas. In some cases, formalized bridges have already been developed, while in others it is up to the student and her/his IGC to develop a coher­ ent and meaningful program. An example of a more formalized bridge is the one that exists between the Environmental Studies and Adventure Education programs.

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Ecological Literacy Ecological literacy is an essential part of the foundation on which any Environmental Studies Competence should be built. Ecological literacy is the understanding of interrelatedness of all life – human and non-human – in the context of evolution, ecology, and thermodynamics, as well as in the context of historical, political, and cultural perspectives.

By its very nature, ecological literacy demands expansive, synthetic inquiry rather than narrow specialization – a searching for connections and wholes, rather than isolated parts. Ecology weaves together the earth sciences and the life sciences and provides vocabulary and many of the concepts that are addressed or need addressing in studies of human society and human nature. It is important to emphasize that taking courses is only one way of developing literacy – we expect you to continue developing your ecological literacy through many activities both inside and outside of the classroom throughout your time at the College. Direct experience with nature, informed by reading and interaction with others, can also enhance ecological literacy.

To develop ecological literacy, you must take an appropriate course in ecology. For some ES emphasis areas, the 12-credit Natural History and Ecology of the Southwest course (or equivalent, such as Natural History and Ecology of the Sierra Nevada) is recommended. For other emphasis areas, either the 12-credit course or Ecology, Basic Concepts may be taken. Consult with your IGC to ascertain which course best fits your study plan.

Balancing experience – Distribution courses- Nature recognizes no hard boundaries between systems or neatly packaged academic disciplines. Nevertheless, we can usefully divide our educational explorations into four areas: Life Sciences

Earth Sciences

Personal Values

Social Systems

When seeking a Competence in Environmental Studies, we encourage you to design a program that includes all four areas and examines the interactions among them. As a starting point for pursuing a balanced Environmental Studies competence, you take at least one course from each of the following four areas (referred to as distribution courses). The courses listed below are examples only; others may suffice if approved by your IGC. Note that the distribution courses may also fulfill a focus area requirement (for example, in the Earth Sciences emphasis area, one of the required six Earth Science Core Courses will cover the Earth Sciences distribution requirement).

The following guidelines are for a 16-course competence. Though other formats may suffice for study plans in other programs, the ES Program believes that fewer than 16 courses in an ES competence would not confer “competence.” Keep in mind that not all of the 16 courses will necessarily be listed with an ES prefix. We value appropriate interdisciplinary courses; indeed, we expect a good liberal arts foundation to the competence and thereby require the distribution courses listed above. The quality of the competence or breadth is even more important than quantity (i.e., counting courses); see How to Graduate from the College for how an IGC may make recommendations for exceptions to (quantitative) standards.

We further require depth of experience. That depth is partly achieved by successfully completing 8 or more Upper Division Courses in the 16-course competence. See these links for more details on Depth of Experience and on our expectations on Acquisition and Integration of Necessary Research, Analytical, and Communication Skills.

In summary, to obtain a Competence in Environmental Studies, you must satisfy your IGC that you have a coherent, balanced program with sufficient depth and breadth to prepare you for professional work in your field. You should fulfill the following minimum requirements: 1. Complete at least one course in each of the four distribution areas 2. Take one ecology course, either the 6-credit Ecology, Basic Concepts course or one of the 12-credit Natural History and Ecology courses (see specific emphasis areas for recommendations).

3. Complete 16 courses in the competence area, with a minimum of 8 Upper Division courses, including a Senior Project.

4. Complete the College-wide Writing Certification requirements.

5. Complete the College-wide Mathematics Certification 6. Demonstrate, through your course work and experience, a foundation in the philosophies, theories, meth­ ods, and history of your area of study.

7. Demonstrate skills in oral communication.

8. Demonstrate skills in computer use and in acquiring and evaluating resources/reference materials.

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9. Demonstrate cultural sensitivity through experience or by taking courses with multi-cultural perspectives.

Agroecology Emphasis Agroecology, which has emerged as a cross-disciplinary field over the last twenty years, bridges the study of agriculture with ecology. While Agroecology is based in the natural sciences, it is a field that lends itself to crossdisciplinary studies, especially with subjects in Integrative Studies such as Ecological Economics and Environmental Politics. Students interested in Agroecology at the College have the opportunity to enroll in the Agroecology Summer Semester, which is based at the College's Wolfberry Farm, about 15 miles from Prescott.

The curriculum of the summer semester is designed around 1) making conventional agriculture more resourceefficient and sustainable, and 2) challenging the assumptions underlying conventional and even small-scale agri­ culture in designing systems that fundamentally mimic the natural systems of a particular region.

(16-course minimum; 8 UD minimum) • 4 distribution courses and ecology course required for ES competence.

• Ecology requirement – 12-credit Natural History and Ecology of the Southwest is recommended.

• Permaculture for Drylands and/or Principles of Small-scale Agriculture or demonstration of hands-on experience in horticulture or agriculture.

• The 4-course (UD) program: Summer Studies in Agroecology (Agroecosystems of the Arid SW, A groecology, Southwestern Plants for Natural Systems Agriculture, and Field Methods for Agroecology).

• A balance of other courses from Biological, Earth Science, and Human Studies focus areas.

• Senior Project.

Agroecology Core Courses Agroecosystems of the Arid Southwest (UD)* Biological Principles (LD) Earth Science, Intro. (LD) Food Preservation and Seed Conservation (LD) Natural History and Ecology of the Southwest phases I, II (12 credits) (LD) Organic Evolution (UD) Permaculture for Drylands, Introduction to (LD) Botany (LD) Plant Propagation Methods (UD) Small-scale Agriculture, Principles of (LD) Soil Science, Introduction to (LD) Summer Studies in Agroecology: Agroecology (UD)* Summer Studies in Agroecology: Field Methods for Agroecology (UD)* Summer Studies in Agroecology: Southwestern Plants for Natural Systems Agriculture (UD)* *indicates courses that are included in the intensive Agroecology Summer Semester Biological Focus Plant Systematics (UD) Botany (LD) Animal Biology (LD) Conservation Biology (UD) Environmental Restoration (LD/UD) Ethnobiology (LD/UD) Field Methods for Plant Ecology (UD) Form and Pattern in Nature (LD) Wetland Ecology and Management (UD) Earth Science Focus Earth System Science and Policy (UD) Environmental Chemistry (LD) Environmental Geology, Topics in (LD) Field Methods in Geology (UD) Geologic Evolution of the Southwest (LD) Geomorphology, Topics in (UD) Weather and Climate (LD) Human Studies Focus 101

Ecological Design, Introduction to (LD)

Ecological Design, Cultural Perspectives (LD/UD)

Ecological Economics, Principles of (LD/UD)

Ecology of Human Evolution (UD)

Ecopsychology, Introduction to (LD)

Ecopsychology, Advanced (UD)

Energy and the Environment (LD)

Environmental Ethics (UD)

Environmental Politics (LD)

Human Ecology, Introduction to (LD)

Human Ecology, Advanced Topics (UD)

Ideologies of Nature (UD)

Issues of Global Food Production (LD)

Land Stewards (LD)

Nature and Psyche (UD)

Other Statistics for Research (UD)

Geographic Information Science (LD)

Geographic Information Science, Advanced (UD)

Conservation Biology Emphasis Conservation Biology is an interdisciplinary field that has developed rapidly to respond to a global crisis confronting biological diversity. Practitioners of Conservation Biology attempt to guide society toward the preservation of organ­ isms, landscapes, ecological processes, and natural systems, and toward sustainable management of environmental and evolutionary resources. Firmly grounded in the natural sciences, this emphasis area also draws upon ethics, his­ tory, economics, political science, and other human studies. Students in this field will become competent to conduct relevant research, make balanced value judgments, and take effective action on behalf of the environment.

(16-course minimum; 8 UD minimum) • 4 distribution courses and Natural History and Ecology of the Southwest (12 credits).

• Biological Principles and at least one other course from Biological Science Foundations.

• At least 2 courses from the Earth Science Foundations.

• At least 1 Place-based Field Studies course.

• At least 3 courses from Social and Historical Perspectives.

• Conservation Biology and a minimum of 4 other courses from Principles and Practices of Conservation.

• Senior Project.

Biological Science Foundation Plant Systematics (UD)

Animal Biology (LD)

Behavior and Conservation of Mammals (UD)

Biological Principles (LD)

Coastal Ecology of the Gulf of California (UD)

Field Ornithology, Introduction to (LD)

Flowering Plants, Introduction to (LD)

Human Ecology, Introduction to (LD)

Marine Biology I, II, III (18) (LD/UD)

Organic Evolution (UD)

Ornithology, Introduction to (LD)

Botany (LD)

Earth Science Foundation Earth Science, Introduction to (LD)

Earth Systems Science and Policy (UD)

Environmental Chemistry (LD)

Environmental Geology, Topics in (LD)

Geologic Evolution of the Southwest (LD)

Geomorphology, Topics in (UD)

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Soil Science, Introduction to (LD) Weather and Climate (LD) Place-based Field Studies Coastal Ecology of the Gulf of California (UD) Environmental Perspectives and Whitewater Rafting (LD/UD) Field Biology Studies: Colorado Plateau (UD) Marine Biology I, II, III (18) (LD/UD) Marine Conservation: Global and Regional Perspectives I, II, III (18) (UD) Natural History and Cultural Ecology of Kino Bay, Mexico (LD) Sea Kayaking and Marine Landscapes (LD) Summer Studies in Alaska: Natural History (LD) Summer Studies in Alaska: Contemporary Issues (UD) Tropical Biology: Natural History of Costa Rica (UD) Social and Historical Perspectives Anthropology, Contemporary Issues in (LD) Ecological Economics, Principles of (LD/UD) Ecopsychology, Introduction to (LD) Environmental Ethics (UD) Environmental Law (LD) Environmental Politics (UD) Human Ecology, Advanced Topics (UD) Human Ecology, Introduction to (LD) Ideologies of Nature (UD) Issues of Global Food Production (LD) Nature and Psyche (UD) Nature’s Voice: Reading and Writing about Natural History (LD) Philosophies of the Interpretive Naturalists (LD/UD) Principles and Practices of Conservation Biology Behavior and Conservation of Mammals (UD) Conservation Biology (UD) Earth System Science and Policy (UD) Energy and the Environment (LD) Environmental Problem Solving (UD) Restoration Ecology (LD/UD) Field Biology Studies: Colorado Plateau (UD) Field Methods for Plant Ecology (UD) Geographic Information Science (LD) Geographic Information Science, Advanced (UD) Marine Conservation: Global and Regional Perspectives I, II, III (18) (UD) Park and Wilderness Management (UD) Statistics for Research (UD) Summer Studies in ES: Agroecology (UD) Summer Studies in ES: Southwest Natural Systems Agriculture (UD) Wetland Ecology and Management (UD) Wildlife Management: Applied Conservation Biology (UD) Earth Science Emphasis Earth Science focuses on study of the physical aspects of the natural environment. Students explore the geologic processes that shape the earth, the atmospheric and oceanic processes that govern global and local climate, and the hydrologic processes that cycle water around the globe. Earth Science examines environmental processes on a range of time scales, from the fractions of a second required for rapid chemical transformations to the billions of years over which the solid earth has evolved. By learning about the history of the earth's development, students gain a valuable new context that helps them understand the behavior of the earth as a system. In our study of that sys­ tem, we emphasize the interactions between the physical world and the biosphere, including the effects the phys­ ical environment has on human society and the impacts human society has wrought upon the physical world.

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(16-course minimum; 8 UD minimum) • 4 distribution courses and ecology course required for the ES competence.

• At least 6 Earth Science Core courses distributed across the spectrum of the represented scientific disciplines.

• At least 1 Science Foundation course.

• At least 2 Applications courses.

• At least 1 Supporting course.

• Senior Project.

Earth Science Core Courses Earth Science, Introduction to (LD)

Earth Systems Science and Policy (UD)

Environmental Chemistry (LD)

Environmental Geology, Topics in (LD)

Geographic Information Science (LD)

Geographic Information Science, Advanced (UD)

Geologic Evolution of the Southwest (LD)

Geomorphology, Topics in (UD)

Soil Science, Intro to (LD)

Weather and Climate (LD)

Other Science Foundation Courses Biological Principles (LD)

Calculus: Theory and Practice (LD)

Organic Evolution (UD)

Physics, Foundations of (LD)

Statistics for Research (UD)

Applications Courses Energy and the Environment (LD)

Restoration Ecology (LD/UD)

Water in the West (LD)

Supporting Courses Environmental Perspectives and Whitewater Rafting (LD/UD)

Form and Pattern in Nature (LD)

Marine Conservation: Global and Regional Perspectives I, II, III (18) (UD)

Rock Climbing and Geology (LD)

Sea Kayaking and Marine Landscapes (LD)

Wetland Ecology and Management (UD)

Ecological Design Emphasis Ecological Design is a field that addresses how humans can best live within the ecological constraints of specific regions and minimize our impact on other species. Ecological Design encompasses multiple scales of consideration in both space and time. For example, students may focus on resource efficiency in relation to a particular house, or in relation to the layout of an entire city on the landscape. One’s scope of consideration may range from the current economic tradeoffs of various building materials, to the long term fate and environmental compatibility of materi­ als once they are no longer useful. This emphasis area may include one year of courses at Yavapai College in Prescott and the option of studying for a semester with the ECOSA Institute. Unless students already have some of the req­ uisite skills and background (architectural graphics), they will need a minimum of 3-3.5 years to complete the work for this emphasis, even if they transfer 2 years of college credit from other institutions.

(16-course minimum; 8 UD minimum) 4 distribution courses required for ES competence.

For the ecology requirement, Natural History and Ecology of the Southwest or Ecology, Basic Concepts and Human Ecology is/are recommended.

One year of Construction Building Trade Courses at Yavapai Community College (or equivalent).

At least 3 Ecological Design Core courses and/or option of Semester Intensive with ECOSA Institute.

At least 2 Applied Ecology Courses.

1 Internship in a Design Project.

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Senior Project Environmental Education Emphasis Environmental education encourages the discovery and understanding of the earth’s natural systems and the human role in those systems. Environmental educators must strive to see, feel, and teach about the interrelationships among all living things. They must have a solid comprehension of ecological concepts as well as an understanding of environmental history and the ecological effects that humans have had on the earth. An exploration of the liter­ ature and philosophy concerning the human-nature relationship is also important. Environmental educators should acquire some political and economic background in order to teach about relationships among our local communi­ ties, technological society, and the global environment. They should also be able to teach and exemplify responsi­ ble, informed involvement in political and corporate decision making. Finally, a foundation in the field of education with an understanding of learning theories, Curriculum Theory and Application, and experiential education will provide them with the necessary knowledge and skills to develop their teaching and to demonstrate their compe­ tence. It is important to remember that environmental education covers a broad spectrum of disciplines requiring students to develop well-defined programs to meet their particular interests. Most importantly, environmental edu­ cators must remember that before people are confronted with the grim realities of environmental problems, they must be given opportunities to experience the joy and beauty of the natural world. Responsible stewardship will occur only when people develop an appreciation for the complex and diverse life that inhabits the earth.

(16 course minimum; 8 UD minimum) 4 distribution courses and ecology course required for ES competence.

Environmental Education: Theory and Environmental Education: Methods.

Curriculum Theory and Application or Learning Theories.

Foundations of Education or Experientail Education: Philosophy and Methods.

A balance of other courses, agreed upon by the student and her/his IGC, from the categories listed below.

Senior Project.

Other Environmental Education Core Courses (all highly recommended for this emphasis area) Environmental Education Methods for Adventure Educators (UD) Environmental Education: Practicum (UD) Experiential Education Practicum (LD/UD) Biological Foundation Courses for Environmental Education Summer Studies in Agroecology (4 courses) (UD) Animal Biology (LD) Biological Principles (LD) Conservation Biology (UD) Human Ecology, Introduction to (LD) Marine Biology I, II, III (18) (LD/UD) Natural History and Cultural Ecology of Kino Bay (LD) Organic Evolution (UD) Ornithology, Introduction to (LD) Botany (LD) Restoration Ecology (LD/UD) Wetland Ecology and Management (UD) Wildlife Management: Applied Conservation Biology (UD) Earth and Physical Science Foundation Courses for Environmental Education Geologic Evolution of the Southwest (LD)

Energy and the Environment (LD)

Social Science Foundation Courses for Environmental Education Ecological Economics, Principles of (LD/UD) Environmental Ethics (UD) Environmental Politics (UD) Form and Pattern in Nature (LD) Ideologies of Nature (UD) Land Stewards (LD) Law, Society and Environment (LD/UD) Nature and Psyche (UD) 105

Philosophies of Interpretive Naturalists (LD/UD) Other Foundation Courses for Environmental Education Environmental Perspectives and Whitewater Rafting (LD)

Park and Wilderness Management (UD)

Wilderness Explorations and Landscape Studies (3 courses) (LD/UD)

Environmental Policy Emphasis The field of Environmental Policy challenges students to create a broad, integrated understanding of the earth’s environment, the problems it faces, and the responses of our social systems to these challenges. This understand­ ing is then used as the basis for action. The disciplines of law, economics, and the social and natural sciences all play key roles in this field. Since direct involvement in the process is pivotal to creating a meaningful understanding of these complex systems, students working in this emphasis area are expected to do significant hands-on work in the field. There are many internship opportunities in Environmental Policy that can serve as the basis for independent studies or senior projects.

(16-course minimum; 8 UD minimum) • 4 distribution courses and ecology course required for ES competence At least 3 Natural Science Foundation courses.

At least 2 courses in Natural Science Applications.

At least 3 courses in Social Systems (see examples under distribution courses).

At least 2 courses in Personal Values (see examples under distribution courses).

At least 5 courses in Applied Environmental Policy. Two or more of these courses, including the Senior Project,

should be Independent Studies working individually or with existing organizations in the creation of envi­ ronmental policy.

At least one of the courses in the degree plan must have a strong public-speaking component.

Natural Science Foundations Animal Biology (LD)

Biological Principles (LD)

Earth Science, Introduction to (LD)

Field Ornithology, Introduction to (LD)

Flowering Plants, Introduction to (LD)

Geologic Evolution of the Southwest (LD)

Human Ecology, Introduction to (LD)

Marine Biology I, II, III (LD/UD)

Organic Evolution (UD)

Ornithology, Introduction to (LD)

Botany (LD)

Soil Science, Introduction to (LD)

Weather and Climate (LD)

Natural Science Applications Summer Studies in Agroecology (4 courses) (UD)

Behavior and Conservation of Mammals (UD)

Coastal Ecology of the Gulf of California (UD)

Conservation Biology (UD)

Earth System Science and Policy (UD)

Environmental Geology, Topics in (LD)

Environmental Perspectives and Whitewater Rafting (LD/UD)

Restoration Ecology (LD/UD)

Ethnobiology (LD/UD)

Field Biology Studies: Colorado Plateau (UD)

Field Methods for Plant Ecology (UD)

Geographic Information Science (LD)

Geographic Information Science, Advanced (UD)

Geomorphology, Topics in (UD)

Issues of Global Food Production (LD)

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Marine Conservation II: Gulf of California Case Studies (UD) Natural History and Cultural Ecology of Kino Bay, Mexico (LD) Sea Kayaking and Marine Landscapes (LD) Statistics for Research (UD) Tropical Biology: Natural History of Costa Rica (UD) Wetland Ecology and Management (UD) Applied Environmental Policy Conservation Biology (UD) Energy and the Environment (LD) Environmental Policy, Topics in (UD) Internships in Environmental Policy (UD by Independent Study) Issues of Global Food Production (LD) Marine Conservation I: Global Marine Issues (LD) Marine Conservation III: Applied Conservation Research (UD) Park and Wilderness Management (UD) Water in the West (LD) Wetland Ecology and Management (UD) Wildlife Management: Applied Conservation Biology (UD) Human Ecology Emphasis Human Ecology has its theoretical foundation in the field of Ecological Anthropology, which studies human adaptation to the natural and social world through the processes of evolution, physiology, individual behavior, and culture. It grapples with understanding the human role within ecosystems in the past, the present, and the future. On one hand, theories in human ecology inform applied disciplines such as conservation biology, poli­ cy and management, agroecology, ecological design, and ecological economics. On the other hand, human ecol­ ogy provides opportunities for students to explore the multitude of ways in which humans interact with their surroundings through disciplines such as ethnobiology, human health and wellness, and ecopsychology. Finally, human ecology challenges us to evaluate our values and actions as we strive to create a more sustainable future.

(16-course minimum; 8 UD minimum) • 4 distribution courses and ecology course required for ES competence (for the Social Systems distribu­ tion course, a basic Anthropology course is recommended).

• Human Ecology or Ethnobiology.

• At least 1 course in Social Science Field Methods.

• At least 1 course in Natural Science Field Methods.

• At least 1 course in Analytical Methods.

• 4-5 Topical courses, agreed upon by the student and her/his IGC, in which a student may focus on one area of human ecology or explore a broad spectrum of topics.

• Senior Project.

Core Courses (grouped in related categories) Human Ecology Anthropology, Contemporary Issues in (LD) Plants and Humans (LD) Ethnobiology (UD) Human Ecology, Introduction to (LD) Analytical Methods Geographic Information Science (LD) Geographic Information Science, Advanced (UD) Statistics for Research (UD) Natural Science Field Methods Field Methods in Geology (UD) Field Methods in Plant Ecology (UD) Marine Biology: Field Methods for Marine Ecology (LD/UD) Social Science Field Methods Ethnographic Field Methods (UD) Theory and Application Conservation Biology (UD) 107

Ecology of Human Evolution (UD)

Restoration Ecology (LD/UD)

Topical Courses (grouped in related categories) Agriculture Summer Studies in Agroecology (4-course summer semester) (UD)

Small-scale Agriculture, Principles of (LD)

Cultural and Natural History Area Studies

Coastal Ecology of the Gulf of California (LD/UD)

Colorado Plateau: Nature, Culture, & Conservation (UD)

Summer Studies in Alaska: Contemporary Issues (UD)

Environmental Perspectives and Whitewater Rafting (LD/UD)

Natural History and Cultural Ecology of Kino Bay (LD)

Summer Studies in Alaska: Natural History (LD)

Sea Kayaking and Marine Landscapes (LD)

Wilderness Explorations and Landscape Studies (3 courses) (LD/UD)

Designing with the Natural Environment Ecological Design, Introduction to (LD)

Ecological Design, Cultural Perspectives (LD/UD)

Permaculture for Drylands, Introduction to (LD)

Environmental Services Earth System Science and Policy (UD)

Energy and the Environment (LD)

Environmental Chemistry (LD)

Environmental Geology, Topics in (LD)

Environmental Problem Solving (UD)

Philosophy and Spirituality Philosophies of Interpretive Naturalists (LD) Global Issues Changing World Order (LD/UD)

Global Development Issues and Energy Economics (UD)

Issues of Global Food Production (LD)

Land Stewardship Behavior and Conservation of Large Mammals (UD)

Energy and the Environment (LD)

Land Stewards (LD)

Marine Conservation: Global and Regional Perspectives I, II, III (18) (UD)

Park and Wilderness Management (UD)

Wetland Ecology and Management (UD)

Wildlife Management: Applied Conservation Biology (UD)

Psychology Ecopsychology, Introduction to (LD)

Ecopsychology, Advanced (UD)

Nature and Psyche (UD)

Psychology for Social Change (UD)

Women's Wisdom and Nature (LD/UD)

Social Perspectives on Environmental Issues Ecological Economics, Principles of (LD/UD)

Environmental Law (LD)

Environmental Politics: Domestic and Global Dimensions (LD)

Marine Studies Emphasis 108

Marine Studies has a strong focus on ecology of the marine environment (physical and biological oceanography) and on the relationships between humans and the marine environment. Students graduating with a competence in Marine Studies should have a foundation in life sciences, physical sciences, human ecology, conservation and resource management, as well as a broad scope of supporting courses in literature, politics, economics, and human­ ities. Direct field experience enhances understanding and respect for the power and vastness of the world's ocean.

Many Marine Studies courses take place at the College's Kino Bay Center for Cultural and Ecological Studies in Bahia Kino, Sonora, Mexico, on the coast of the Gulf of California. The Kino Bay Center sits amid the diverse Sonoran Desert on the coast of the Midriff Island region of the Gulf of California, an area rich in marine habitats, seabirds, marine mammals, fish, mangrove estuaries, and other coastal flora and fauna. With our relationships with the local Mexican fishing community and the Seri Indian village, we are able to explore a variety of marine environ­ ments, study human interactions with the sea, and participate in cooperative marine conservation research projects.

(16-course minimum; 8 UD minimum) • 4 distribution courses and ecology course required for ES competence.

• At least 5 Marine Studies Core courses.

• At least 2 Science Foundation courses.

• At least 2 Conservation Foundation courses.

• At least 2 additional courses (examples below) that support this emphasis area.

• 1 Independent Study.

• Senior project.

Core Courses: Coastal Ecology of the Gulf of California (UD) Marine Biology I, II, III (18) (LD/UD) Marine Conservation I, II, III (18) (LD/UD) Natural History and Cultural Ecology of Kino Bay (LD) Sea Kayaking and Marine Landscapes (LD) Wilderness Explorations and Landscape Studies: Dos Californias I, II, III (18) (LD/UD) To aid planning, we suggest the following sequence of courses for an emphasis in Marine Studies: First year: Natural History and Cultural Ecology of Kino Bay; the ecology requirement Second Year: Marine Biology, foundation or supporting courses Third Year: Marine Conservation, Coastal Ecology of the Gulf of California Fourth Year: Independent Studies and/or Senior Project Science Foundation Courses: Animal Behavior (UD) Animal Biology (LD) Biological Principles (LD) Earth Science, Introduction to (LD) Environmental Geology (LD) Field Methods in Geology (UD) Geographic Information Science (LD) Geographic Information Science, Advanced (UD) Geologic Evolution of the Southwest (LD) Organic Evolution (UD) Botany (LD) Soil Science, Introduction to (LD) Statistics for Research (LD) Tropical Biology: Natural History of Costa Rica (UD) Weather and Climate (LD) Conservation Foundation Courses: Changing World Order (LD/UD) Conservation Biology (UD) Earth Systems Science and Policy (UD) Ecological Economics, Principles of (LD/UD) Environmental Ethics (UD) Philosophies of the Interpretive Naturalists (LD/UD) Wetland Ecology and Management (UD) 109

Wildlife Management: Applied Conservation Biology (UD) Other Supporting Courses: Cultural Survey and Natural History of Baja California (LD)

Energy and the Environment (UD)

Environmental Ed: Methods (UD)

Environmental Ed: Practicum (UD)

Environmental Ed: Theory (LD)

Interpreting Nature Through Art and Photography (LD)

Park and Wilderness Management (UD)

SCUBA diving and Marine Natural History (LD)

Natural History and Ecology Emphasis Natural History and Ecology is an approach to learning how nature works, how organisms and their biotic and abi足 otic environments interrelate. Grounded in evolutionary principles, the field involves studying individuals and pop足 ulations and how they are assembled into communities and ecosystems. Some students within this emphasis area will become naturalists who observe and interpret particular organisms and landscapes. Others may become field ecolo足 gists who build upon natural history by using the scientific method for examining questions generated by ecological theory. Ecological understanding informs and guides applied fields such as agroecology and conservation biology.

Biological Sciences Plant Systematics (UD)

Animal Behavior (UD)

Animal Biology (LD)

Behavior and Conservation of Mammals (UD)

Biological Principles (LD)

Coastal Ecology of the Gulf of California (LD/UD)

Ecology of Human Evolution (UD)

Human Ecology, Intro to (LD)

Marine Biology I, II (12) (LD/UD)

Organic Evolution (UD)

Ornithology, Introduction to (LD)

Botany (LD)

Soil Science, Introduction to (LD)

Tropical Biology: Natural History of Costa Rica (UD)

Wetland Ecology & Management (UD)

Field Ornithology (LD)

Earth Sciences Earth Science, Introduction to (LD)

Earth Systems Science and Policy (UD)

Environmental Geology (LD)

Geological Evolution of the Southwest (LD)

Geomorphology, Topics in (UD)

Soil Science, Introduction to (LD)

Weather & Climate (LD)

Place-based Courses Agroecosystems of the Arid Southwest (UD)

Coastal Ecology of the Gulf of California (LD/UD)

Colorado Plateau: Nature, Culture, & Conservation (LD)

Environmental Perspectives and Whitewater Rafting (LD/UD)

Summer Studies in Alaska: Contemporary Issues (UD)

Summer Studies in Alaska: Natural History (LD)

Summer Studies in Alaska: Sense of Place (UD)

Sea Kayaking and Marine Landscapes (LD)

Wilderness Explorations and Landscape Studies (3 courses) (LD/UD)

Education and Interpretation 110

Conservation in America (LD) Ecopsychology, Advanced (UD) Ecopsychology, Introduction to (LD) Environmental Ethics (UD) Environmental Education: Methods (UD) Environmental Education: Theory (LD) Form & Pattern in Nature (LD) Interpreting Nature Through Art & Photography (LD) History & Philosophy of Science (LD) Nature & Psyche (UD) Nature's Voice (UD) Philosophies of Interpretive Naturalists (LD/UD) Analytical Methods Environmental Problem Solving (UD) Ethnographic Field Methods (UD) Field Biology Studies: Colorado Plateau (UD) Summer Studies in Agroecology: Field Methods for Agroecology (UD) Field Methods in Geology (UD) Field Methods for Plant Ecology (UD) Geographic Information Science (LD) Geographic Information Science, Advanced (UD) Geology, Field Methods in (UD) Marine Biology III (6) (LD/UD) Statistics for Research (UD) Applied Ecology Summer Studies in Agroecology: Agroecology (UD) Conservation Biology (UD) Ecological Economics, Principles of (LD/UD) Energy and the Environment (LD) Environmental Law (UD) Environmental Politics (UD) Environmental Problem Solving (LD) Issues of Global Food Production (LD) Restoration Ecology (LD) Ethnobiology (UD) Land Stewards (LD) Marine Conservation: Global and Regional Perspectives I, II, III (18) (UD) Park & Wilderness Management (UD) Plants and Humans (LD) Plant Propagation Methods (UD) Population, Resources, & Solutions (LD) Water in the West (LD) Wetland Ecology & Management (UD) Wildlife Management: Applied Conservation Biology (UD) Independent Studies: Students plan independent studies in cooperation with one or more faculty mentors or qualified mentors from outside the faculty. Independent studies should be designed as carefully as regular courses are and must involve responsible participation from the student and the mentor. They may be developed in con足 junction with an internship or practicum, but the student must insure that the work-related experience is an indepth academic undertaking. This will require evidence of critical thinking and application beyond merely being involved in the internship or practicum. An independent study can involve an individual student in an intense per足 sonal endeavor or it can be done by a group of students in a research project or seminar setting.

Senior Projects: The senior project is one of the most important ways to demonstrate competence in Environmental Studies. The senior project might incorporate one or more of the following: a major research paper that demonstrates a grasp of essential knowledge in the competence and original thinking about it; an independent research project designed to address a particular issue, hypothesis, or question in the competence 111

area; expert certification of B.A.-level skill demonstrated in an internship or job; and/or any other means of demonstrating competence proposed by the candidate and reviewed by the IGC. The senior project should be the culmination of the major thrust of the student’s competence. A student will design the senior project con­ tract with help from her/his IGC, which approves it and supervises its completion. The Environmental Studies Program Coordinator must also approve the senior project contract.

Depth of Experience: Each Environmental Studies student must have some facility with a broad range of topics and disciplines. Because we recognize the importance of detailed and sophisticated inquiry, we expect you to take a minimum of eight upper division courses in your field.

As part of gaining depth in your studies, you are expected to gain experience with the theory, philosophy, his­ tory, and methods of your competence. We expect you to include courses that emphasize each of these in your degree plan. A thorough knowledge of any discipline requires exposure to the underlying ideas and values that guide the field, important theories that have promoted it and that will propel it forward, and the approaches and methods applied by its practitioners. We also expect you to gain an understanding of how the values, the­ ories and methods of your field have developed over time. Having an historical perspective is essential to inter­ pret current environmental issues and chart possible future courses of action.

While the ES faculty present the content of particular courses to include combinations of theory, history, philoso­ phy and methods, it is your responsibility to build these perspectives into your competence or breadth. Self-direc­ tion in attaining these perspectives is particularly crucial for a student who develops her/his own ES emphasis.

Acquisition and Integration of Necessary Research, Analytical, and Communication Skills: Above, we address the importance of balancing your course work across different disciplines. It is also important to balance the ways in which you approach a given discipline. Knowing the world through theo­ ry and practice, through qualitative and quantitative work, is basic to a Prescott College liberal arts educa­ tion. But new insights do not occur in a vacuum – they develop through library research, group discussions, journal entries, computer searches, walks in the woods, and other means. Once you have arrived at new ways of knowing the world, it is important to have these skills to communicate your insights.

Oral Communication Skills: Many ES courses emphasize formal and informal oral communication skills, and it is important for students to take advantage of these opportunities as well as other venues to develop their speaking skills. Although you are to be self-directed in developing oral communication skills, every student pursuing a com­ petence in Environmental Studies is required to give at least one public oral presentation. You and your IGC will decide what oral presentation venue is the most appropriate for achieving your particular goals. Some suggestions of ways to fulfill this requirement are to take a course in public speaking (e.g., Advocacy, Persuasion and Debate); present a paper at a national or regional conference; participate in a College course, seminar series or colloquium that emphasizes oral presentations; or make a presentation to a community group.

Skills in identification and evaluation of resources: In order to perform useful research on any topic of interest, you must be able to find relevant resources on the topic and then be able to evaluate the utility of those resources. You must display competence in resource evaluation in order to complete your Writing Certification II paper and your Senior Project. Many Environmental Studies courses, especially those at the Upper Division level, provide you with practice in this area, and we encourage you to take several courses that emphasize research work prior to undertaking your Writing Certification II paper.

Computer skills: It is imperative that people entering the job market in nearly every vocational discipline be com­ puter literate. During their college careers, most ES students will employ computers as tools to write their papers, communicate with others, learn concepts using multimedia presentations, and understand how natural systems operate through analysis of computer models. In order for you to successfully harness the computer as a powerful educational tool and to prepare yourself for the realities of the twenty-first century, we strongly encourage any stu­ dent who is not computer literate to gain computer skills as soon as possible after arriving at the College.

Bridging Environmental Studies with other Program Areas Students are invited to consider formulating competences that bridge Environmental Studies with other realms of study. In some cases, formalized bridges have already been developed, while in others it is up to the student and her/his IGC to develop a coherent and meaningful program. An example of a more formalized bridge is the one that exists between the Environmental Studies and Adventure Education programs.

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Adventure Education and Environmental Studies: Environmental Studies involves the discovery and understand­ ing of the earth’s natural systems and the human role in those systems. Adventure Education utilizes skills instruc­ tion, expedition-style travel, and facilitation of group dynamics to increase participants’ interpersonal and social skills and to improve self-concept. With recreational and educational use of the natural environment gaining in pop­ ularity, current trends in both of these fields recognize the importance of an AE/ES integration, in that it strength­ ens the comprehensiveness of environmental studies field programs and adventure-based programs. The Environmental Studies and Adventure Education Programs recognize the developing interface between these two fields and encourage students to explore ways they can effectively integrate them into their academic program.

Environmental Studies Breadth Guidelines A Breadth in “Environmental Studies” includes at least 8 courses that reflect a broad array of the many fields represented in the ES Program. There will be no Environmental Studies breadths that have emphasis areas.

The Breadth must include 4 distribution courses (one course from each area: life sciences, personal values, earth sciences and social systems); one ecology course; other E.S. courses agreed upon by the IGC, bringing the breadth total to a minimum of 8, at least 3 of which are Upper Division Note: The How to Graduate guidelines state the following: “The breadth area(s) may support the competence area(s). In no case, however, should the competence and breadth areas be so closely related as to contradict the concept of a liberal arts education.” For example, a competence in Environmental Studies with an Emphasis in Marine Studies would not be adequately complemented by a Breadth in Conservation Biology or Natural History and Ecology. There simply might be too much overlap in content area, which would limit the true lib­ eral arts strengths we hope to encourage. However, under rare circumstances, it may be possible, if the com­ petence and breadth areas were well designed and if the liberal arts concerns were well addressed, to have two distinctive areas from the Environmental Studies Program as Competence and Breadth. For example, a stu­ dent conceivably could have a Competence in ES with an Emphasis in Ecological Design and a Breadth in Agroecology or could have a combination emphasizing, say, Human Ecology and Botany. In any such combina­ tion, the student would not want to double-count the distribution courses.

Psychology and Human Development Program The Psychology and Human Development Program is exciting. We believe in human potential, social justice and service. The courses offered are dynamic and participatory allowing students to create stimulating, enrich­ ing and relevant academic programs. Students are encouraged to develop self-awareness and a respect for both human and non-human worlds. This requires the integration of the cognitive, emotional, behavioral, social, and spiritual aspects of the human personality and an understanding of systems perspectives. This kind of integra­ tion often requires a shift in attention beyond modern Western views of human nature. At the advanced level we offer unique opportunities to learn through independent study and supervised field experiences.

Many whose major interests lie in fields other than human development use courses from our program to gain knowledge and skills in leadership, facilitation of individual and group processes, conflict resolution and serv­ ice to specialized populations. Study in the Human Development and Psychology Program frequently enhances learning in areas such as Adventure Education, Environmental Studies, Cultural and Regional Studies and Arts and Letters – or any area in which knowledge of human nature and relationship skills may be relevant.

We offer excellent academic and skills training for the human development professional. Graduates of our pro­ grams become educators, instructors for therapeutic adventure education programs and mental health profes­ sionals. In addition to the competence areas listed below the creative self-directed student is encouraged, with the help of faculty advisors, to create their own unique competences. Students select from cutting edge founda­ tional courses that enable them to do advanced work in a number of competence areas.

Human Development Competence: 16-Course Minimum The human development competence area provides students with an opportunity to select from a wide variety of courses that provide perspectives on human potential. It is a broad-based competence area with many cours­ es to choose from. The students’ freedom to choose mentors and courses according to his or her interests reflects the College’s educational philosophy, which stresses mentored, self-directed experiential education, within an interdisciplinary curriculum.

Students are required to successfully complete the following: • Introduction to a New Psychology, or equivalent course.

• At least one developmental psychology course: Lifespan Development I or II or Adolescent Development.

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• One communication course: Interpersonal Communication, or Counseling Skills.

• Twelve additional human development courses, independent studies, courses selected from a related dis­ cipline, or relevant interdisciplinary courses.

• A minimum of eight courses in the competence should be upper-division courses.

• Senior Project Human Development Competence 12-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology, or equivalent course.

• At least one developmental psychology course: Lifespan Development I or II or Adolescent Development.

• One communication course: Interpersonal Communication, or Counseling Skills.

• Eight additional human development courses, independent studies, courses selected from a related dis­ cipline, or relevant interdisciplinary courses.

• A minimum of six courses in the competence should be upper-division courses.

• Senior Project Areas of Emphasis in Human Development Some students in human development find compelling reasons to describe an area of emphasis as a subtitle for their competence, i.e., “Human Development with an Emphasis in Expressive Arts” or “Human Development with an Emphasis in Holistic Health.” Choosing an area of emphasis provides an opportunity for students to create a personally relevant program of study. Areas of emphasis and their associated courses are carefully nego­ tiated between the student and the Individual Graduation Committee (IGC), which must include an appropri­ ate faculty member from the Human Development program. Studies in the emphasis area usually comprise at least 25% of the course work of the students’ competence.

Holistic Health, Area of Emphasis The study and practice of holistic health integrates mind, body, and spirit. This integrative area of study embraces prevention, education, and wellness principles and requires students to refine critical thinking skills.

While this holistic perspective has often been distinguished from conventional Western medicine, the pioneer scholars and practitioners in this field now regard holistic health practices as complementary strategies to more mainstream methods of healing. Students must meet the minimum requirements for a Competence in Human Development and must complete ten foundational holistic health courses. Highly recommended courses are: • Holistic Health and Wellness • Life Centering: Mindfulness, Meditation, and Stress Management • Holistic Bodywork • Plants and Humans • Basic Biological Principles, Human • Basic Ecology • Human Nutrition • Anatomy • Practicum Massage, Area of Emphasis We partner with the Arizona School of Integral Studies (ASIS) to offer a 24 credit certification course in mas­ sage. Students spend an entire enrollment period (block and quarter) completing the following courses at ASIS in Prescott: • Conjunctive Studies in Body Work • Western Bodywork Modalities: Theory and Practice • Eastern Bodywork Modalities: Theory and Practice • Bodywork Practicum Equine Assisted Mental Health, Area of Emphasis EAMH works with horses as partners in educational and therapeutic settings. This field is expanding exponen­ tially as the uniqueness of animal assisted therapies integrates a nonhuman component that is filled with poten­ tial. The study of equine assisted mental health is a personally, socially, and ecologically responsible process. An academic environment is fostered in which students are encouraged to develop self-awareness and a psycho­ logically sophisticated sense of responsibility within both human and non-human worlds. This requires the inte­ gration of cognitive, emotional, behavioral, social, and spiritual aspects of the human personality and an under­ standing of systems perspectives. This kind of integration often requires a shift in attention beyond modern 114

Western views of humans, horses, and nature.

Equine assisted therapies emerged first as means for physical rehabilitation in the midtwentieth century. Since then, horses have been integrated into many dimensions of human services, including the mental health serv­ ices. Behavioral, emotional, and cognitive patterns are reevaluated and restructured though the client's effort, the horse's connection to the client and co-therapist, and the mental health professional's facilitation.

Emphasis is placed on the systems in relational patterns, and the facilitation of therapeutic experiences. Ethics of the therapeutic relationship, horsemanship, and stewardship flow throughout this course of study.

Students must meet the minimum requirements for a Competence in Human Development and complete foundational Equine Assisted Mental Health courses.

Highly recommended courses are: • Group Process for Adventure Educators; Winter Block Equine Experience • Animal Assisted Therapy • Relational Horsemanship • Foundations of Equine Assisted Mental Health • People, Animals, and Nature PAN 18cr and 12cr Students supplement these core courses with related Independent Studies and related experiences to round out their area of competence.

Human Development Breadth 8-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology, or equivalent course.

• At least one developmental psychology course: Lifespan Development I or II or Adolescent Development.

• One communication course: Interpersonal Communication, or Counseling Skills.

• Five additional human development courses, independent studies, courses selected from a related disci­ pline, or relevant interdisciplinary courses.

• A minimum of three courses in the competence should be upper-division courses.

Human Development Breadth 6-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology, or equivalent course.

• At least one developmental psychology course: Lifespan Development I or II or Adolescent Development.

• One communication course: Interpersonal Communication, or Counseling Skills.

• Three additional human development courses, independent studies, courses selected from a related dis­ cipline, or relevant interdisciplinary courses.

• A minimum of two courses in the competence should be upper-division courses.

Psychology Competence: 16-Course Minimum Conventional Western approaches to psychology generally define the field of psychology as the scientific study of mental processes and behavior. From this point of view there is a large body of literature that serves to translate between the inner realm of the mind and the external conditions of the world. However, the term “psychology” is derived from the original Greek “psyche”, which primarily signified the soul. “Logos”, also derived from Greek, referred to the act of collecting or gathering together. From an historical perspective, psychology is an inquiry into the nature of the soul. This perspective suggests that psychological inquiry be reflective, concerned with ultimate motivations, and that it attends to the question of meaning. In the interest of developing a form of psychology that is both meaningful and responsible in the context of the 21st century, the Human Development and Psychology Program begins with an appreciation of the deep historical roots of the inquiry into human nature. Faculty facili­ tates students’ exploration of the emerging connections between psychology, systems theory, and ecology. While students are establishing their own psychological independence, they are encouraged to understand and appreci­ ate emerging theories about psychological interdependence. The psyche is profoundly shaped by family, cultural, and social conditions; so students are encouraged to complete courses in gender, cultural and religious studies.

Psychology courses offer opportunities to study both traditional and emerging dimensions of the field. Some courses present both foundational studies based in the conventional research literature as well as interpreta­ tions of human nature inspired by ecological and spiritual perspectives. Other courses provide opportunities to 115

apply conventional psychology to the challenges of social and environmental justice work.

Some students choose to pursue an area of emphasis within the scope of their competence in psychology. Areas of

emphasis and their associated courses are carefully negotiated between the student and the Individual Graduation

Committee (IGC), which must include an appropriate faculty member from the Human Development program.

Studies in the emphasis area usually comprise at least 25% of the course work of the students’ competence.

Students are required to successfully complete the following:

• Introduction to a New Psychology or an equivalent course.

• At least one developmental psychology course: Lifespan Development I or II; or Adolescent Development.

• One communication course: Interpersonal Communication; and/or Counseling Skills.

• One course that carefully considers the Western scientific tradition of social science, either Social Research Methods or Statistics for Research.

• Two additional foundational psychology courses.

• Nine additional psychology courses, independent studies, courses selected from a related discipline, or from relevant interdisciplinary courses.

• A minimum of eight courses in the competence should be upper-division courses.

• Senior Project Psychology Competence 12-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology or equivalent course • Lifespan Development I, II, or Adolescent Development • Interpersonal Communication, or Counseling Skills • Social Research Methods or Statistics for Research • Two additional foundational psychology courses • Five additional psychology courses, independent studies, or relevant interdisciplinary courses • A minimum of six courses in the competence should be upper-division courses • Senior Project Psychology Breadth 8-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology or equivalent course • Lifespan Development I, II, or Adolescent Development • Interpersonal Communication, or Counseling Skills • Social Research Methods or Statistics for Research • Two additional foundational psychology courses • Two additional psychology courses, independent studies, or relevant interdisciplinary courses • A minimum of three courses in the breadth should be upper-division courses Psychology Breadth 6-Course Minimum Students are required to successfully complete the following: • Introduction to a New Psychology or equivalent course • Lifespan Development I, II, or Adolescent Development • Interpersonal Communication, or Counseling Skills • Social Research Methods or Statistics for Research • Two additional foundational psychology courses • A minimum of two courses in the breadth should be upper-division courses Counseling Psychology Competence: 16-Course Minimum Students who study counseling psychology learn and apply a cluster of professional knowledge, skills, and attitudes that are essential to building skillful helping relationships. Many go on to graduate studies programs, medical schools, and other advanced training. Students in this field become lifelong learners in response to the changing world they encounter. Their educational activities balance self-fulfillment and service to others.

The counseling psychology program intertwines theory and practice through small group learning and the inte­ gration of practica and internships into the curriculum. A few advanced courses involve student-practitioners in local clinical, educational, and recreational settings working with actual clients. An extended practicum at one of these organizations is a required part of this program of study. Many counseling psychology graduates move directly into entry-level positions in agencies before going on to complete advanced studies.

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Counseling psychology students develop a professional orientation to the field as they explore standards of prac­ tice and codes of ethics. Counselor licensure or certifications help insure a practitioner’s competency. Students are encouraged to carefully plan for these and other kinds of professional growth opportunities.

Students are required to successfully complete all of the following foundational courses: • Introduction to New Psychology • Counseling Skills • Counseling Theories • Lifespan Development I: Early Childhood though Adolescence or Lifespan Development II: Early through Late Adulthood • Personality Theories • Psychopathology • Family Systems Theory or Family Systems in Film and Literature • Social Research Methods or Statistics for Research • Addiction and Recovery • Legal, Ethical and Professional Issues in Counseling • Community Service Practicum • A minimum of eight courses should be upper-division courses • Senior Project Therapeutic Use of Adventure Education Competence: 16-Course Minimum Over the past twenty years an integration of Human Development and Adventure Education has been used increasingly to develop adventure-based, therapeutic wilderness programs. This course of study combines essential knowledge and skills used in therapeutic group work with the technical skills needed for safe, effective wilderness adventure education. Graduates with this competence will be able to design and teach educational experiences in the wilderness that are therapeutic; they will not be qualified as a therapist, which would take graduate level work to achieve. Both the Human Development Program and the Adventure Education Program acknowledge the need for exacting and rigorous training in this interface and addresses it by offering a variety of interdisciplinary courses.

Students are required to complete all of the following foundational courses: • Interpersonal Communication • Adventure Education I, II, III (18 credits) OR Wilderness Exploration and Landscape Studies (18 cred­ its 2LD, 1UD) • Lifespan Development I, or, Lifespan Development II, or, Adolescent Development • Counseling Theories • Basic Ecology • One course in Ecopsychology • Wilderness Emergency Care (Does not have to be taken at PC) • Experiential Education: Philosophy and Methods • Group Process for Wilderness Leaders • Ropes Course Facilitation • Therapeutic Use of Adventure Education • Internship with a relevant program • Personal and Professional Development Seminar • A minimum of eight courses should be upper-division courses.

• Senior Project Other Recommended Courses in Therapeutic Use of Adventure Education include but are not limited to: • Psychopathology • Ropes Course Facilitation • Counseling Skills • Community Service Practicum • Any course on Ethics • Learning Theories • Nature and Psyche • Psychology of Women • Models of Leadership: Leadership Through Differentiation 117

• AE skills courses Additional coursework that provides support for this competence area include many of the courses offered in the Human Development and the Adventure Education Program. This is an interdisciplinary competence and requires 16 courses. A 12 course competence or a breadth in this area of study will not be approved.

Ecopsychology Competence: 16-Course Minimum A student of ecopsychology strives to integrate ecological principles and psychological wisdom into a unified field of study. A competence in Ecopsychology must include courses from both the Human Development and Psychology, and Environmental Studies Programs. Depending on the specific interest of the student, course work in either psychology or environmental studies may be emphasized. In either case, the student must devel­ op a substantial foundation in each of theses disciplines. It is only with solid foundational studies that the stu­ dent may develop a significant appreciation of humans as psychological beings acting within ecological systems.

Students are required to successfully complete the following: • Four foundational courses • Four related psychology courses • Four related environmental studies courses, including at least one with an emphasis on ethics • At least two courses in history, philosophy, and/or religion • A minimum of eight upper-division courses.

• Senior Project Ecopsychology Competence: 12-Course Minimum Students are required to successfully complete the following: • Four foundational courses • Two related psychology courses • Two related environmental studies courses, including at least one with an emphasis on ethics • At least two courses in history, philosophy, and/or religion • A minimum of six upper-division courses.

• Senior Project Ecopsychology Competence: 8-Course Minimum Students are required to successfully complete the following: • Four foundational courses • Two related psychology courses • Two related environmental studies courses, including at least one with an emphasis on ethics • A minimum of three upper-division courses.

Foundational Courses in Ecopsychology New Psychology: An Introduction (LD)

Basic Concepts of Ecology (LD)

Natural History and Ecology of the Southwest (12 credits) (LD)

Ecopsychology: Paradigms and Perspectives (LD/UD)

Ecopsychology: Choices for a Sustainable World (LD/UD)

Related Psychology Courses include but are not limited to:

Ethnobiology

Plants and Humans

Philosophies of Interpretive Naturalists

Psychology for Social Change (LD/UD)

Lifespan Development I

Lifespan Development II

Transpersonal Psychology

Psychopathology

Women’s Wilderness and Nature (LD)

Nature and Psyche (UD)

Therapeutic Use of Adventure Education

Group Process for Adventure Education

Related Environmental Studies Courses include but are not limited to: 118

Form and Pattern in Nature (LD) Ecology of Human Evolution (UD) Ecological Design (LD) Ecological Economics, Principles of (UD) Environmental Ethics (UD) Environmental Politics (LD) Human Ecology, Introduction to (LD) Human Ecology, Advanced Topics (UD) Issues of Global Food Production (LD) Land Stewards (LD) Nature and Psyche (UD) Population, Resources, and Solutions (LD) Courses in History, Philosophy, and Religion include but are not limited to: History and Philosophy of Science Modes of Thinking Philosophy: Making Ethical Decisions Women’s Religious Lives World Religions I World Religions II New Cosmology and Creation Spirituality Philosophy: Themes and Questions Religion and Science Studies in Buddhism Women’s Studies The field of Women's Studies explores gendered existence; what it means to be feminine and masculine and how this interacts with other aspects of our identity, such as race, ethnicity, class, and sexuality. Women's Studies focus­ es on those whom a society defines as "woman," on the meaning of that identity in different times and places, and how women experience their lives and construct their own identities. This field also explores the sometimes unequal relationships between different groups of women, and how and where they find common ground. It integrates women's questions and perspectives into the theoretical frameworks through which we approach the study of psy­ chology, education, arts, literature, philosophy and religion, leadership development, history, and political science.

Women's studies places women at the center of inquiry and recognizes and celebrates women's achievements.

Women’s Studies strives to integrate feminist principles and gender equality into an interdisciplinary field of study.

A competence in Women’s Studies must include courses from Human Development, Nature & Aesthetics, and Cultural & Regional Studies. Depending on the specific interest of the student, course work in any of the above areas may be emphasized. Students in Women’s Studies have a wide range of courses from which to choose. The overall intent is to offer an alternative perspective to the traditional, androcentric forms of inquiry, which place women as outsiders in society, to one which views women’s experiences as central to understanding human society and behavior. A student who chooses a competence or breadth in Women’s Studies must complete a series of cours­ es which will introduce the student to core concepts in the field including the impact of systems of oppression, fem­ inist theories, power and privilege, social/cultural hierarchy, patriarchy, and the social construction of gender.

Students will strengthen their critical thinking skills as they learn to challenge previously unquestioned epistemol­ ogy and hegemonic principles. In addition, students will learn to identify the ethical implications of excluding gen­ der from the arts, humanities, psychology, religion, culture and history.

Women’s Studies Competence – 16-Course Minimum Students are required to successfully complete the following: • The F Word: Feminism, Women, and Social Change.

• A minimum of eight courses from the Gender & Sexuality domain • A minimum of six courses from the Women & Social Consciousness domain • Senior Project Women’s Studies Competence – 12-Course Minimum Students are required to successfully complete the following: • The F Word: Feminism, Women, and Social Change • A minimum of six courses from the Gender & Sexuality domain • A minimum of four courses from the Women & Social Consciousness domain 119

• Senior Project Women’s Studies Breadth – 8-Course Minimum Students are required to successfully complete the following: • The F Word: Feminism, Women, and Social Change • A minimum of five courses from the Gender & Sexuality domain • A minimum of two additional courses from either the Gender & Sexuality domain or the Women & Social Consciousness domain Women’s Studies Breadth – 6- Course Minimum Students are required to successfully complete the following: • The F Word: Feminism, Women, and Social Change • A minimum of three courses from the Gender & Sexuality domain • A minimum of two additional courses from either the Gender & Sexuality domain or the Women & Social Consciousness domain Women’s Studies Course List: Gender & Sexuality: Women’s Topics in Wilderness Leadership LD/UD Women’s Wisdom & Nature LD/UD Sexuality and Sexual Outlaws LD/UD Feminist Psychology LD/UD Art on the Periphery LD/UD Women’s Literature LD/UD History of Gender & Sexuality LD/UD Gender, Sexuality & Religion LD/UD Men & Masculinity LD Independent Study UD Women & Social Consciousness: Multicultural Education UD The Color Line LD/UD Globalization, Religion & Social Change UD World Religions LD Ethical Issues for Experiential Educators UD Memoir UD Painting and the Human Form LD/UD Figure Drawing LD/UD Rethinking Our Classrooms: Race, Gender & Identity LD/UD Image & Power in Mass Culture LD/UD Masailand I, II, III (Kenya Project) UD American Paradox LD/UD

Resident Degree Program Course Descriptions Aboriginal Living Skills This course will introduce the student to the skills necessary to live comfortably in the outdoors without relying on modern technology. Through research, knowledge sharing, and hands on experiences, students will become proficient at skills such as friction fire, short and long-term shelter construction, gathering and processing of wild edibles and animal processing, creating cordage from natural fibers, primitive pot­ tery and basketry, snares and hunting tools, and primitive cooking.

While studying both global and local primitive cultures we will examine the historical roots of these skills as well as their relevance in the modern age. Class time will be spent primarily in the Prescott region with several overnight wilderness trips to allow students to focus and apply their developing skills.

Acting Workshop: Comedy Students will study and perform different types of comedy in this workshop. The history and theories of comedy will be explored through the perspectives of writers, performers, and scholars, and then students will begin their hands-on work with scenes and monologues from classic and contemporary plays. The class will then create an ensemble to experiment with and perform group improvisational comedy and 120

individual stand-up routines. To allow the students to experience the effects of audience reaction and par­ ticipation, at least one public performance will be scheduled near the end of the term.

Acting Workshop: Improvisation & Scene Study This workshop explores the importance of interaction in the theater and how actors bring their own expe­ riences and skills into performance to create a unique collaboration for themselves and for an audience.

The class will study monologues, scenes, and improvisational techniques, focusing on individual charac­ terization and relationship dynamics. This workshop should help reduce performance anxiety while devel­ oping the confidence and creativity students need not only in acting, but also in many other life situations.

Addiction and Recovery This course utilizes lecture and experiential exercises to explore the dynamics of alcohol, drug, and other addictive processes. Students explore how addiction may impact their own lives, their families, and mod­ ern cultures. Foundation themes in this field are covered, including the dominant medical-disease model, physiological processes, family dynamics, psychological perspectives, assessment, interventions, relapse, and recovery. Addiction is also considered in relation to similar processes involved in other kinds of obses­ sional and compulsive suffering. Spiritual perspectives on the challenges of addiction and recovery are considered in the context of individuals' lives. A variety of emerging alternative treatment modalities are also critiqued. Community and global implications are evaluated.

Adolescent Psychology This course is designed for advanced undergraduate students seeking a broad comprehensive view of ado­ lescent development including issues of autonomy, ego identity, socialization, and sexuality. Its focus will be on the application of theory in applied areas such as classrooms, hospitals, treatment facilities, recre­ ation, and wilderness programs.

Advanced Workshop in Fiction and Nonfiction This advanced course provides students with the experience of the writer's retreat. During the two weeks in residence at Arcosanti, about 40 miles southeast of Prescott, students will live and work in small, indi­ vidual studios. Days are spent reading and writing in solitude; late afternoons are spent in class, discussing readings; evenings are spent in informal workshops, during which students read aloud from works in progress. Each student elects to work primarily in fiction or nonfiction, and prepares presentations in that genre, but must be flexible to work in both genres during class time. Presentations include the following: selecting and leading discussion on one published story/essay/memoir; teaching one lesson on some aspect of craft, relevant to the genre of choice; and leading the class in a writing exercise, related to the craft les­ son. Students keep a writer's journal documenting ideas, observations, growth, reactions to the readings, and the effect of the Arcosanti environment on their work. Students will produce 30 pages of fiction or nonfiction, at least 20 of which will be workshopped in the final week of the course. For that last week, we will return to Prescott so that students who have opted to leave technology behind (strongly encour­ aged) may have several days to type, revise and photocopy before the workshop process. Each student will be expected to submit one polished piece from the class for publication.

Adventure Education I: Expeditionary & Technical Skills This course will introduce students to fundamental expedition skills and models through presentations, dis­ cussions, and practice. Topics will include minimum impact camping techniques, map and compass, equip­ ment use and management, group living and decision-making processes, public land access issues, and recre­ ational considerations in a variety of environments. We will also investigate fundamental theories and current issues in expedition leadership. In rigorous field settings, students will cultivate proficiency in outdoor tech­ nical skills congruent with the environment in which they are traveling; rock, snow, water.

Adventure Education II: Teaching Methods for Adventure Educators Theoretical rationale for current practices will be examined through research, discussion, and student presentations in the backcountry. Topics will include lesson planning, ethically responsible group manage­ ment, risk management, as well as facilitation skills such as framing, delivery and debriefing. While expe­ ditioning, students will also be asked to explore their own style of teaching, leading and living in wilder­ ness environments. Students will use this course to develop a diverse range of experiential teaching meth­ ods in preparation for the practical phase of the course.

Adventure Education III: Teaching Practicum for Adventure Educators 121

This course will provide students a practical introduction to the leadership of adventure education activities.

Students will implement outdoor programs for their peers and groups from the community. The focus will be on teaching basic backcountry living and traveling skills, top rope climbing technique, and water-based expe­ ditioning. Students will receive regular feedback and mentorship regarding their development as educators.

African-Inspired Dance In this course students will learn about West African inspired, nature-based dance. Areas of focus will include conditioning, technique, choreography, improvisation, energy and breath awareness, ritual, dance composi­ tion and the dancer/drummer partnership. Physical conditioning will emphasize grounding, centering, rhythm, strength, flexibility, and endurance. The focus will be on the use of dance to strengthen and express relationships with one another, our ancestors, earth and cosmos, community, and the cycles of life. The impor­ tance of respect and humility, as westerners inspired by an elder culture, will be addressed. Students will learn about the natural integration of dance with drummings, song, costuming, and story-telling. Drumming and musical accompaniment will be both live and recorded. The course will culminate in a community sharing.

Agroecosystems of the Arid Southwest Water availability is the most prominent ecological factor limiting agricultural production in the Southwest; however, temperature, nutrient availability, salinity, and pests also exert considerable influ­ ence. In this field- oriented course we will initially explore the ecological constraints that limit productiv­ ity of natural plant and animal communities in diverse ecosystems, ranging from the submontane to desert. We will then examine how people in prehistorical, historical, and modern times have designed farming systems to contend with these ecological limitations. The types of questions this class will focus on are: How sustainable are current agricultural practices? Why have some practices been discontinued?

What are the off-farm ecological impacts of modern agronomic techniques? Is there a carrying capacity in the Southwest and if so, is the current human population above or below it? How does the complexity and scale of irrigation systems affect the social structure of communities?

Aikido: The Way of Harmony This course is an introduction to the Japanese art of Aikido, “the way of harmony of the spirit.” The course includes three elements: the history and philosophy of Aikido; the physical discipline, mental discipline, and practice of Aikido; and the application of the principles of Aikido in daily life.

Alpine Ecology Alpine ecosystems are some of the least studied regions on earth due largely to their remoteness. This course examines the ecology of the alpine including extremes of heat, cold, wind, and the availability of moisture. The complex associations of plants and animals will also be discussed. Students will gain a basic understanding of regional geology and the influence of glaciation on hydrology and vegetation in high mountain environments. The course also examines cultural associations with alpine environments includ­ ing the increasing impact which humans are having on these remote regions. As a necessary aspect of its academic mission, this course requires extensive wilderness travel.

Alpine Mountaineering This is an intermediate/advanced course for students with solid backgrounds in rock climbing and gener­ al back country skills. The concentration is on acquiring basic alpine mountaineering skills and perfecting them to a level suitable for use in conducting adventure experiences in an alpine setting. This field-ori­ ented course takes place in a suitable alpine region and emphasizes ascents of mountains with a broad range of characteristics. Topics covered include: expedition planning and logistics; safety and hazard eval­ uation; communication and leadership; self-rescue and emergency procedures; snow and ice climbing technique; glacier travel and crevasse rescue; avalanche awareness; route finding; applied rock climbing; practical weather forecasting, accident prevention, and modern trends in mountaineering.

Alternative Processes in Photography This hands-on workshop will give students a direct experience with the practical techniques of historical and contemporary image-making methods. Aesthetic emphasis will be placed on the attitudes behind, and the importance of the visual/material syntax in an historical order. Students will make enlarged negatives and explore the image potential through a range of printing processes including cyanotype, salted paper prints, kallitype, and emulsion transfer.

American Government: The Political Game 122

This course is an introduction to American political thought and practice. We will pay attention to the peculiar relationship between political language and political reality: Which issues are elevated to the sta­ tus of social problems, who gets labeled a political leader or constructed as a political enemy? What is the current state of the American electoral process? What constitutes an ethical, pragmatic foreign policy?

What is the proper relationship between church and state? What is citizenship, anyway? All of these issues receive a special political charge in an election year, but when all of the pomp and circumstance subside into the less spectacular politics of everyday life and public service, who gets what, why , and how? Special attention will be paid to questions concerning race, gender, and class. Let the games begin!

American Paradox: Studies History of a Varied People This course examines the central theme of separatism and unity within the in the United States. It poses the question of whether or not it is possible or even desirable to create and live in a unified nation. In order to grapple with this question, we will study a series of paradoxes through which our country's iden­ tity was formed: how can a country founded on the principle of freedom have built its economy, in part, through slavery? How can a nation that represents to the world economic prosperity continue to maintain such a large underclass? The course will develop chronologically so it will give you a good general overview of the major events of U.S. history.

American West in Film & Literature This class will explore the American West as it has been depicted in films, stories, essays, dramas, and poetry. Topics will include the contrast between the reality and myths about the frontier, the importance of place in the literary imagination, and the concerns and themes of contemporary Western films and lit­ erature. Specifically, we will analyze the myths fostered by such films as “High Noon” and “Shane.” We will look at how more contemporary films like “McCabe and Mrs. Miller,” “Little Big Man,” and “Dances with Wolves” have provided new interpretations of the old West. We will also examine films such as “The Last Picture Show,” “Paris, Texas,” and “Raising Arizona” that are concerned with the modern West.

Literature readings will include selections from authors such as Edward Abbey, Willa Cather, Gretel Erhlich, Louise Erdrich, Larry McMurtry, and Sam Shepard.

Animal Behavior This course focuses on the role of an animal's behavior within the context of its environment.

Consideration is given to such general themes as instinct and learning, development, and organization of behavior from an evolutionary perspective. Specific topics include animal mating systems, social behav­ ior, care of young, feeding behavior, communication, and migration. Although examples are chosen from many kinds of animals, an emphasis is placed on vertebrates. An independent field component provides the opportunity for students to observe animals behaving in their natural surroundings.

Animal Biology This course offers a survey of the major groups of invertebrate and vertebrate animals. Topics include classification, anatomy, physiology, behavior and ecology within an evolutionary context. The course con­ sists of readings, lectures and discussions, laboratory exercises, projects, and field trips.

Animal-assisted Therapy This course provides a philosophical and psychological context for the evolving field of Animal-Assisted Therapy. Students explore the ways in which developing relationships with other sentient non-human ani­ mals can promote various levels of healing and bring people back to themselves in new and powerful ways.

This course covers the broad range of therapeutic roles animals play, from comfort companions and phys­ ical therapy adjuncts to relational mirrors and co-facilitators of evolving human potential. Ethical issues related to the rights and responsibilities of human and non-human participants in these programs, as well as criteria for assessing appropriate participants are covered. The concept of Biophilia provides a back­ ground for reviewing current research related to physiological state changes, established treatment pro­ grams, and cross-species communication.

Anthropology, Contemporary Issues in Contemporary society faces problems every day that require culturally sensitive solutions – environmen­ tal damage and protection, out-of-control population growth, a dizzy proliferation of lifestyle choices, gen­ der controversies, ethnic conflict and other threats to cultural survival around the world. This course introduces students to anthropology, a discipline that focuses on culture by defining it, describing it, attempting to explain it, and placing it in a theoretical framework to address the problems of the modern 123

world. Students will observe and analyze the dimensions of modern-day problems – in their community and around the world – and explore culturally appropriate solutions using the concepts, skills, and values of cultural anthropology.

Applied Algebra The goal of this course is to equip students with the basic algebra skills necessary to understand and address common topics in their lives and prepare them for further studies for which mathematics is essen­ tial. The successful student will learn how to manipulate and apply linear, quadratic and logarithmic func­ tions; exponential growth and decay; systems of equations; and plane trigonometry. Through cooperative learning and experiential exercises, students will gain comfort in algebraic reasoning, develop critical thinking skills, and see relevant connections so that math has practical, not just theoretical, value.

Numeracy is as important in a good liberal arts education as is literacy (you can count on it).

Applied Ecological Economics Our southwestern region is full of contrasts. It provides some of the most impressive scenic beauty in the Untied States. It has one of the highest percentages of preserved wild lands relative to its size in the nation. Yet, it also has some of the most degrading economic activities in the union. Such reality provides a special opportunity for the application of ecological economics. This course will explore these applica­ tions with the format of a seminar-”think-tank”. We will study and discuss areas where these applications might benefit the sustainability of our region. Proposals for service research will be drafted for the stake holders in the issues discussed. This way, long term research-service projects will be established. Such research will seek to have tangible products that promote the principles of ecological-economic sustainability. An effective student-instructor cooperation will constitute the driving force of this program. The course will require several field trips as essential components of ecological economic methodologies.

Art Education This course covers preparation for art instruction through curriculum development, study of instructional strategies and peer teaching. The student will examine historical development of the philosophical approach­ es to the teaching of art. Students will examine and practice techniques and procedures for instruction in art in a variety of educational settings. Students will become familiar with the content areas of aesthetics, art his­ tory, art criticism, studio art production and their relationship to instruction of art in schools. Students will become familiar with the content of published texts in art, in addition to a wide variety of alternative meth­ ods and approaches to the instruction of art. Emphasis will be placed on experiential learning and individual­ ized instruction and participation in Prescott College's Children's Art Workshop.

Art on the Periphery This art history/critical theory course exposes the power structures behind conventional notions of art his­ tory, and explores significant groups of artists that have been underrepresented in art history's canons.

This course identifies the master narratives that are responsible for the shape of Western art history, and looks at how social and political climates have dictated the perception of art. Major achievements of underrepresented artists will be covered, and how the past experience of underrepresented artists has influenced their art today. This course is writing intensive and will include research and response papers, field trips to museums and galleries, visits with artists and/or art historians, and collaborative projects.

Authentic Assessment This course examines the characteristics and types of measurement and assessments utilized in the edu­ cation of students. Knowledge of concepts and procedures involved in student evaluation, the develop­ ment and selection of assessment instruments, the analysis and interpretation of results, and the utiliza­ tion and reporting of results will be explored. Cultural and environmental impacts on assessment will be considered. Applications to the classroom setting will be emphasized.

Avalanche Forecasting This advanced course focuses on avalanche forecasting for backcountry skiers or snowboarders. While spending three weeks in a suitable mountain environment, students will learn about “snow” in all of its aspects. Students will also gather and interpret information that allows them to make informed decisions about avalanche formation. The topics include mountain meteorology, mountain snowpack, snow forma­ tion and metamorphism, avalanche phenomena, stability testing and evaluation, safety and rescue, criti­ cal route finding, and group management. American Avalanche Association level 2 curriculum will be used as a foundation for certification. However, field activities will go far beyond in practical application of theory. The course will emphasize all aspects of operational and site specific forecasting methodology 124

relevant to professional and recreational applications in snow science and avalanche hazard evaluation.

Backcountry Skiing & Avalanche Training This course is designed to equip aspiring backcountry skiers with the skills and information needed to safely travel through and understand the winter environment. The course starts on gentle rolling terrain where diag­ onal stride is introduced and practiced. A steady progression to more complex terrain necessitates technique for ascending and descending with Telemark touring on moderate mountainous terrain as the eventual goal.

Concurrent with instruction on skiing technique is an introduction to “winter” as an environmental condition in which snow cover and sub-freezing temperatures are defining elements and primary consideration in terms of comfort and safety. Formal avalanche training (AAA level 1 curriculum and certification) will be a funda­ mental part of the course. Students will learn about the contribution of terrain, weather, snowpack and the human factor to avalanche hazards. They will also learn to evaluate potential risks and effectively initiate selfrescue. The teaching format involves both experiential and presentation based instruction. Outings are most­ ly day trips into the mountains from rustic cabin or yurt styled accommodations. One short snow camping experience is planned where students will learn to construct their own snow shelters. An array of other top­ ics will be covered, including temperature regulation; winter survival; history of skiing; equipment design, care and repair; winter natural history; snow camping; cold stress and ailments; nutritional requirements; and prac­ tical weather forecasting.

Backcountry Skiing & Winter Ecology This introductory course is designed for students wishing to integrate safe travel in winter environments with formal study of winter ecology. The skiing skills progression begins with diagonal stride techniques on gentle, rolling terrain and graduates to Telemark touring on moderate, mountainous terrain.

Concurrent with instruction on skiing technique is an introduction to winter as an environmental condi­ tion in which snow cover and sub-freezing temperatures are defining elements. Winter ecology topics will include characteristics of winter and the nivean environment, snow dynamics, winter storms and weath­ er, winter natural history, and plant, animal, and human adaptations for survival. Avalanche awareness and hazard evaluation instruction will follow AAA level 1 curriculum and certification guidelines. The teach­ ing format involves both experiential and presentation-based instruction.

Students will select a suitable topic pertaining to winter ecology, which they will research and pres­ ent to their classmates. Outings are mainly day trips into the mountains from a rural outdoor education center or from remote yurt-styled accommodations. One overnight camping experience is planned where students will learn to construct snow shelters.

Behavior and Conservation of Mammals This course focuses on the following themes, supported by lectures, readings, and discussions: behavior and ecology of mammals; field methods in behavioral ecology; and captive breeding as a conservation strategy. Each student will conduct literature research on 2-3 species, write summary papers, and give oral presentations describing behavior and ecology, population status in the wild, and conservation focus. This material will form part of the traveling library for the field portion of the course, which entails a three-day visit to several zoological parks in Arizona, where students will observe mammals and collect data on behavior, especially on social interactions. Students will compare their findings with published informa­ tion on the species in question, as well as meet with staff specialists to learn about the various conserva­ tion initiatives that are being undertaken for selected species.

Biological Principles This course is an introduction to the basic concepts in biology, with an emphasis on chemistry, cell struc­ ture and function, reproduction, metabolism, DNA and genetics, and evolution. The course is designed for students who anticipate a concentration in biological or environmental studies and serves as a good prerequisite for courses in ecology, plant biology, or animal biology. Classes consist of lectures, discus­ sions, and lab exercises. Ethical implications of current biological events are discussed.

Bodywork Practicum This course will provide the student with opportunities to enhance and practically apply what they have learned in their bodywork courses. The student will participate in an academic and practical orientation to the ASIS program, as well as an overall program review at the close of the program. Didactic and expe­ riential study in professional communication and ethics, business practices and bodywork law will be com­ pleted. As well, several forums will be provided for the student to practice their bodywork skills, includ­ ing a student massage clinic and various community massage events. The student will document their 125

learning and experiences in massage journals throughout the ASIS program. Successful completion of this course (along with the corequisite courses) will prepare the student to take the National Certification Board for Therapeutic Massage and Bodywork Examination and practice as a Certified Massage Therapist.

Book Arts Students will become familiar with the materials and the methods of basic bookbinding techniques.

Students will make pamphlet, one section, multi-section, accordion and hardbound books for journals or sketches. While this course is a studio/production course and we will be making a number of books, it is also a course about ideas and book content, not just technique. We will examine artist's books that incor­ porate collage, painting, photography, mixed-media and writing. Through the exploration of alternative structures, sequential relationships and physical properties of a book, students will create works that include imagery and text, as well as sculptural objects which involve the book as metaphor. This course will focus on incorporating digital technologies for limited editions. This is an interdisciplinary course designed for writers, painters, photographers, and sculptors.

Botany Plants and other photosynthetic organisms form the basis of primary production on land and in the oceans. Non-photosynthetic organisms with some plant-like cellular structures, Fungi, have also tradition­ ally been studied by botanists. The science of botany delves into the fundamental biology, myriad adapta­ tions, and diversity of life within the three Kingdoms Plantae, Fungi and Protista (photosynthetic Divisions only). Topics covered include evolutionary history (from aquatic systems to terrestrial ones), life history strategies, plant anatomy, physiology (photosynthesis, photorespiration, internal transport, hor­ mones), secondary plant chemistry, and pollination.

Calculus: Theory & Practice This course is an introduction to the basic concepts, techniques, and applications of calculus. Applications will focus on the use of calculus techniques in developing, interpreting, and investigating functions that model natural phenomena and dynamical systems. Topics include limits and infinity, derivatives and rates of change, and computing areas via integration. Graphing calculators will be used extensively in the course to explore and reinforce mathematical concepts.

Canoeing: Introduction to Expeditionary Paddling This course is designed as an introduction to the skills and techniques of expeditionary canoeing as prac­ ticed on flatwater and Class I/II rivers. In addition to paddling skills, the class will explore the history and origins of canoe construction and travel, hydrology and reading moving water, expedition planning, water safety and river rescue, and a variety of relevant outdoor skills. Effective communication and teamwork between partners within the context of the larger group will be emphasized. The course will include class time to develop theoretical foundations, day trips, and expeditionary paddling. Exact locations are dependent upon water levels.

Central America: History and Current Issues Central America has been, and continues to be, the focus of tensions in the Western Hemisphere and a major focus of U.S. foreign policy. This course will be an in-depth study of the roots of current political and economic problems shared by the nations of the region. Initially the course will deal with the heritage derived from the indigenous people and European immigrants, as well as the development of the present nations out of the Spanish colonial experience. With this background, the course will focus on events since World War II. Topics to be investigated include: hunger and land tenure, education and health, survival of indigenous people, revolution, the U.S. influence and intervention, foreign debt and international rela­ tions. We will also look at possible solutions to economic and other problems in the region.

Ceramics This course introduces students to the fundamentals of pottery-making. Through hands-on work they will discover the various uses of clay, as well as glazing techniques and kiln-firings. The students will explore the hand-building techniques of pinch, coil and slab construction. Emphasis will be placed on good design and the development of technical skills. Students taking this course for upper division will further hone their ceramics skills, with special attention to improved craftsmanship and advanced design. Upper divi­ sion students will be expected to take on a leadership role in the class.

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Changing World Order: The Political Economy of Globalization This course offers perspectives on various aspects of globalization, historical and contemporary. We will study the rise of the nation-state system and consider current sub-national and transnational challenges to it. Mapping a changing world order that is simultaneously more globalized and localized than ever before, we will examine the dynamic movements of capital, culture and technology as well as the multitude of (actual and possible) political responses to these “global flows.” We will consider the meanings of such terms as uneven development, cultural imperialism, post-colonialism, postmodernism, sustainability, dis­ placement, diaspora and tourism, to name a few. At the culmination of the course, students should be able to critically assess worldwide political, cultural, and economic phenomena through an understanding of key concepts and various theoretical frameworks.

Chemistry, Foundations of This course provides an introduction to chemical sciences, focusing on inorganic chemistry. Topics include the nature of matter and energy, atomic structure, chemical bonds, chemical reactions, nuclear chemistry, and radioactivity. Organic chemistry and biochemistry will be introduced. The course will serve as a useful basis for students who will continue to study chemistry and to those interested in biological sys­ tems, environmental chemistry, soil science, geology, geochemistry and many other areas within environ­ mental studies. Classes consist of lectures, discussions, and lab exercises. Environmental applications such as the energy requirements of our chemical economy, toxic chemicals and pollutants are used extensive­ ly to illustrate concepts in the course.

Chicano Studies This course provides an opportunity to understand and work with the experiences, values, cultural repre­ sentations, and socio-economic issues of the Chicano/Latino community in Arizona and the United States.

Drawing on the legacy of the Chicano/a movements of the 1960's and 1970's, we will examine the inter­ sections of race, class, gender, and secuality and apply them to real issues of the reality of the Southwestern United States. By the end of the course, students will also have a comprehensive under­ standing of the current issues that affect and transform this socio-political group in the United States.

Choreography and Performance This course takes the student through the entire process of creating and producing choreographic work for performance. Through working with ideas, physical impulses, and curiosities, students will learn to generate movement material that supports their particular creative vision. Practice with improvisational and compositional structures will provide methods for forming, organizing, and editing movement.

Students will gain experience in learning and repeating choreographed movement aimed at developing skills in presence, phrasing, and dynamic versatility. Production elements such as selection of perform­ ance location, technical considerations, time and budget planning, promotion, and costuming will be inte­ grated in the coursework.

Choreography in the Community This course brings students together with diverse populations of the Prescott community in a sharing of oral histories, which are transformed into dance, theatre, and storytelling. The first portion of the course will focus on the development of choreographic, storytelling, and teaching skills, and the second portion will involve implementing and adapting these skills for the specific population chosen. Populations such as elders, children, children with parents, athletes, people with disabilities, and youth-at-risk are possible community participants. Issues and themes relevant to the particular group will be identified and used as artmaking inspiration. We will challenge our societal assumptions about who can be a dancer or artist and promote the belief that everyone has a dance and a story to share. The course will culminate in a commu­ nity sharing in which community and course members perform together.

Coastal Ecology of the Gulf of California The Gulf of California is a biological treasure of global significance. In this intensive field course, we take an in-depth look at the ecology and biota of this diverse region. Prime study subjects are marine and coastal birds, especially their behavior and feeding ecology. Also covered are intertidal and estuarine ecol­ ogy with a focus on rocky, sandy, and mudflat habitats; ecology of the Sonoran Desert; and natural histo­ ry of marine mammals. Specific organisms are studied as examples for understanding the complex eco­ logical interactions of the Gulf Coast. Students are required to undertake an independent field project.

Color Line in U.S. History, The 127

This course explores the origin of one of the most perplexing questions facing Americans today, which is “why, over 135 years since the end of legal slavery of African Americans in this country, do we still live in a society divided by 'race'?” In this class, we will trace the history of race in the U.S. We will learn about the first encounters between European, African and Indian people on this continent, the slave system that developed, and the belief that people are 'racially' different from each other that evolved through the decades and centuries that followed. We will look very specifically at the ways that segregation continues today, in neighborhoods, schools and jobs, and explore how we can challenge the inequality in our daily lives. The course will focus on ways that the colorline divides our community in Prescott, and will provide you with an opportunity to explore your own racialized history, and that of your family.

Community & Counseling This course introduces students to the concept of service as a vehicle for Practicum personal growth and social change through deep self-inquiry and compassionate action. Each student will intern with a local human service agency or private service provider. Students spend approximately 100 hours of super­ vised counseling activities. A minimum of 40 hours is spent in a direct service environment. Other activ­ ities include weekly group case consultation and in-service workshops. Students research and present psy­ cho-educational material relevant to their placement. Students directly apply skills of effective helping, self-directedness, and sustained commitment to self, peers and community. This course promotes that service is always a strengthening action and is at the heart of true community.

Community Mediation & Principled Negotiation Community mediation reflects a growing trend toward non-litigious resolution of conflict. Across the coun­ try, communities are realizing that mediation is a positive and practical means of intervening successfully in community-based disputes, neighborhood conflicts, business-customer disagreements, domestic strife, etc. In mediation, parties come together, in a neutral setting, with a trained mediator, to resolve disputes. This course will train students in the basics of mediation. A six-stage model of mediation is presented along with exten­ sive opportunities to develop and integrate mediation skills. In addition, students will also learn and apply the skills of principled negotiation. At the end of the course students will have an academic and experiential back­ ground in basic mediation skills and principled negotiation and receive a Level I certification.

Conjunctive Studies in Bodywork This course will explore the foundational, science-based knowledge required of any bodyworker. Course topics will include anatomy, physiology, kinesiology and palpation skills, as well as first aid, CPR and HIV training. The information in this course will be fundamental for the students' further study and practice in bodywork (see corequisite courses). Successful completion of this course (along with the corequisite courses) will prepare the student to take the National Certification Board for Therapeutic Massage and Bodywork Examination and practice as a Certified Massage Therapist.

Conservation Biology This course focuses on the nature and importance of biological diversity, modern threats to its integrity, and the emergence of conservation biology as a crisis-oriented, applied, scientific discipline. Biological, political, and managerial considerations are given to a broad range of topics, including: biodiversity, island biogeogra­ phy, extinction, minimum viable population size, endangered species, design of nature reserves, and ecosys­ tem management. Students gain a broad overview of conservation biology, as well as focus on a specific topic of their choice through completion of a personal project. Extensive readings of original literature are required.

Conservation in America: History and Politics This course offers a look at the past, present, and future role of public lands [including parks, refuges, wilderness, wildlife, etc.] in American society. We will examine the cultural roots of different group's atti­ tudes toward nature, and trace their historical development. Included are the birth of the American con­ servation movement; creation and evolution of federal land management agencies; a variety of approach­ es to management, origins, and roles of citizen activist groups; and important legislation, such as the Endangered Species Act, Wilderness Act, and more. The politics and processes of power and decisionmaking that determine the fate of natural landscapes will be emphasized.

Contemporary Cultures of Latin America and Iberia This course will provide students with basic knowledge about the social and cultural characteristics of “Ibero-America,” understood as the diversity and richness of Spanish- and Portuguese-speaking peoples in both sides of the Atlantic. The course will combine visual (film) and written (social science and literary 128

works) media in order to engage students in a complex and de-stereotyped approach to Latin American cultural realities. Problems of social hierarchies and power, gender, ethnic and racial differences, urban and rural inequalities, religious and cultural ties will be presented and discussed.

Contemporary Dance Forms: Modern Dance This course focuses on developing technical and performance skills in dance. The goal is to provide the stu­ dent with a technical foundation which will strengthen and enhance expressive capacities. This course will be taught with a double focus on building skills in modern dance technique and in learning repertory that chal­ lenges students to increase their dynamic range. The course draws on techniques of modern dance, with phys­ ical training based on the principles of “tension and relaxation” and “fall and recovery.” Awareness and con­ trol of energy flow in the body and its relation to performance presence will be explored. Attention will also be given to tracing the roots of modern dance movement from the beginning of the 20th century and finding contemporary applications to the formative philosophies of modern dance pioneers.

Contemporary Dance Training This course is designed to give the dance student a broad base of physical training through a synthesis of movement styles and techniques. Aspects of modern dance, yoga, partnering, ensemble work, and con­ tact improvisation will be blended into a dynamic dance practice. Concentration on performance skills, movement memory, and cultivation of the energetics of the body will help the student develop a height­ ened awareness of the present moment and its inherent performance possibilities. The course will also provide a framework for research into historical and contemporary performance theory and trends.

Viewing and writing about live dance performance will be an integral part of the course.

Contemporary Perspectives in Photography This course is concerned with making photographs and not taking pictures. Students will become confi­ dent with their visual style and be challenged to enlarge their critical vocabulary. We will become better acquainted with the masters, movements, and social attitudes embraced in photo history and develop a critical awareness and concern for current issues within the medium. Contemporary concerns of censor­ ship, legalities, career opportunities, and materials will be covered through presentations and student research. Technically, students will refine their use of the zone system and explore advanced B/W dark­ room techniques including chemistry, various papers, and alternative toners or digital techniques.

Contemporary Society, Art and Politics in Eastern Europe Our travels will take us to Romania with stays in the Transylvania city of Sibiu and the capital city of Bucharest. We will visit museums, attend gallery art shows, the theatre, go on architectural tours and meet with artists and curators. We will also be visiting sites of ecological concern and meeting with academic and political figures.

This class will travel under the theoretical auspices of what we will call a “third culture.” This means self reflexivity as travelers crossing borders and meeting those who inhabit them. We see this as distin­ guishable from the concept of “multi culturalism” because of our emphasis on the culture of travel and the cultures of Eastern Europeans who themselves occupy political and cultural places “in between.”

Students will read extensively and are expected to keep meticulous journals in a creative way incorpo­ rating their personal writing, photography, sketching and/or collage designs. Encouraged through discussion, reading, activities and the personal journal, students will contribute to a collective project that will address “third cultural” issues inspired by their experiences. This project may take the form of an exhibition, public presentation, multi media program, film, magazine article or any combination of the mentioned.

Counseling Skills This course is an introduction to basic counseling skills. It provides training in the conditions, based on research, theory, and practice, that facilitate effective counseling: empathy, respect, relational immediacy, authenticity, counselor use of self, reframing, and confrontation. This course is founded on a unity of the­ ory, research, and practice. Theory, research, or practice alone cannot adequately prepare a student to engage in effective counseling. Together, theory, research, and practice can provide a rich tapestry for the integration of counseling skills in helping relationships. To this end, this course combines theoretical con­ structs and research findings related to counselor-client interactions with structured experiential activi­ ties. Sessions of students interacting in a counselor-client training mode provide the basic format to assist students in learning effective and appropriate communication and counseling skills.

Counseling Theories 129

This course is designed to acquaint the student with the major theories of counseling approaches. These approaches may include: psychoanalytic, Jungian, Adlerian, Family Systems, existential, person centered, gestalt, behavioral, cognitive, and feminist therapy. Basic concepts and therapy techniques from these approaches are presented. This course also examines ethical issues in counseling, the nature of the therapist's relationship to self and client, and factors which are essential to a successful therapeutic relationship. Selfreflection on the part of the student regarding his/her own attitudes, values, and goals is essential.

Creating and Managing Learning Communities This course explores the theories and practices for an effectively managed classroom. Different theories and a variety of practices related to effective classroom management will be studied. Students will observe various approaches to classroom management in order to formulate their own classroom management style and practices. Students will learn to create optimal learning environments designed to meet the needs of diverse students considering both cultural and learning differences.

Creating Community: A Holistic Approach In this course we will look at the values, benefits, and challenges of creating community, particularly as it relates to sustainable living. Although our focus will be on intentional eco-conscious community, we will also address creating community in diverse situations. Course content will include dynamics of commu­ nity formation, facing obstacles and barriers, communication, decision-making and governance, group process, leadership development, phases of community life, creative expression, and ceremony/ritual. We will study select communities as models for our learning process. Our approach will be holistic, integrat­ ing physical, mental, and spiritual elements. Our interrelationship with the Earth and natural resources will serve as an essential part of our studies and practice. We will also establish contacts and identify resources and support systems that will assist the continuation of our work. Students will be encouraged to develop their personal visions, areas of interest, and self-directed projects relevant to the course.

Creative Nonfiction Creative nonfiction combines research and field work with personal voice and strong storytelling skills. In this course, we will cover the necessary skills for the genre: identifying and selecting a topic, conducting field work and supplementary research, establishing a voice, a structure, a style, and a narrative strategy, and finally doing close and careful revision. Ongoing discussion and analysis of published models will provide a solid back­ ground as students progress from writing short nonfiction to producing at least one feature-length article.

Assignments and in-class exercises will guide students through this progression. All student work will be workshopped by instructor and peers, and there will be an emphasis on post-workshop revision.

Critical Concepts in Contemporary Art This art history/critical theory course will identify recent developments in Visual Art, following the lineage of art movements from Modernism to the present with an emphasis on Postmodernism and “Post-art.” Students will examine influential works by contemporary artists and study the relationship of culture and politics to var­ ious art movements. Discussions will focus on issues surrounding painting, sculpture, photography, new gen­ res, and performance art. This course is writing intensive and will include research and response papers, field trips to museums and galleries, visits with artists and/or art critics, and collaborative projects.

Cross-cultural Collaboration: Telling Another's Story Listening to and retelling the stories of strangers is an integral part of many jobs. Often labeled “inter­ viewing”, it carries the responsibility of giving a voice to strangers. Doing it well requires a wide range of skills that have been perfected through ethnographic work around the world. This course integrates ethnographic skills, values, and ethics with the art and science of storytelling to demonstrate one way to maintain the essential nature of oral traditions. Today, ethnographic research is not something that is “done” to people. Instead, it is collaboration between consultants and investigators to record and docu­ ment events, behaviors, values, and traditions within and across cultural boundaries. Storytelling is one vehicle that carries the peoples' voices to the rest of the world. Collaborative ethnography creates that vehicle through mutual respect. Students will experience a variety of ways to create cross-cultural collab­ orations. This course is appropriate for anyone who anticipates interviewing another person with a note pad, a tape recorder, or a video camera.

Curriculum Theory & Application This course explores curriculum at a theoretical level. Students examine curriculum theory, issues of cur­ riculum making, current trends in curriculum design, and the role of state and national standards.

Curriculum philosophy, aims, and processes are included to enable the student to develop a definition of 130

curriculum within the context of standards, district guidelines, school expectations, and classroom culture.

This course will also address how multicultural and environmental factors inform curriculum theory.

This course will also focus on the practical aspect of curriculum as it prepares the student to interpret and present standards based curricula in the classroom. This course examines relevant applications for inter­ disciplinary curriculum, strategies for successful curricular implementation, effective use of technology to support curriculum, and accommodations for special situations and individual differences. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment.

The student will ensure that the curriculum embraces appropriate multiple cultural perspectives.

Dance & Improvisation, Introduction to This course offers a foundation in contemporary, alternative dance studies. Coursework includes practice in basic technical skills involving alignment, strength, and flexibility. Although the emphasis is on explor­ ing various approaches to improvisation, diverse modern and cross-cultural dance forms may be sampled.

Movement explorations that encourage personal awareness, expression, and sensitivity to group interac­ tion are a major focus. This course is recommended for students who want to expand their physical and expressive capacities.

Dance & Transformation In this course our focus will be on developing intermediate skills and tools in dance improvisation, with an emphasis on personal and collective transformation, healing arts, and ritual. We will look at the trans­ formational role dance has played in various cultures and throughout history. A body-centered and con­ templative approach will help facilitate the authenticity and integrity of our movement and performance.

We will learn ways of being more fully present and alert in bringing form to our impulses and inspirations.

The works of various contemporary artists in the field will help inform our process. Physical conditioning, sensory and energy awareness, and voice practices will support our dance. Exercises may include masks, costumes, and props. Students will also choose special projects that reflect their personal goals and inten­ tions. The course will culminate with a ritual dance offering.

Dance Improvisation, Intermediate This course will address the ongoing skill building, training, and practice necessary in improvisational dance. Areas of study may include kinesthetic awareness, organic process, ensemble thinking, composi­ tion, imagery and metaphor, voice-work, creation of scores, breath and energy awareness, ritual, and the witness-performer relationship. There will be considerable practice in developing inner concentration and presence, while attending to outward connections and the whole of art-making. Consistent physical conditioning will be required. Exploring diverse contemporary forms-such as contemplative dance, authentic movement, nature and dance, and contact improvisation- will enrich students' skill base. The course will emphasize the inevitable ways improvisation encourages essential life skills of spontaneity, trust, intuition, playfulness, and creativity. Solo, duet and ensemble performances will be informal and used primarily to gain experience in being witnessed.

Dance Workshop: Mixed Media This course involves dance as the primary discipline in collaboration with one or more other art forms.

Course work is designed to highlight the cross-overs and connections between the arts, leading to a broad­ er range of artistic expression. Experimentation with different ways of seeing, forming and composing will be explored. By synthesizing the arts, students will gain a deeper understanding of the basic techniques of each discipline as well as having the opportunity to allow the flow of creativity to manifest in many forms: movement, color, music, voice, and artistic environment.

Designing and Printing on Textiles This design class explores the various ways that designs can be printed on textiles. Throughout history, tex­ tile art has been incorporated into the life of a culture, from simple decorative elements of everyday usage to elaborate, ritualistic robes and regalia. The textile artist is free to borrow from past styles and to invent innovative media combinations. Experimentation in three main printmaking techniques will be accom­ plished. They are linoleum block, silk screen (serigraphy), and batik. Examples of Western fabric arts and designs and techniques from the global art community will be examined. Visits to museums, galleries, and textile artists' studios will be included.

Digital Imaging I This course provides students with the opportunity to expand visual vocabulary and expressive outlets by 131

using the computer with photographic images. Basic computer techniques in a photo-manipulation pro­ gram will be studied (Adobe Photoshop CS3.) The following areas will be covered: image input, image manipulation, image output, historical and philosophical approaches and contemporary forms of use.

Students will study individual, commercial and production applications, from image manipulation for per­ sonal expression to commercial applications within society and the global arena of the Internet. The stu­ dent will develop a body of digital images and explore a variety of avenues for presentation, such as stan­ dard two dimensional images, electronic documents, or in the virtual gallery of the world wide web.

Digital Imaging II This course will continue to build on basic skills learned in Digital Imaging I. More advanced techniques such as working with layer styles, transformations, compositing, mastering levels & tones, cloning, selec­ tions, masks, touching up, sharpening, and preparing for printing on medium and large-scale inkjet print­ ers will be covered. Contemporary artists using digital imaging will be presented as well as investigations into the influence of digital imaging in art, advertising, and entertainment as it relates to visual literacy.

The focus will be advancing your creative work using this versatile and flexible new technology.

Digital Storytelling and Short Documentary Each person owns stories that arise from living a full life. Sharing these experiences connects people at the visceral level and helps create healthy communities. In this course, students learn storytelling by telling their own stories and collecting stories from members of the local community. Students practice interview techniques that document the lives and times of the storytellers. Students combine stories with images and music through digital technology to bring these stories to a larger audience. Students will learn to use digital camcorders, Photoshop and digital video editing programs.

Directing Workshop Directing is “the art of synthesizing script, design, and performance into a unique and splendid theatrical event” (Robert Cohen). Although the director has become a central figure in the theatre only in the last century, this creative artist now has responsibility for everything that happens during the production of a play. One of the most important tasks of the director is actor-coaching. In this course, students will take on both roles, director and actor, to examine the interaction of these artists in the creation of live theatre.

Students will learn acting and directing skills, direct and perform scenes, and experiment with collabora­ tive scenes in which the responsibilities of acting and directing are equally shared. At the end of the term, the class may present a public performance of student-directed, student-acted scenes.

Documentary Photography: Theory & Practice This course is designed for the intermediate and advanced student who is interested in exploring theory, history, and application of photography from an objective documentary perspective. Students will define the field by synthesizing a study of the history of their medium with their own personal vision which reflects a critical connection between social and environmental perspectives. Various assignments will be used to focus the learning on designing documentary projects where the student has a chance to explore the different styles and creative approaches to making photographic images that reflect both a strong abil­ ity of objective documentation as well as making a strong aesthetic statement.

Drawing, Introduction to This course introduces students to the basic elements of drawing as a means of visual expression. Students will examine line, value, shape, space, and perspective through a series of drawing exercises involving a variety of media. Students will discover their own creativity, access “right brain” activity, and learn to “see critically.” Students will build a portfolio of drawings, have classroom discussions and critiques of their own and master artworks, and visit artist studios and museums.

Dreamwork This course is both experiential and academic. Students will be expected to do appropriate readings and research as well as keep an extensive dream log and learning portfolio working with their own dreams and symbolic language on a daily basis. Part of our class meetings will be devoted to the facilitation of a dream group in which the participants do work with a dream of their choice. The remainder of our time will be devoted to films and discussions of the readings.

Earth Science, Introduction to This is an introductory geology course in which we explore the fundamental components of the inorgan­ 132

ic Earth and their interactions with each other and with the biosphere (e.g. exchanges of energy and mate­ rials). Topics we will cover include rock and mineral identification, processes of landscape formation, atmospheric circulation, and surface and groundwater hydrology. The goal of these studies is to augment students' understanding of natural landscapes and to provide them with a foundation of geologic knowl­ edge that they can apply to advanced courses in environmental studies.

Earth System Science and Policy The biosphere, ocean, atmosphere and lithosphere (soil, sediments and rocks) on Earth collectively func­ tion as a system; providing an integrated understanding of this system is the goal of this course. Topics will include the cycling of energy and material within the Earth system and the history of environmental change over a wide range of time scales. Within this context, we will explore current perturbations to the Earth system being caused by human activities, possible futures of the Earth system and why it is difficult to make reliable predictions of the future state of such a complex system. Field observations will provide direct experience with Earth system processes and computer visualizations will provide a complementa­ ry method for developing a deeper understanding of complex Earth system behavior.

East Meets West: Politics and Societies of a New Europe This course is an introduction to the politics and societies of post-Communist Central and Eastern Europe. Students will examine the political institutions, philosophical arguments, cultural expressions, and social processes of this “other Europe.” Questions concerning the construction of civil society, the mass media, relationships to the European Union and Western European societies and cultures, the pit­ falls of nationalism, post-Communist architecture and film, the state of the natural environment, the rela­ tionship between public and private sectors, the meanings of ethnicity, gender, class, the politics of every­ day life, and the symbolic politics of this region all will becarefully considered.

Eastern Bodywork Modalities: Theory & Practice This is a survey course in eastern bodywork modalities. The student will study both the theory and prac­ tice of various eastern approaches to bodywork, including Shiatsu, Polarity and Reflexology. Learning will be didactic and experiential in nature. Successful completion of this course (along with the corequisite courses) will prepare the student to take the National Certification Board for Therapeutic Massage and Bodywork Examination and practice as a Certified Massage Therapist.

ECHO-Leadership and Sailing Expedition In this course, students living aboard a 50 foot monohull yacht and 42 foot catamaran will learn to sail while cruising the waters of the British Virgin and Leeward Islands in the Caribbean. Five faculty sailing instructors and mentors will provide students with a comprehensive curriculum of sail training and skill development in leadership. The entire 24 to 27 day course will be conducted while living onboard in close quarters, requiring all students to take on the responsibilities of meals, basic yacht maintenance, and cleaning while adapting to a cooperative group environment. Two-days of Wilderness First Aid training begin your course, and a three-day PADI Open Water certification course is an option at the end. There will also be significant sail training time aboard modified J-24s, a perfect boat for honing your skills.

On our cruising yachts there will be two students per single gender cabin, each with a double bed and bathroom. You will be exposed to the elements of the sea, various weather conditions, heat, overnight sails, and at times limited supplies – all outdoor situations that you must be comfortable with. Students should be in good physical condition and able to lift fifty pounds. Students must possess self initiative, belief in teamwork, and the desire to take on challenges. The British Virgin Islands are a foreign territo­ ry, and the Leeward Islands of St Maarten and St Barths are foreign countries. All areas that we visit demand respect of cultural norms and ways of the islanders. They have tremendous pride in their her­ itage and expect guests to be appreciative.

Ecological Design, Introduction to If we are to preserve habitat, maintain clean water and air and preserve species, we must address the underlying causes of their degradation. Human population growth is one of the primary causes of envi­ ronmental degradation. This course addresses the issue of the human habitat and is designed to provide the student with an overview of basic ecological design principles and practices. Emphasis will be placed on the design of human environments that minimize our ecological footprint and are sustainable. We will investigate what it means to be “sustainable” and what we can do as individuals and as a society to lessen our environmental impacts. Emphasis is placed on issues and techniques related to residential construc­ tion and its impacts due to heat and energy requirements.

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Ecological Economics, Principles of Economists have long regarded environmental problems as “externalities” or failures of the economic sys­ tem to properly price and allocate the use of scarce resources. This is an outcome of the construction of traditional economic theory. This course will critically examine the basic theories of abstract “traditional” economic thinking regarding human systems and their relation to the environment. The course will then present the basic principles and institutions of the emerging paradigm of ecological economics. We will consider the notions of capital and value and how they affect the potential policies that are used in man­ agement of natural resources. Also, we will study the implications of these theories for international devel­ opment. Students will be encouraged to engage in field work and independent research alongside of class­ room discussion and assigned reading.

Ecological ThinkingDesign Strategies for the Future Ecological thinking requires a shift in current values to put the health of the planet ahead of all other con­ siderations. Designing our homes, our jobs, and our free time while keeping planetary needs in mind requires us to live in the present, make decisions consciously, and always question the consequences of our actions. Humility makes us aware of what we don't understand, while arrogance provokes us to act without considering what we don't understand. Arrogance fosters short-term thinking when we respond to challenges and crises. Einstein advocated that it is impossible to solve a problem with the same kind of thinking that created the problem in the first place. Therefore, if we are to tackle the ecological challenges facing us now successfully, we will need to develop a long-term perspective about the problems we face through an ecological way of thinking. In this course, students explore how ecological design principles help create a new paradigm for the future. Student projects will implement those principles by designing solutions to problems with humility instead of arrogance.

Ecology of Human Evolution It is not possible to completely understand the reciprocal character of the human/nature relationship without looking closely at the very long history of that relationship. Furthermore, evolutionary trends need to be evaluated from an ecological perspective. The seeds of hominid ecology that were sown mil­ lions of years ago bear fruit even today in human populations. This course identifies those seeds and fol­ lows their development through the course of hominid evolution. We will ask hard questions about the past and seek answers that have meaning for today's world. How did physical adaptations to natural con­ ditions over the last few million years affect our ability to adapt to the present day environments? How did adaptive behaviors and values forged in the face of inhospitable environments hundreds of thousands of years ago help create the predicaments in which we find ourselves today? Does the past limit our future? The mechanisms of biological and cultural evolution will guide our investigations of these and other critical questions. This course is designed for students who already understand the basic concepts in ecology and evolutionary theory.

Ecology of Southwestern Birds This course strengthens students' background in identification, morphology, classification, behavior, and ecology of birds. Lectures, lab exercises, and readings supplement field studies of bird behavior and dis­ tribution in the diverse plant communities of the Southwest. Students read and discuss papers from the primary literature that describe methods of field ornithology and illustrate approaches to behavioral, phys­ iological, population, and community ecology. Students study birds at individually selected sites and pres­ ent results to the class.

Ecology of War and Peace From oil well fires and radioactive wastes to landmines and weapons testing, the toll taken on the envi­ ronment by military actions is significant and long-lasting. While the impact of warfare on humans has been well-documented, less investigated have been the ecological effects that contribute to human suf­ fering and further enflame the causes of conflict. There is strong evidence to suggest that environmental issues are a leading causal factor in the outbreak of hostilities, and that violent conflict in turn serves to exacerbate these issues. At the same time, people in communities around the world also find peaceful ways to share resources and develop sustainable social and environmental practices. This course will explore these issues through case studies of recent wars (e.g., Iraq, Afghanistan, Lebanon, Bosnia), exam­ ples of militarization (e.g., the border, the “war on drugs,” firing ranges, New Orleans), and positive ini­ tiatives (e.g., common pool resources, intentional communities, indigenous activism), with an eye toward imagining solutions that could promote both societal peace and ecological balance.

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Ecology, Concepts of This introductory, field-oriented course grounded in Southwest ecosystems focuses on how the world works, how things in nature are interconnected, and how we can apply our understanding in order to live more sustainably. Students learn ecological concepts by observing and inquiring into interactions among biotic and abiotic components at various scales (individual organism, population and species, community and ecosystem, greater landscape). Field activities involve descriptive and quantitative methods of analy­ sis and interpretation. Students gain critical thinking skills, learn basic field methods, develop an ecolog­ ical mode of reasoning, and form stronger personal connections with nature. This course is designed to help students from all curricular areas build a solid foundation of ecologica literacy within a good liberal arts education.

Ecopsychology & Wilderness Rites of Passage This course examines the emerging field of ecopsychology through the ancient model of human growth and development known as wilderness rites of passage. Throughout history, rites of passage have played an inte­ gral role in establishing and deepening the bond between humans and nature. It was through this ritual process that individuals gained the clarity and wisdom necessary for negotiating life's transitions and chal­ lenges. In this place of deep communion with the natural world, individuals sought vision of their unique life purposes and potentials. During this time, they also sought guidance and strength to live their lives in service to their communities and the earth. Drawing upon the understandings of deep ecology ecopsychol­ ogy, and ceremonial craft, this course will explore three major themes that are at the heart of our current environmental dilemma. These themes are 1) the relationship between self and nature, 2) the implications of being disconnected from nature, and 3) how the natural bond between humans and nature can be reawakened. Specific areas of focus that illuminate these themes will include: the mythology of the hero's journey, the three stage model of rites of passage, the four shields of human nature (known in some cul­ tures as the medicine wheel), nature as teacher and healer, and self generated ceremony. This course com­ bines lecture, discussion, field experience/solo time in nature, and project presentation.

Ecopsychology: Choices for a Sustainable World By many accounts we have entered an ecological era within which a primary concern is our relationship with natural systems. Understanding the psychology of this relationship is still in its infancy. This course is for stu­ dents wishing to explore selected psychological phenomena that contribute to our environmental crisis, the evolution of consciousness, and emerging world views. Our experience together establishes the ground for developing a shared ecological worldview and articulating an ecologically conscientious code of behavior.

Ecopsychology: Community Practice This course is for students who are seeking to establish a deeper relationship with the more-than-human world through inner and outer spiritual practice, service learning, community building, and sensory awareness. The course will consist of four highly-experiential models aimed at developing awareness of the elemental archetypes – earth, air, fire, and water – through a variety of practices. Activities will include extended camping, ecological restoration, and a two-day meditative retreat in the context of a 2-week river trip. Students will integrate the work of Ecopsychology theorists into personal and group practices. As a result of the course, students will have a deepened relationship with the living community and a stronger understanding of their role in ecological healing.

Ecopsychology: Paradigms & Perspectives Ecopsychology is an emerging area of inquiry concerned with the psychological dimensions of our rela­ tionship to the more-than-human world. Ecopsychology thus provides the opportunity to identify that which constitutes healthy, or conversely degrading, relationships with our planetary system. The course will serve as a forum to explore and question the culturally-constructed schism between the psychologi­ cal and the ecological; the psychological causes and effects of environmental degradation; and our collec­ tive notions of self and nature in comparison to those of earth-based traditions.In addition, we will iden­ tify ways in which we can individually and collectively develop awareness of the interdependence between our well-being and the health and preservation of the Earth. Our essential goal is to establish an ethic and practice of care for ourselves, each other, and our home.

Energy & the Environment The United States and other industrialized countries account for about twenty percent of the world's popu­ lation and almost eighty percent of the world's energy consumption. Conservation efforts seem to fall on deaf ears, as we continue to guzzle gasoline, cruise the open roads, build poorly insulated homes, and produce 135

energy rich goods. Not only are we using up our resources, but we are polluting our environment in the process. Students in this course will examine the nature of the major energy industries in the U.S., including the economics and politics of oil, gas, and electricity and the environmental consequences of our current con­ sumption patterns. We will re-examine energy conservation in the light of current economic policy, and look at the future of “alternative” energy sources and sustainable energy use. Students will be encouraged to undertake individualized research projects as well as participate in class and short field trips.

Environmental Chemistry This course focuses on the implications of the many chemical processes and products that make up our natural world and modern economy. The course explores several branches of applied chemistry, organic chemistry, polymer chemistry, biochemistry, and material chemistry, and addresses the energy require­ ments of our chemical economy. We will examine the chemistry and politics of a number of current envi­ ronmental issues including a variety of topics related to air pollution, water pollution, pesticides, toxic chemicals, and consumer chemistry.

Environmental Education Methods A capstone class for many ES and AE students, Environmental Education is the educational process which deals with humanity's relationship to the natural and human-made world. This course will review perspectives presented in Fundamentals of Environmental Education and focus on developing demo­ graphically appropriate methodologies including the conceptual approach to ecological principles, senso­ ry awareness, values clarification, and general interpretation. These approaches will be presented in a way that demonstrates the interrelatedness of environmental education to diverse subject areas within a school curriculum as well as other relevant educational settings and populations. Students will gain experience designing and implementing activities in a “place-based” watershed and creeks education program with fifth grade students at a local elementary school.

Environmental Education Methods for Adventure Educators Environmental education (EE) encourages the discovery and understanding of the Earth's natural systems and the human role in those systems. Adventure education has typically put more emphasis on outdoor skills instruction and group dynamics. This course will explore the developing interface between these two fields from a philosophical and practical perspective. It is designed for students who anticipate employment in the adventure education field, and who recognize the importance of environmental education in their instruction­ al repertoire. We begin by revisiting important theories and philosophies covered in the “Fundamentals of Environmental Education” course. The bulk of the course focuses on design and implementation of adven­ ture-based EE curriculum, and investigating ways in which EE and interpretive natural history can be suc­ cessfully integrated into a variety of field settings with teenage and adult populations. Students will experi­ ment with how they can best combine skills instruction and experiential education techniques with interpre­ tive natural history, ecology, and environmental issues. Individual and group research projects incorporate stu­ dents' personal interests into the course. Students developing EE curricula for their research project may work towards implementing their curriculum in conjunction with Wilderness Orientation, other AE courses, or future adventure education related employment.

Environmental Education, Fundamentals of This course is important for educators who intend to incorporate environmental awareness and action into their teaching. The definition of environmental education will be examined and refined by comparing it to other related fields such as experiential education, adventure education, and science education. Students will explore the theoretical and philosophical framework of environmental education and seek to understand the relationship to disciplines which inform the field: environmental studies, education, psychology, political sci­ ence, fine arts, language arts, history, performance studies, etc. Students will also inventory various methods, curricula and techniques currently used by environmental educators and evaluate them against criteria which screen for developmental appropriateness, learner needs, and cultural sensitivity. After observing in a variety of local educational settings, students will apply environmental education theory by developing integrated the­ matic units which can be implemented during subsequent methods courses.

Environmental Ethics Environmental ethics is the study of values by which human beings relate to the natural environment.

This course will address the question of “how” people live or should live on the earth. It will focus not on ethical theory, but rather, through reading and discussing primary literature and case studies, will address the moral and ethical dilemmas in current environmental issues.

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Environmental Geology, Introduction to This course studies reactions of the earth to human uses and human attempts to control its dynamics. It is an applied science course and a study of those environmental problems having a strong geological compo­ nent. It covers short-term and long-term geologic effects of human activities including geologic hazards and attempts to control natural processes. Topics include waste disposal, groundwater, flood control, effects of dams and stream manipulation, effects of mining, earthquakes, landsliding, and volcanic activity.

Environmental Geology, Topics in This course studies both natural geologic hazards and reactions of the Earth to human attempts to con­ trol its dynamics. It is an applied science course that explores those environmental problems having a strong geologic component. Rather than being a survey of all issues in environmental geology, this course will focus on a few specific issues that are either of key importance in the Southwest or of general inter­ est to students in a particular class. Examples of possible topics include groundwater, landsliding, earth­ quakes, volcanic activity, waste disposal, and the effects of mining.

Environmental History of Latin America The diverse landscapes of Latin America have been modified by human presence since Pleistocenic times.

This course follows the different and conflicting ways human populations have faced environmental chal­ lenges and the social and technological solutions they have developed to cope with those challenges. Students will focus on a selected group of cases from Pre-Colonial, Colonial, and National periods of Latin America.

The main areas of study, and the geographical settings of the cases selected, include Mesoamerica (Mexico and Guatemala), the Caribbean, the Central Andes (Peru and Bolivia), and the Amazon region.

Environmental Law This course will analyze the basic framework for judicial, legislative, regulatory and political controls over the environmental impacts of resource extraction, energy production, industrialization, manufacturing, land use and administration, and other activities of humanity. It assesses the development and effective­ ness of such controls in context of specific environmental, economic, and social problems. It also explores the formulation and institutionalizing of new ideas, concepts, values, directions, and control mechanisms toward resolving, mitigating, or eliminating the negative consequences of traditional models of develop­ ment (Living Law). Comparative legal analysis between different countries is used as a methodology to achieve these goals. The course also involves an introduction to and integration of legal skills, analysis, research, writing and advocacy techniques and skills. The course will require one mandatory field trip, providing a direct connection with the context studied, an essential component of a living law approach.

Environmental Perspectives & Whitewater Rafting In the context of a three-week rafting expedition on the classic whitewater rivers of the West, students are introduced to the natural and cultural history of the Colorado Plateau as well as the skills and knowledge pertinent to technical whitewater rafting and cooperative group expeditions. Topics for study include veg­ etation, wildlife, geography, geology, high desert ecology, general aspects of Indian and non-Indian cul­ tures of the bioregion, and critical analysis of contemporary conservation issues. Developing skills in whitewater hydrology, piloting paddle rafts, whitewater safety, conducting river trip logistics, and per­ forming equipment repair and maintenance are also an integral part of the curriculum. As the course pro­ gresses, students learn to embrace a holistic approach to wilderness river leadership that integrates biore­ gional studies in a seamless fashion.

Environmental Policy, Topics in In this course, students take an in-depth look at the issues, policies and politics that underlie key environ­ mental questions facing our world today. By focusing on particular issues, the course provides students the opportunity to gain substantial expertise on the topics and to practice being effective citizens. The top­ ics of the course will vary from year to year. Students will be responsible for studying the issue from many different perspectives, drawing conclusions consistent with their own values and choosing a course of action that move towards solutions.

Environmental Politics: Domestic & Global Dimensions What are the connections between social inequality and environmental destruction? The goal of this course is to explore the interconnections and interdependencies between human and environmental jus­ tice issues. This is a writing emphasis course designed to expose students to issues of culture, power, pol­ 137

itics, economics, and globalization as they relate to issues of cultural and ecological sustainability. The course offers the skills and perspectives necessary to analyze dynamic relationships between social inequality and the degradation of the natural world as well as efforts to create solutions and build move­ ments for sustainable social transformation. We will analyze the power dynamics of globalization, includ­ ing the rise of industrial agriculture and food systems, the impacts of economic imperialism on consump­ tion in the global north and production and environmental destruction in the global south, border milita­ rization, and contemporary social movements. The class will utilize texts, films, field trips, journaling, guest lectures, intensive discussions, presentations, and the development of individual original research questions in exploring these themes and issues.

Environmental Problem Solving Solving an environmental problem is a complex process that involves (1) understanding how the problem appears to stakeholders with different perspectives; (2) determining whether current knowledge is adequate for devising a solution or whether new information must be collected and, if so, designing procedures for data collection and analysis; (3) collecting and interpreting data; (4) designing possible solutions and assessing the strong points and weak points of each; (5) negotiating agreement on a solution; (6) implementing that solu­ tion; and (7) determining whether what has been implemented is indeed solving the problem. This process involves a combination of scientific, social, political, economic, organizational, and ethical considerations. It requires skills in analysis, mathematics, statistics, and communication. In this course, students will develop and practice the necessary skills. In the first portion of the course, students will examine some historical envi­ ronmental problems that are well documented and will analyze the processes by which those problems were addressed. In the second portion of the course, students will select current environmental problems of par­ ticular interest to them and will design processes for addressing those problems. At the end of the course, those designs will be presented to the whole class and to a faculty panel that will provide evaluative feedback.

Class time will be used to conduct workshops and to engage in exercises that will help students develop the skills they need to address the cases they have chosen.

Environmental Topics in Adventure Education This course provides an overview of environmental issues associated with the field of Adventure Education (AE), and encourages students to consider how recreation-based adventure programs may be compatible with environmental sustainability. The course will begin by taking a critical look at the spec­ trum of values promoted through AE, and the environmental ethics espoused by conservationists such as Aldo Leopold and Jack Turner. The interface of public lands management, environmental education, and adventure education will also be considered. Students will also look at environmental issues specific to the Adventure Education program at the College, and assess how to best incorporate environmental studies and environmental education into existing adventure education courses. Finally, students will explore a philosophical and ethical rationale for integrating environmental studies and adventure education, and identify practical strategies for adopting such integration into their own teaching.

Equine-assisted Learning I: Instructor Training This course covers the skills and knowledge necessary to teach and manage people and horses in a safe and productive group learning and recreational environment. Students learn to evaluate and match appro­ priate student/horse partners, plan, develop and implement sequential lesson plans, and safely manage ground and mounted sessions. Students participate in a Certified Horsemanship Association Instructors course, and YMCA summer staff training. Students provide training in relational horsemanship for other summer camp staff.

Equine-assisted Learning II: Organization and Administration of Experiential Programs Based on industry standards for ethics, safety, and best practices set by AEE, ACA,CHA, EAGALA, and NARHA students develop the skills and awareness necessary to organize and implement an equine-based experiential education summer program. Responsibilities include scheduling, logistics, supervision of staff, maintenance, risk management, development and implementation of student outcomes surveys, horse hus­ bandry, program logistics (e.g. user days), and incident reporting for a YMCA summer camp program.

Equine-assisted Learning III: Applied Facilitation and Leadership Skills Students use leadership, group process, and experiential-based models of learning to develop and implement their own style for facilitating dynamic learning opportunities for a summer youth camp. Students learn, prac­ tice and participate in feedback and feed forward on each others facilitation and leadership skills. The pro­ grams facilitated focus on basic equine skills as a catalyst for personal awareness and insight development.

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Equine-assisted Learning IV: Relational Horsemanship and Herd Management Practicum This course provides supervised opportunities to lead and teach relational horsemanship skills to children and adolescents in a variety of programs ranging from 1-1/2 hour introductory horse experiences to 2 week equine-assisted leadership intensives. As part of a two month summer program students develop working knowledge of basic equine science including nutrition, veterinary and hoof care, and are responsible for the daily care, handling, and management for a herd of 60 horses including pastures, tack, and equipment.

Ethical Issues for Experiential Educators In an effort to dissect, explore, and question the responsibility of educators as catalysts for strong critical thinking and action, this course will delve into the ethical issues that face instructors and learners alike.

Ethical challenges like relativism, universal morals, and how best to activate social change will be engaged through readings, discussions, debates, written work, and research. A spectrum of topical ethical issues, from how facilitators might address moral dilemmas through education (rather than indoctrination) to the tough questions educators often find posed to them by their students, will be addressed. Learners will be invited to grapple with their personal philosophies of education, to examine how the presence of ethical issues within an experiential paradigm can be utilized to enhance educational efficacy, and to identify applicability in their respective instructional mediums (e.g., outdoor/adventure/wilderness, classroom, therapeutic, etc.)

Ethical, Legal, & Professional Issues in Counseling This course helps students prepare for work in the helping professions. Students are oriented in core domains of practice, especially social and cultural foundations and legal and ethical standards. The prem­ ise of this course is that growth in our personal lives is not only inseparable from our professional devel­ opment, it is also our most effective technical tool in the helping relationship. Students take responsibili­ ty for their own motivations of becoming a helping professional. Students are introduced to various career tracks, training resources, credentialing paths, and internship sites in the field. In theoretical reviews and practice sessions, the course provides opportunities to develop a deeper understanding of the core com­ petencies of a well rounded helping professional, including: screening, intake, assessment, treatment planning, case management, crisis intervention, referral, report-writing, and consultation.

Ethics, Politics and Animals This class will examine the evolution of cultural attitudes toward animals, from early philosophical ideas to the contemporary animal rights movement. The class will compare human/animal relationships across cultures, and reflect on a variety of ethical debates about animals in society, such as the eating of animals, animal exper­ imentation, hunting, ownership, and animal rights. We will also consider how animal issues relate to social struggles of race, gender, economics, and the environment. The class will include readings, lectures, and dis­ cussions complemented by field trips and opportunities to meet people involved with the welfare of animals.

Ethnobiology This course examines the multifaceted interactions and relationships humans have with the biotic world from the ecological and evolutionary perspectives in order to understand these as an adaptive system with both a biological and cultural component. Emphasized in the course is the value of taking multi-cultural approaches to understanding human relationships to the natural world and how we can make use of tra­ ditional knowledge in an ethical manner. Students are expected to develop a critical awareness of the his­ tory and current status of the underlying theories and methodologies of ethnobiology and to apply their knowledge and understanding by undertaking an activity-based individual or group project.

Expeditionary Learning This course will explore how the principles of Expeditionary Learning are implemented into a number of school sites across the Southwest. It begins with an in depth exploration of Expeditionary Learning Schools as an educational reform movement, while investigating the design principles and core practices which are at the root of Expeditionary Learning. By visiting an array of schools, we will explore how different schools implement Expeditionary Learning, which core practices can be identified at these schools and we will exam­ ine how the population and/or location of the school affects the way Expeditionary Learning is implemented.

Expeditionary Rivers: (Location/Craft TBD per term) This intensive, field-based course is appropriate for intermediate and advanced students with solid back­ grounds in extended backcountry travel. The expectation is that participants are committed to building on 139

existing skills and knowledge in remote and challenging environments. The focus is on the planning and implementation of a self-contained river expedition in that context. The course will include the explo­ ration of regional cultures, geography, and descents of appropriate rivers. Topics to be covered include: paddle strokes and maneuvers, river reading and running, expedition planning and logistics, area specific technical skills, safety and hazard evaluation, place-based natural history, cultural studies and leadership.

Experiential Education & Expeditionary Learning Experiential Education & Expeditionary Learning Practicum is an upper division Education course for students who have completed a theoretical Practicum course in experiential education methodologies and philosophy, and who have both a foundational understanding and working knowledge of experiential methodologies and theories. Ideally, students also will have previously had an introductory course into the theory, principles, and practices of Expeditionary Learning (EL). Schools to prepare them for many of learning environments in which this course's praxis occurs. This course is for students who are dedicated to developing their abilities as educators. The primary foci of this course are 1) developing and practicing the skills needed to design and implement experiential education curricula in a variety of environments, (including the specifics of Expeditionary Learning Schools' principles and benchmarks) with a range of student populations, 2) examining and evolving the “who” of who we are as educators, and 3) examining and evolving the “what” of what we believe the purpose of education is.

Experiential Education Philosophy & Methods This course is designed to provide students with a foundational philosophical understanding of expe­ riential education theories and methodologies. Through reading, writing, discussion, and extensive observation in a wide variety of educational settings, students will gain an understanding of the histor­ icalroots, current trends, and future directions of experiential education. Studentswill have the oppor­ tunity to research topics of special interest, and will beginto define their own personal philosophy of experiential education to be put touse during the Experiential Education Practicum and in future work as teachers.

Explorations of Norway: Nature & Culture Beginning with the retreat of the continental ice cap ten thousand years ago, Northern Europe has expe­ rienced an ecological evolution that has created a dramatic and beautiful landscape. Human occupation coincided with the retreat of ice, resulting in the development of cultures closely linked to the rugged mountainous landscape and the wild and treacherous northern seas. The Viking tribes were products of their environment, and these strong, courageous peoples ruled Northern Europe and explored and set­ tled distant lands that ranged from deep within Russia to the New World 500 years before Columbus.

This class will explore the west coast of Norway, a land that bore a significant element of the Viking culture. Through experiencing and studying the land and sea, students will gain an appreciation for a land­ scape and cultural geography that essentially have evolved together. From this vantage point we will con­ sider the historical and contemporary Norwegian culture, their environmental challenges, and the envi­ ronmental philosophers who argue eloquently for their future.

Explorers & Geographers This interdisciplinary course combines global geography, history of exploration, and perspectives on expedi­ tion leadership to investigate the gradual expansion and movements of humankind to the polar regions.

Through lectures, seminar discussions, map work, films, and field excursions we will examine and compare the historical context, motives, outcomes, and consequences of the many ventures of discovery that punctu­ ate human history. Beginning with a foundation in general geographic concepts and with an understanding of the history and geography that surrounds exploration, we turn our attention to the polar explorers, and exam­ ine the lives and fates of such leaders as Nansen, Peary, Cook, Shackelton, Scott, and Amundsen. The course culminates with a student research seminar series on explorers and geographers of the modern era.

Expressive Arts Therapies This advanced course in combined psychology with the arts integrates study of the theoretical foundations of expressive arts therapies with experiential immersion in and reflection on specific practices in this inno­ vative field. Students explore both traditional arts therapies and emerging modalities in the expressive arts, such as painting and drawing, journal methods, mask making, movement and dance therapies, and poetry. Students work intensively with their own life stories and intrapsychic processes, documenting their learning in journal form. The theory and practice of expressive arts may serve a vital role for students pur­ suing work in human services, counseling, wilderness leadership, and education.

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Family Systems in Film and Literature Throughout the history of literature and cinema, writers, playwrights, and directors have demonstrated remarkable understanding of and appreciation or the family as an emotional system. Without formal training in family systems theory, these individuals have demonstrated an extraordinary comprehension for the intri­ cacies of family dynamics, family roles, the emotional entanglements of family relationships, and the power of intergenerational themes and legacies. This course examines the family in film and literature. We will inves­ tigate the systemic, literary, and cinematic assumptions made by those creating film and literature as we seek to untangle the web of family functioning. Students will watch films, read theory and literature, and learn how to apply family systems theory to the families we find in these artistic works. Assignments will include genogram construction and family biography, critical analysis, and a creative project.

Family Systems Theory This course is an exploration of the family system. Using Bowen Family Systems Theory as a guide, we will explore the human family as an example of a natural system. Issues examined will include the fami­ ly's multigenerational emotional field, the concept of differentiation in the family environment, triangles and triangulation, symptom development as a family systems phenomenon, chronic anxiety, the individu­ ality and togetherness life forces, and the family life cycle, among others. Students will learn how to con­ struct their own family genograms and will be encouraged to undertake an extensive examination of their own multigenerational family histories as a way of facilitating their own personal growth and development.

Other systemic models of family therapy will also be presented to highlight theoretical and clinical appli­ cations of family systems approaches.

Feminist Psychology Psychology is divided into specialty areas (e.g., social, clinical/counseling, developmental, cognitive, phys­ iological). Feminist Psychology cuts across these areas to take a women-centered approach to psychology, in contrast to the historical pattern in psychology of either ignoring women and women's issues or gener­ alizing work done with men to women. The fundamental goal of feminist psychology is to create a psy­ chology opposed to sexist oppression. By exploring women's experiences within their social context, stu­ dents will learn to challenge traditional labels of pathology that are commonly assigned to women and girls and learn how to apply a feminist perspective in their work as counselors and teachers.

Fiction Writers' Workshop: Forms of Fiction This course is designed to develop and deepen students' fiction writing skills by familiarizing them with a variety of narrative forms and challenging them to write their own stories incorporating these elements.

Through reading and discussing work by contemporary and classic writers, students will formulate a vocabulary for critiquing stories which utilize traditional, modern, and post-modern forms, and then write their own stories, which will be put before the class for workshop. During the quarter, students will write, workshop, and revise 2-3 full-length stories. In-class writing exercises will help students generate materi­ al for these full-length stories. Each student will be expected to help facilitate workshops and lead discus­ sion of published fiction.

Fiction Writing, Introduction to This course is designed to introduce students to the short story form. Students will read and critique the works of classic and contemporary authors in order to become familiar with narrative strategies and to understand how stories are crafted. Several writing exercises, in and out of class, will help students generate material for original short fiction that will eventually be put before the class for workshop. Equal emphasis on reading, writing, and critiquing skills will provide the background students need for advanced fiction workshops.

Field Biology Studies: Colorado Plateau Students who have taken a field methods course will be involved in on-going research projects at Mesa Verde National Park (vegetation mapping and fire history studies), Chaco Canyon National Historic Park and Canyonlands National Park (insect study). Students will carry out the day-to-day field data collection as well as data organization, statistical, and spatial (GIS) analyses and assist with writing the project summary. The class will be based out of Durango, Colorado and field time will be partitioned between the three projects.

Field Biology Studies: Sutter Buttes The Sutter Buttes is a biogeographic island, the only mountain range within the vast Central Valley of California. Though it is a geographically well-defined unit, it is a complex mosaic of private lands with dif­ 141

fering management practices. In this class, students will collect and compile data on plant and animal dis­ tributions in this unique range and attempt to relate patterns of distribution to ecological and historical factors. The project will involve active field measurements, computer entry of data, and group discussions of ecological questions and alternate hypotheses they raise. The data collection and analysis will be done with thoughtful consideration of conservation implications of the work, particularly with respect to eco­ logical monitoring and preservation of biodiversity in this isolated island of upland.

Field Methods for Plant Ecology This course will equip students with the skills needed to carry out field-based research concerning plant population biology (involving one plant species), community ecology (involving many plant species), and plant-animal interactions (such as pollination). It includes hypothesis testing, use of GPS and some GIS technology, and many of the field methods used to test specific hypotheses. The course will investigate vegetation patterns near Kino Bay in the Sonoran desert, mangroves, and other coastal habitats. The field methods will include plot and plotless sampling, such as point-centered quarter, releve, density and dom­ inance, and other analyses.

Field Methods in Agroecology This course, which runs concurrently with the course Agroecology, will use the College's Experimental Fields, as well as other farm and ranch lands in the Chino Valley/Prescott areas as classrooms for the study of agricultural ecology. Students sample herbivorous and beneficial insect populations over time in vari­ ous cropping systems, investigate weed seed bank dynamics, dig and interpret soil profiles, measure nutri­ ent availability on farms using different management approaches, document grass and shrub species pres­ ent under different grazing regimes, etc. Individual or group projects will be carried out with attention given to experimental design. At the end of the course, projects will be written up in the format of a sci­ entific journal article using appropriate statistical analysis.

Field Methods in Geology This advanced course is designed to provide experience using fundamental geologic field techniques. We will learn map and compass work; geologic field mapping, methods of rock description and stratigraphic cor­ relation, and other specialized techniques appropriate to the field area in which we are working.

Field Ornithology, Introduction to Students focus on general behavior and habitat preferences of birds representing at least 30 families in 12 orders during this introductory field study of birds. They learn basic field techniques including observation, identification, note-taking, and journal writing. Papers in the primary literature and brief exercises in behav­ ioral and community ecology illustrate components of field design, data collection and interpretation, and report writing. Birds are observed in forests, woodlands, chaparral, grasslands, and deserts. Birds are also studied in aquatic, semiaquatic, and riparian habitats, as well as in agricultural and suburban areas.

Figure and Context in Narrative Painting In this course students will learn representational painting skills and develop personalized content incor­ porating the human figure in various social and environmental contexts. This course includes technical instruction in oil painting, ranging from traditional to contemporary applications. Students will work from nude, costumed and staged models studying anatomy, proportion and spatial relationships. An overview of the history of figurative painting will be covered, exploring the role of the visual narrative in various cul­ tures worldwide.

Figure Drawing In this course, students will develop technical drawing skills and seek visual expression through the human form. Working from live models, students will learn to accurately depict scale and proportion, vol­ ume, color, gesture, and motion. Students are encouraged to experiment and take risks in the develop­ ment of a personal style, culminating in an individualized portfolio of figurative drawings. Students will work from the nude model one class each week, and spend another class each week in other figurative exercises including anatomy and self-portraiture. Readings and discussions will examine the figurative art­ work of influential contemporary and classical artists.

Fire Ecology Fire effects vary immensely over time and space, depending on conditions of weather, topography, fuels, and species. Plants, animals, and microbes exhibit an amazing variety of adaptations that allow them to 142

survive – even thrive – in the presence of fire. In this course, we will examine several fundamental ques­ tions about the role of fire in western ecosystems. We will focus on grasslands, shrublands, chaparral, pinon-juniper woodlands, and forested ecosystems. Class sessions will involve discussion and critical eval­ uation of papers in the primary ecological literature. Some of the key themes of the course include the following: scale, spatial and temporal heterogeneity, evolutionary context, human influences on “natural” fire processes, and fire-related policy. We will also focus on how researchers uncover historic patterns in fire history (methodology).

Flowering Plants, Introduction to This course is an introduction to the identification and classification of angiosperms. Lab and field stud­ ies are supplemented by lectures and readings. Objectives include studying representatives of major fam­ ilies, learning to use keys so that unknown plants can be identified, building a functional vocabulary of terms used in keying and classification, and understanding basic trends in the evolution of angiosperms, including investigating plant-animal interactions.

Food Preservation and Seed Conservation Until the last half-century in the United States, the annual harvest-time practices of food preservation and saving seed were essential cornerstones of regionally adapted agricultural systems. These practices have given way to a tremendous reliance on the transportation of produce over great distances, and the annu­ al purchasing of seeds from companies located in different ecological zones; from the perspectives of energy consumption and preservation of crop biodiversity, these changes have moved us a step backwards in agricultural sustainability. This course will focus on the principles and practices of food preservation techniques including solar dehydration, canning, and storage. Students will gain a critical understanding and awareness of food pathogens, spoilage, food-borne diseases, and will develop valuable skills in the safe handling of food. Students will also learn seed harvesting and processing techniques specific to several crop species. Fruits and vegetables used in this class will come from local farms including the College's own Wolfberry Farm.

Form & Pattern in Nature This course addresses aspects of form and pattern in nature based on the botanical work of Goethe (who coined the term “morphology”), the classic studies of D'Arcy Thompson (“On Growth and Form”), the mathematics of Fibonacci, new developments in pattern analysis, and other contributions. Students exam­ ine plant and animal morphology from aesthetic, functional, and phenomenological perspectives and apply these observations to an understanding of landscape quality and sense of place. Selected form ele­ ments, such as the spiral, which recur throughout nature, are also studied, as well as the fluid dynamics of water. In addition, students are introduced to the application of projective geometry as a tool to under­ stand the qualitative features and interrelationships of natural forms and the process of metamorphosis.

Form and Function: Sculpture in Theory and Practice This course will cover methods and concepts of three-dimensional art, including fabrication, assemblage, woodworking, soft sculpture, installation and site-specific art. Students will develop individualized con­ tent in a variety of media, culminating in a final portfolio of sculptural pieces. This course will include rel­ evant art history and contemporary approaches, artist research, peer critiques, visits to museums and gal­ leries, and guest artist lectures and/or studio visits.

Foundations of Education This course is an introduction to the field of teacher education and includes knowledge of the social, cul­ tural, historical, and political dimensions of public school education. The course challenges students to think critically about education and learning strategies, and to begin to understand the academic study of the legal, financial and ideological constraints on the public school system. Of particular interest will be the development of a critical, multicultural, inquiring perspective which reviews the more recent school­ ing reforms including but not limited to the “Leave No Child Behind Act” federal initiative of 2002. The broader implications of different legal and political constraints that apply to federal, state and local school curricula and policy will also be a main focus.

Foundations of Visual Art This course will integrate 2D and 3D art forms to introduce students to fundamental visual elements and principles of design. Concepts of line, composition, color, perspective and space will be covered while acquiring technical skills in a variety of media including drawing, painting, sculpture, and mixed media.

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Students will develop individualized content and imagery in a variety of media, with an emphasis on the interrelatedness of various art forms. Students will create artwork in the studio and on location, partici­ pate in critiques, learn relevant art history, and acquire presentation and exhibition skills. This introduc­ tory course will prepare students for future Visual Arts courses in any discipline.

Gender Responsible Adventure Education This is a leadership development course for women and men who wish to increase their awareness and skills in recognizing and addressing gender issues. The student will develop an understanding of concepts such as feminism, androcentrism, patriarchy, matriarchy, sexism, oppression, male privilege, collusion, and empowerment. The student will develop an increased awareness of gender issues through role-plays, discussion and reflection, and learn specific skills for intervening to address gender bias in constructive ways. Through participation in a wilderness travel phase, students will practice gender responsible lead­ ership skills, and the opportunity to design and present a workshop on gender responsibility will test new facilitation skills. Students successfully completing this course will be more effective leaders, as they will be able to lead in a manner that empowers both women and men, and to role model gender responsibil­ ity in diverse settings.

Gender, Sexuality, and Religion In this course we will explore views and practices concerning gender and sexuality in selected religions, past and present. We will consider, in particular, how these views and practices have manifested in women's spiritual experiences, thoughts, and actions. We will study the contributions of women to the established world religions; women's experiences and roles in contemporary religious contexts; issues in ecofeminism; and contemporary feminist and lesbian theologies. Throughout the course, we will examine how contemporary changes to views and practices concerning gender and sexuality challenge religions, and learn about how religious persons respond to such challenges.

Genetics This course will concentrate on the fundamental principles of transmission genetics and the major mile­ stones in genetic understanding of the past 100 years with an emphasis on the social and agricultural implications of genetic research in the 21st century. Topics will include Mendel’s laws, chromosome struc­ ture, meiosis, recombination, transcription and translation, transposable elements and the history of genetics. Ongoing genetic studies in the plant breeding nursery will be used to demonstrate core princi­ ples. We will explore the exciting new theories of evolvability and adaptive variation and discuss their potential impact on crop improvement in the face of challenges from global climate change. A focus throughout the class will be the agricultural, environmental, and ethical issues of current genetic research and biotechnology advances.

Geographic Information Science, Advanced The intent of this course is to provide students with advanced experience in Geographic Information Systems applications. Students will develop their skills with the GIS software IDRISI and ARCGIS. The course will be project-based and focus on analyzing a particular problem using GIS technology. This will allow students to gain a deeper understanding of the technology's potential as an analytic tool in today's society. They will gain a clearer recognition of the interdisciplinary uses of this powerful tool. Each proj­ ect will be based upon a real-world environmental research question or need. Advanced GIS topics might include, but are not restricted to, remote-sensed imagery analysis, GPS mapping as a tool for GIS, advanced spatial modeling and multi-criteria, multi-objective decision making in GIS. Students should come away from this course with the confidence to apply GIS technology to their future academic and professional endeavors.

Geographic Information Science, Introduction to Geographic information science involves the integration of geography, cartography, geographic informa­ tion systems (GIS), global positioning systems (GPS), and remote sensing (RS). The purpose of this intro­ ductory course is to familiarize participants with computerized systems for the capture, processing, analy­ sis, and display of all kinds of geographical (spatial) data. The principles and concepts of cartographic modeling, GIS, GPS, and remote sensing will be explored through lectures, discussions, and laboratory exercises. Emphasis will be placed on learning the basic tools and methods for application to “real world” environmental, natural resource management, and socioeconomic questions. Data are drawn from glob­ al and local examples and situations.

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Geography of the World: A Troubled Planet Geography has a crucial role to play in the analysis of climate change, economic development, ethnic con­ flict and environmental degradation in today's world, and in the development of informed responses to these pressing issues. Fundamental geographic and cartographic literacy will be developed through a sur­ vey of the world's cultural regions as we look at physical, biological, cultural, economic and political pat­ terns and at the processes that influence those patterns.

Geologic Evolution of the Southwest The stunning and diverse landscapes of the Southwest are the product of over four billion years of geo­ logic activity. In this course, we take a journey through deep geologic time and beyond, exploring first the formation of the Universe and our solar system, then the birth of our planet, and finally the geologic upheavals that have shaped Arizona and the Southwest. From the comfort of Prescott, we will cogitate about the Southwest's geological evolution through readings, lectures, discussions, class presentations, and lab exercises. We will then live those geologic upheavals and tranquil interludes through the vehicle of several field trips lasting from one to several days.

Geomorphology, Topics in A landscape's geologic form appears to be its most durable attribute. But that seeming stasis belies the dynamic tension that exists between tectonic forces tirelessly laboring to build continents from the sea and the equally diligent erosional forces of water, wind, and ice that break rocks down. In this course, we'll explore the variety of geological shapes and forms created by this interaction between tectonics and ero­ sion and scrutinize the physical processes responsible. The course is not intended as an exhaustive inven­ tory of physical landscape features, but rather as a more in-depth examination of the story behind the scenery. As such, we will focus on a few topics in geomorphology, and those topics may vary from year to year. Class interest and the accessibility of field examples will help govern the topics covered. The course format will include readings, presentations, lectures, discussions, and homework exercises. We'll embark on a number of field excursions, lasting from an afternoon to several days, to observe and study the land­ scapes and processes we've discussed in the classroom.

Glass Blowing In this course, emphasis will be placed on the basic tools, equipment, and skills necessary to complete simple paper weights and blown vessels. Additional instruction will be provided in the physics of glass, melting points and characteristics, charging and batching procedures, and the essential equipment need­ ed (i.e., glory holes, pipe warmers, furnaces, marvers, annealers). Instruction will also be provided on the proper usage of hand tools such as blow pipes, punties, jacks, shears, paddles, blocks, pigs, and trollies.

Global Political Ecology For over two decades the world has undergone an intense process of globalization. This notion goes beyond the dimension of economic trade. It touches all aspects in the life of humans and therefore affects social systems and ecosystems in a global way. Yet, little is done to comprehensively understand the social, cultural and ecological dimensions of this process and to understand the political steps necessary to address global problems. This course seeks to bridge that gap. Through a political ecology/economy approach the course will analyze aspects of global development issues such as world trade and interde­ pendence relations, international political organization, global migrations, globalization of culture and international resource management. The course will apply sustainability frameworks to these problems in order to better understand them and suggest alternative paths for global development.

Globalization, Religion, & Social Change Globalization is a religious – as well as an economic, social, and political – phenomenon. Missionaries have always contributed to the widespread mixing of cultures, and religious traditions themselves have been challenged by scientific discoveries and technological developments, movements for social change, and an increased awareness of environmental issues. These challenges have led to a wide range of responses, from reactionary religious fundamentalism to radical secular humanism. In this course we will explore the efforts of contemporary religious persons to answer modern challenges to traditional religious ideas and institutions, with a focus on how the process of globalization and the rise of modern science, feminism, and environmentalism are transforming the world's religions.

Globalized Sustainable Development: A Paradox? (Costa Rica) This case study provides the students with an opportunity to connect their reality with that of developing 145

nations. Costa Rica has 25% of its land in a National Parks system and 100% of its territory under a biore­ gional resource management plan. Its agricultural frontier is exhausted, while it holds one of the most sta­ ble growing economies in Latin America. The course will focus on the potential paradoxes that result from this situation. It will evaluate how resources are used and organized in terms of efficient allocation, sus­ tainable scale and fair distribution as parameters of sustainability. The course will use business organiza­ tion models as the medium to perform such evaluation. Students will examine several models: agricultur­ al cooperatives, multinational corporations, women's associations, and private ecotourism ventures, among others. They will also have the task to integrate this evaluation with the surrounding social and nat­ ural setting. By the end of the course, we should have a clearer perspective on the complexities and fea­ sibility of implementing sustainability at a global scale. The planned program involves moderate hiking under cold, rainy conditions, and coping with modest accommodations in very warm tropical areas.

Group Counseling: Theory & Practice This course provides students with a theoretical foundation and opportunities for practice in group coun­ seling. Classical counseling theories and methods are considered as they apply to therapeutic groups in both traditional clinic and backcountry settings. Topics and themes include the leadership role, setting, client selection, group cohesion, trust and safety, communication dynamics, formative stages, difficult clients, and special applications. At times, the class members utilize their group as a practice laboratory for their professional growth.

Group Process for Adventure Educators Within a conceptual framework based on an overview of the role of the leader in an adventure based edu­ cational process, students will read about, discuss, and practice skills such as group facilitation and con­ flict resolution, assessing groups, and the designing of appropriate activities to facilitate group develop­ ment. Much of this will be done within the context of initiatives and activities used by many adventurebased experiential schools such as Outward Bound. Students will also work toward developing their own leadership style. Designed for students who plan to work with groups in a leadership role, this course will be structured to complement the College's outdoor leadership program.

Herpetology This course focuses on identification, evolution and classification, adaptations (morphological, physiolog­ ical, and behavioral), and ecology of amphibians and reptiles. Lectures, lab exercises, and readings sup­ plement field studies of behavior and distribution in the diverse habitats of the Southwest. Students research a chosen topic, including review of primary literature, and present results to the class.

History and Culture of Native America This course will provide an overview of the history of Indigenous America and Americans from the arrival of the first humans in North America to the present. The course will also examine the ways that the his­ tory of indigenous people has been represented in American culture and scholarship, and contrast main­ stream and Native American presentations of that history. It will explore the role that this history has played in forming American identity. The course will analyze the types of sources and methods used to create the factual history of Native America, and the strengths and weaknesses of oral and written sources.

History of Conflict in the Southwest This course examines the history of the Southwest region from the first inhabitants to the 19th century.

Emphasis is placed on the diverse groups that have inhabited this region, currently divided by the U.S./Mexico border. Students will look at the history of contact, domination, conflict, and collaboration among these groups, and the relationship between political borders and the formation of identity.

History of Gender & Sexuality This class traces the history of gender and sexuality in America, from the three-part gender system of many Native American tribes, the not-so-pure Puritans, Victorian America's reliance on both the belief that the nature of “True Woman” was sexless and on commercial prostitution, sexuality and slavery – to the medical­ ization of sexuality in the early 20th century, the invention of “homosexual” and “heterosexual”, the sexual rev­ olution, and the AIDS crisis. We will explore gender theory, the historically changing meanings of 'man' and 'woman', the ways that gender and sexuality are understood in different American subcultures, and the rela­ tionship of gender and sexuality to power as expressed through race and class hierarchies.

Holistic Body Work: Introduction & Survey This is an introductory level course for any students interested in a holistic approach to health through 146

the use of bodywork. The course will cover the history and theory of Swedish massage. Students will learn basic anatomy and become skilled in this essential foundation. In addition, the course will survey a broad range of other approaches to bodywork and holistic health.

Holistic Health & Wellness This course will take a personal and planetary perspective on health and well-being. Topics addressed will include: breathing, eating, exercise, communications, thinking, sexuality, finding meaning in life, and spir­ ituality. The material will be laid upon a foundation that self-responsibility, increased awareness, and com­ passionate self-acceptance are the bases for health.

Holy Books: Survey of Religious Literature This is a foundation course in religious studies and also a survey of Holy Scripture as great literature. We will read from the primary sources: The Bible, Koran, Bhagavad Gita, Upanishads, Tao Te Ching and sample holy writings from Buddhism, Baha'i World Faith, Judaism, etc. We will read the Holy Books in order to under­ stand the religious impulse in humans, our yearning for the sacred, our attempts to make metaphysical and mystical explanations of the universe and our place within it. We will attempt to discover common threads and also significant differences between religions. We will also study holy writings as foundation literature and cul­ tural history of great importance in understanding other cultures and our own roots.

Human Anatomy for Holistic Health, Introduction to This course will serve as a basic introduction to human anatomy for those students in the Holistic Health field of study. Basic structure and function of the muscular, skeletal, connective tissue, nervous and organ sys­ tems will be covered. Other topics that will briefly be addressed include physiology, kinesiology, and pathol­ ogy of the body systems. Teaching modalities will include: lecture, discussion, educational videotape viewing, 2- and 3-dimensional visual aids, palpation, movement, and written, oral and kinesthetic testing.

Human Ecology, Advanced Topics: Each year this course focuses on a topic of critical importance to our understanding of the human place in the natural world. Interdisciplinary approaches, including systems theory, ecological modeling, and GIS, inform our explorations. Ideas, values, and data relevant to the selected topic are explored in depth, including perspectives from social sciences, humanities, and human development. Each student conducts research on issues that affect short and long-term solutions to the present day crises associated with the topic of focus. The course ends with a two-day conference where students present the results of their indi­ vidual work, and synthesize these results into a complex understanding of the topic in question.

Human Ecology, Introduction to This course introduces students to the exciting and rigorous work of interdisciplinary learning through the study of human ecology, which draws heavily from environmental studies, ecology, anthropology, and human physiology. Students learn how humans have adapted to all of the major biomes of the earth through hunting and gathering, pastoralism, agriculture, and modern industry. After mastering the basic concepts of human ecology, students explore human adaptations to local regions from prehistoric times to the present. Field trips will help students comprehend Arizona's fragile environment and the impact peo­ ple have on it. Students will be required to think about the future of Arizona – where do we go from here?

Human Nutrition and Food Choice Concern for the environment at large should go hand-in-hand with a concern for one's most immediate environment – the self. Optimal nutrition contributes to a healthy physical and mental state. This course helps students understand the fundamental principles of nutrition bioscience and explore a variety of con­ troversies including nutrition and disease, supplements, dieting, refined foods, and additives. Students analyze their own dietary choices and develop their own holistic perspective on nutrition and wellness.

Human Rights Seminar Human rights now occupy a key place in world politics. Thousands of people are harassed, imprisoned, tor­ tured, and/or killed by governments every year simply because of who they are or for the peaceful practice of their beliefs. Yet because of the commitment and perseverance of worldwide human rights activism, many thousands more are alive and free. The seminar focuses on: 1) the history and evolution of human rights as an international issue; 2) different perspectives on and critiques of human rights; 3) the state of human rights in the world; 4) human rights issues such as genocide, slavery, and gender, racial, religious, and political oppression; 5) international human rights covenants and conventions; 6) how human rights standards have been developed and the ways in which to secure their enforcement and 7) the work of international organi­ 147

zations such as the UN, Human Rights Watch, and Amnesty International in the field of civil and political rights as well as economic, social, and cultural rights, 8) the contemporary emergence of a domestic U.S. human rights movement. Relevant documentary and narrative fictional films will be screened.

Ideologies of Nature This course is a response to recent and insistent calls from within both political and ecological circles for sustained cross-disciplinary dialogue. While the world stands to benefit from communication among the realms of politics, philosophy and environmental science, the exchange of ideas is often hampered by the divergent perspectives in overly specialized academic disciplines. We propose to clarify some of the con­ fusions in politics, philosophy and environmental science by examining in depth some of the “isms” in con­ temporary environmental discourse. We will look closely at how various ideologies define their terms and often charge identical vocabulary with different meanings (e.g. community, democracy, diversity, sustainability, globalism, system, wilderness, bioregion, etc.). We will cast a critical eye on these “big words” cur­ rently in circulation in environmental discourse and draw out the practical implications of their different interpretations. In sum, we hope to take steps toward greater clarity in environmental thinking and in this way foster an ecological literacy that encompasses “an understanding of the biology of conservation and the political basis of conserving societies” (David Orr).

Image & Power in Mass Culture Is watching television a political act? Did punk rock change the world? Is Star Trek anti-racist? The goal of this course is to analyze and begin to “decode” mass, popular, and radical subcultural practices in var­ ious forms, including activism, film, TV, fashion, popular and alternative music, advertising, photography, architecture, and everyday political and leisure practices such as skateboarding, culture jamming, 'zine writing, and other forms of alternative community building. This is a reading intensive, writing emphasis course that exposes students to the intellectual history and key contemporary debates in the study of pop­ ular culture. It emphasizes the relationship between culture, power, and movements for social change from Marx, Gramsci, and the Frankfurt and Birmingham schools through contemporary feminist, poststructuralist, anti-racist, and queer theory. The course combines close readings of texts, collaborative read­ ing groups, and class exercises analyzing cultural artifacts such as popular news and entertainment media, and includes a field trip to the mall aimed at exploring the power relationships embedded in built envi­ ronments and spaces of consumption.

In and Out of Africa In this course students will explore the modern and contemporary literature of Africa. Through the eyes of black and white natives as well as through those of occupiers and visitors, students will survey the issues facing that continent from the late nineteenth century pre-colonial period to the present post-apartheid era. The reading list may also include the African Diaspora as represented by Caribbean and North American authors: Texts may include those by Achebe, Conrad, Mafouz, Gordimer, and Coetzee.

Individualized Studies in AE: SCUBA This course is offered on an individual basis for continuing studies in scuba. Students may contract for a vari­ ety of study topics, including diving safety and emergency management, dive specialty education, divemaster training, instructor training or diving internships. Students and the instructor will design an individualized course of study and an appropriate course title and description depending on the student's study goals.

Inner Game of Outdoor Pursuits A central aspect of the Adventure Education Program is using adventure activities to enhance students' abilities to reach their full potential, both individually, and in their work with others. By using various techniques (e.g., visualization, enhancing positive self-talk, self-hypnosis, emotional centering, and oth­ ers), students will start the journey toward becoming confident in their abilities to perform at levels pre­ viously thought unachievable. Appropriately selected adventure activities will be used as the laboratory for this process of self-discovery. Students will work toward seamlessly integrating their cognitive, emo­ tional, and kinesthetic abilities. This is a first step toward preparing students to move beyond themselves to integrate these techniques when they become leaders or teachers themselves. Once students become attuned to their inner strengths and can move beyond some of their self-imposed limits, they are much more capable of positively influencing any communities they may join in the future. The ultimate goal of the course is for students to be able to transfer their successes in the course to enhance their performanc­ es at any endeavors they choose to pursue.

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Intercultural Communication As the world rapidly becomes more interdependent, we find ourselves living with increasing complexity.

Those who will take responsibility for guiding society must be knowledgeable, visionary, and skilled in inter­ cultural communications. This class explores applications and ramifications of interaction between cultures with different value orientations. Students will examine specific cultures, including the non-dominant cultures of the U.S. We will study the implications of global industrialization, discuss the ethics of overseas develop­ ment, and deliberate current cultural issues in the U.S. Students will have several opportunities to pursue the specific aspects of intercultural communications of greatest relevance to them.

Interdisciplinary Performance This is an experiential course that combines studies in movement, voice, character work, music, and writ­ ing. Students will have the opportunity to create performance pieces using a variety of sources, including personal stories. Practice with improvisational and compositional structures will provide methods for forming, organizing, and editing artistic material in both solo and collaborative work. This interdiscipli­ nary approach to performance promotes the ideal of wholeness and interconnection of the arts. By emphasizing the cross-overs and connections between the mediums, students will gain a deeper under­ standing of the way the arts can combine and serve one another. The course provides a forum for exchange and collaboration between students in various disciplines and also serves as an entry point for those interested in an overall sampling of the performing arts. Several informal showings will be held which explore nontraditional performance sites. Recommended for students in the performing arts (the­ ater, dance, music), or those interested in expanding their artistic range.

International Mountain Expedition: (Location/activity TBD per course by instructor) This intensive, field based course is appropriate for intermediate and advanced students with solid back­ grounds in extended backcountry travel in mountain environments. The focus is on implementation of a self-contained mountain expedition in a foreign country. The course will include the exploration of region­ al cultures, geography, and ascents of appropriate mountaineering objectives. The expectation is that stu­ dents will be building on existing skills and knowledge. Topics to be covered include: expedition planning and logistics, itinerary development, area-specific technical skills, safety and hazard evaluation, placebased natural history and cultural studies, and leadership.

Interpersonal Communication The ability to effectively communicate with others is an essential life skill. Whether you want to have an effective career working with people or develop satisfying personal relationships, having excellent inter­ personal communication skills can make the difference between mediocrity and success. This course cov­ ers the theories and practice of interpersonal communication. Students develop an awareness of their own unique style of communicating and develop strategies to maximize their potential. An emphasis is placed on using experiential activities to practice the skills of effective speaking and listening. Topics covered include active listening, giving and receiving feedback, non-verbal communication, resolving conflicts, relationship building, and communicating under pressure.

Interpreting Nature through Art & Photography This course focuses on heightening our visual awareness of nature and capturing the ephemeral experi­ ences we value with the aid of cameras, pencils, brushes, and other tools. Illustrated lectures, demonstra­ tions, critiques, and field sessions will explore the art of seeing, using both aesthetic and practical approaches. Both group and personalized instruction are designed to explore the students' creative poten­ tial for translating and sharing visions of the natural world. A final art exhibition and slide show will demonstrate interpretation of a theme chosen by the class.

Intimacy, Relationships and Sexuality This class will examine intimacy, relationships, and sexuality in depth. We will take a challenging look at various theories on romantic love, erotic love, and the myths around relationships. We will study social and cultural messages that influence our sexuality and relationships. We will take a look at the practical and mystical aspects of monogamy and commitment. We will examine current theories of love and sex addiction. We will explore such topics as fear of intimacy, commitment, alternative relationships, and sex­ ual preferences. We will embrace the provocative questions facing each individual or culture in regard to sexual practice, family, community, and spirituality. We will explore the entire spectrum of sexual and romantic love from a biological drive to recreate the race to a spiritual communion with the beloved. We face an evolutionary issue of challenging ourselves to personally explore our values so we can creatively 149

enhance our most essential human experience: intimacy, relationships, and sexuality.

Issues of Global Food Production At the beginning of the 21st century, the human population growth has reached over 6 billion and the growth will not level off until it reaches at least 11 billion, even in the most optimistic scenarios. The vast majority of highly productive agricultural land is already under cultivation, and no agronomists foresee another green revolution that will greatly increase production of currently cropped lands. In this course we will explore the implications of this human predicament. Do we have any choice but to trade off longterm agricultural sustainability for short-term productivity? Or are there approaches to food production that will increase people's food security in the near future as well as over the long term? Students will choose a range of countries for case studies and for each will evaluate energy availability, land productiv­ ity and tenure, population status, and important cultural norms. Based on this information, students will then suggest policy approaches that may satisfy the disparate objectives encountered by each country.

Kayaking, Expeditionary This course builds on basic skills for the student who has already made a commitment to kayaking and wishes to explore challenging and/or remote environments. With guidance, students will take charge of planning, logistics and execution of multi-day river expeditions. Topics covered will be: research, river resupply, budget, environmental ethics, portaging, self-contained techniques, river and land navigation, wilderness first aid, self-rescue, evacuation, advanced paddling skills, etc.

Kayaking, Whitewater This course provides students with the opportunity to learn the basic skills of whitewater kayaking in sev­ eral different western rivers. The educational value of the course is heightened by involving the group in discussion and observation of the widely varying geographical locations and the natural history of river val­ leys. Course content may include: equipment selection and care, kayaking terminology, safety issues, wet exits, self rescue and rescue of others, eddie turns, ferry gliding, surfing techniques, and other related sub­ ject matter. The grade of difficulty encountered ranges from easy to class III white water. Students are encouraged to paddle at a level that is comfortable and enjoyable for them.

Kenya: History, Culture, and Current Issues This course will provide students with a broad overview of the pre and post colonial history of Kenya, governmental structure, diversity of ethnic communities, international relations, and current issues. More focused exploration of these or other topics will be driven by student interest. The course will also touch upon the relationship of indigenous communities to the larger Kenyan society, and the ways that these communities are impacted by globalization and the work of international NGOs. Students will study the politics of race in East Africa. They will learn about ways that cultural lenses construct experience, and examine our U.S. cultural perceptions of Africa and indigenous communities by analyzing films and other media. The course will emphasize student presentations and collective research.

Land Stewards The cultures of traditional agrarian societies in many ways were, and in some cases continue to be, struc­ tured around the patterns, constraints and seasonal cycles inherent in the life of farmers. In the industri­ alized societies of today, where as few as two percent of the population is involved in growing food, agri­ culture has come to mirror the patterns and habits of a much larger consumer culture. Amidst this shift, that continues to take place all around the world, a number of writers have emerged as social and ecolog­ ical critics, intent in illustrating how the gains some societies have made in food security over the last cen­ tury have come with some painful although often hidden sacrifices; these include sacrifices of communi­ ty, sense of history and place, ecological integrity of farms and the regions that surround them, and in some cases, purpose in life. In this course we will especially focus on the writings of Wendell Berry, but we will also explore the writings of other authors such as Wes Jackson, Linda Hasselstrom, David Orr, and Gary Paul Nabhan, who have focused on the relationships between culture, agriculture and nature. In reading both non-fiction and fiction, we will address questions of ethics (i.e., self-imposed limits) that per­ tain to how our culture and other cultures relate to the land on which we all depend.

Landscape Ecology Humans engage with landscapes, not individual species. However, our behavior at the landscape scale has a profound effect on the long-term viability of every species on earth. Landscape ecology shows us what we need to know before we build a road, plow a field, or turn a pasture into a subdivision. We discover 150

how our actions disturb natural productivity or support one species over another, thereby disrupting the ecological functioning of a place. We explore how landscape components, such as patches and corridors provide for the basic needs of their inhabitants, including humans. The complex interactions of size, shape, and history affect whether or not a corridor is a wild life “freeway”, for instance. This course focus­ es on how systems theory, ecological modeling, historical ecology and GIS data among others are used as tools to develop good landscape level practices on local, state, and national scales.

Language Arts: Methods & Practice The purpose of this course is for future elementary teachers to gain knowledge of and demonstrate com­ petence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and be able to design develop­ mentally appropriate lesson plans. Students will be expected to implement original lesson plans in a grade appropriate setting. This course also requires students to research the needs of cognitively and culturally diverse learners, students impacted by specific environmental conditions as well as demonstrate sensitiv­ ity to these areas through the design and implementation of lessons.

Large Format Photography In this course students will be introduced to the mechanical and aesthetic concerns of using the 4x5 and 8x10 camera formats. Emphasis will be placed on using the zone system of B/W exposure control, includ­ ing expansion and contraction development. There will be several project themes (studio and field) pro­ posed so the students will be challenged to integrate the variety of camera manipulations as well as devel­ op a personal philosophical attitude toward the larger formats. Both conventional sheet film and Polaroid materials will be used as the students enhance vocabulary of perspective, lens choice, metering technique, and image scale. Each student participating in this study should expect to compile an image portfolio of at least eight final photographs and an extensive written journal.

Large Scale Photography This course will address the technical and aesthetic proposition of producing photographic images of large physical size. Beginning with philosophical discussion of image content and presentation context, students will explore the issues of producing photographic work for public spaces. Students will make new images based on a specific theme and print onto various papers in escalating sizes (16x20, 20x40,40x96, etc.). Refinement of darkroom technique and print handling will be stressed while students work together as a team to accom­ plish the tasks at hand. As our projects progress, we will pursue and design exhibition possibilities including all aspects of installation craft, legal considerations, and ethical position concerning public viewing.

Latin American History This is a survey of the history of Latin America from the 15th century to the present. Beginning with a review of conditions in Europe and the New World at the time of the discovery, it will follow the con­ frontations of cultures and peoples as Europeans, principally Spanish and Portuguese, conquered and col­ onized the New World, transferring their social, technological, religious, and governmental systems to the Americas. The causes and consequences of the independence movements in Latin America will be the second main topic of study. We will continue through the formation of the newly independent nations of Latin America during the 19th century, the challenges of organizing self-governing states and the several political and ideological models that were tried, focusing on the emergence of the caudillos or strongmen leaders. The social, political, and economic conditions during 20th and into the 21st century will follow, including the role of the military and of the popular and revolutionary movements in more recent Latin American politics.

Latin American History through Film Latin American films (and foreign films about Latin America) can serve as provocative entry points to the political and cultural realities of this world region. This course will familiarize students with film's poten­ tial to critique these realities and, in turn, contribute to a wider historical understanding of power and resistance. We will devote some time to developing critical approaches foundational to the formal study of documentary and feature films. With this background, this course will emphasize film as a window into broader historical and cultural issues surrounding the events dramatized in a given work. The discussion and analyses will consider periods of political transition, social movements, and representations of class, race, gender, and ethnicity as seen in the varied socio-economic and political contexts of Latin America.

Most films will be shown in class; some evening screenings will be required.

Law & Social Change 151

This course will examine the interplay between law and social change. How do social and cultural factors influence changes in the law, and how does law impact the potential for producing social change? How do changing interpretations of social values affect the law and how do changes in the law influence the social interpretations of those values? Specifically, the course will examine the underlying assumptions of fairness, equality, and morality that helped define certain landmark Supreme Court decisions; how those decisions have modified the basic ways people in a society relate (e.g., race relations, gender relations, sex­ ual relations); and how those decisions have restructured major social institutions such as the family, reli­ gion, and education. We will also look at the use of law among activists and social movements through the eyes of lawyers practicing in the field, and will visit local courtrooms in order to obtain a fuller sense of how the law actually works in practice.

Law, Society, and the Environment This course explores the social and ecological consequences of the US legal system. Such analysis will evolve from the US Constitution into specific regulations in fields such as Tax Law, Business Law, Labor Law, and Agricultural Law. The role of Courts as promoters of social and environmental change will be studied. The environmental justice movement will receive special attention as a case study of overlapping social and environmental inequities. Through this process, we will conclude on the possibility to imple­ ment a more sustainable institutional framework in this country. Field trips and exercises will be the expe­ riential complement to class activities.

Learning Theories This course provides an overview of the process of learning. Theorists examined will include but not be lim­ ited to Benjamin Bloom, Lev Vygotsky, John Dewey, Erik Erickson, Geoffrey and Renate Nummela Caine, Maria Montessori, Howard Gardner, and Paulo Freire. Students will explore topics such as optimal conditions for learning and how relationships within the classroom affect learning, and will gain an understanding of learning differences. Psychological and developmental factors will be examined as well as the impact of envi­ ronmental and cultural conditions. Various theorists who have made contributions within the field of educa­ tion will be compared as a way to provide further insight into effective teaching strategies.

Life Centering Practicum Too often holistic living practices are taught and practiced as part of a class but are apart from one's daily living experiences. This is an advanced course designed to integrate a variety of conscious living skills into one's daily routines. As such, this course is designed to put into practice the theories, philosophies and techniques of Holistic Living. in a field setting conducive to the process of conscious living, students will participate fully in practices designed to promote the attunement of the mind, body and spirit. These practices will include yoga/stretching, meditation, exercise, massage, body awareness, movement, creativ­ ity, ritual and ceremony. Each student will select several texts to further investigate a particular discipline.

Finally, students will document the effects of these practices on a personal and group level Life Centering: Mindfulness and Meditative Practices This course provides the student with a theoretical and experiential overview of mindful and meditative practices from an array of philosophical and spiritual traditions. Course participation involves a signifi­ cant amount of experiential immersion in pertinent practices, as well as didactic study of the theoretical foundations of these practices. The course is designed to encourage self-reflection, life enhancement, and didactic and experiential learning within each student.

Lifespan Development I: Early Childhood through Adolescence This course is designed to familiarize students with developmental themes and tasks of children from birth to sixteen years of age. The work of major theorists in the field are introduced and students are encouraged to apply various theoretical constructs to their observations of, and experience with, children and adolescents. The course encourages students to examine their own developmental histories. The stu­ dents' explorations of their family-of-origin serves as a point of departure for organizing and understand­ ing developmental theory.

Lifespan Development II: Early to Late Adulthood To better understand and appreciate human development, we must view development and growth as a life­ long process. This is the second course in the Lifespan series. Here we investigate the stages of development from early through late adulthood. Development is defined from emotional, social, cognitive, biological, gen­ der, familial, mythological, transcultural, and spiritual perspectives. Through this wide-angle lens, we explore 152

both continuous and stage theories of adult development, the corresponding ages, the nature of transition periods, unique and shared changes, and death and dying. Students read a variety of different models of adult development and integrate their own perspectives that can act as a guide for their own lives.

Literary Journal Practicum In Literary Journal Practicum, students are the staff of Prescott College's national literary magazine, ALLIGATOR JUNIPER. After familiarizing themselves with the national literary market by reading sam­ ple journals, students spend the bulk of class time and homework time reading submissions. During the first third of the course, the class reads creative nonfiction and selects submissions for the upcoming issue.

For the rest of the quarter, the course is divided up into two editorial groups: one for fiction and one for poetry. Submissions come from writers all over the country. Students maintain individual response jour­ nals, where they keep notes on submissions, their reactions, and their recommendations as to whether a particular piece should be published, rejected, or given further consideration. The class then moves into more in-depth discussion and compromise to narrow the list of semi-finalists to a list of finalists, and even­ tually to the handful of essays, stories, and poems agreed upon for publication. Students and instructors write thoughtful rejection letters to all those whose work was not selected for publication. This practicum provides valuable professional experience, seldom available at the undergraduate level.

Literary Journal Practicum: Poetry In this course, students are the poetry staff for Prescott College's national literary journal, Alligator Juniper. After becoming familiar with the current literary market by reading and reviewing sample jour­ nals, they will spend most of class time and homework time reading submissions in the Poetry category and deciding whether particular poems should be published, rejected, or given further consideration. In the final weeks of the course, staff members will formally discuss all poems which have received positive responses and narrow the list to a group of finalists whose work will be published (or to a group of semi­ finalists if there is a guest judge). They will also write thoughtful rejection letters to those whose work won't be published. Staff members will be identified on the front page of the issue and be able to list this professional experience on their resumes. If time permits, they may submit their own manuscripts to the rest of the staff for editorial review.

Literature as Experience Ezra Pound once called literature “news that stays news.” Through the study of literature we can see, inter­ pret, and understand the central issues of our lives. During this course, we will explore works of contempo­ rary and more classical literature and examine them as the creative and intellectual experiences of their authors and as cultural documents of their times. We will also consider the literature we read and write our­ selves as part of our own uniquely individual yet culturally-mediated life experience. Central to our own expe­ rience of literature will be making connections between the texts we read. Examples of thematic strands we might trace include: the search for self, the search for love, family and community, and the search for mean­ ing. The course will be conducted as a seminar with students taking an active and even leading role in discus­ sions. We will enhance our reading experience with a variety of class activities drawing upon films, plays, crit­ ical and creative assignments and presentations, and informal dialogues with contemporary writers.

Literature of the American Dream This interdisciplinary course will provide students the opportunity to examine the evolving historical, social, and personal perceptions of the American Dream as depicted in influential novels, autobiogra­ phies, poetry, and plays. Some of the topics for discussion will include the dream of hard work and pros­ perity, the dream of the natural environment, slavery and the dream of civil rights, the myth of the American West, the dream of a cultural melting pot, and a study of American archetypes. Reading assign­ ments will include “The Declaration of Independence” as well as texts by Benjamin Franklin, Frederick Douglass, Henry David Thoreau, Walt Whitman, F. Scott Fitzgerald, E.L. Doctorow, John Steinbeck, and others. Writing assignments will include a combination of critical and creative work.

Magazine Journalism For the freelance writer, every assignment is both a writing project and a learning experience. You might find yourself in the Sierra Madre researching an article on deforestation, or rafting down a river while preparing a story on whitewater recreation. You do interviews, you take countless notes, you observe.

Once your research is completed, you sit down with a stack of notes and begin shaping your story, writing and rewriting until things fall into place. In this class students will read and analyze numerous magazine pieces, and then write a full-length feature themselves.

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Maps & Wilderness Navigation This course will balance theory and practical applications of wilderness navigation techniques. The primary outcome will be competence in the use of map and compass to navigate in wilderness settings. Equally impor­ tant will be the development of cartographic literacy. Students will gain an understanding of the history of car­ tography and its role in the development of human conceptions of place. We will look at the changes in technology, including GPS systems and mapping programs, and examine their impact on our understand­ ing of the world and our place in it. The strengths and limitations of maps, including the ways they reflect cul­ tural assumptions and are used to further them, will also be explored. Weekly field trips will provide oppor­ tunities for refinement of practical skills and serve as an introduction to local geography.

Marine Biology I: Diversity of Marine Life This quarter long field course is based at the Prescott College Center for Cultural and Ecological Studies in Bahia Kino, Sonora, Mexico on the Gulf of California coast. Taken concurrently with Phase II – Oceanography, and Phase III – Field Methods for Marine Ecology, Diversity of Marine Life is a survey of the common groups of marine organisms. We will explore the evolution, diversity, morphology, field identification, and ecology of marine algae, halophyte plants (such as mangroves), plankton, invertebrates, fishes, reptiles, birds and marine mammals of the Gulf of California midriff region.

Marine Biology II: Marine Ecology This quarter long field course is based at the Prescott College Center for Cultural and Ecological Studies in Bahia Kino, Sonora, Mexico on the Gulf of California coast. Taken concurrently with Phase I – Diversity of Marine Life and Phase III – Field Methods for Marine Ecology, Marine Ecology is an inves­ tigation of the structure and function of marine ecosystems. The course will focus on marine food webs, energy and nutrient flow, population interactions, and biogeography of the midriff islands of the Gulf of California. There will also be a heavy emphasis on the ecology of intertidal ecosystems, rocky shores, sandy beaches, and estuaries.

Marine Biology II: Oceanography This quarter long field course is based at the Prescott College Center for Cultural and Ecological Studies in Bahia Kino, Sonora, Mexico on the Gulf of California coast. Taken concurrently with Phase I – Diversity of Marine Life and Phase III – Field Methods for Marine Ecology, Oceanography will provide an introductory glimpse of the Earth's oceans from physical and marine geologic perspectives. Through class presentations, lectures, discussions, lab exercises and field trips we will ponder the geologic origin of the oceans and familiarize ourselves with their geography. With an eye towards understanding the ocean­ ic realm and the dominant role it plays in regulating global climate, we will study the physical and chem­ ical properties of sea water and the techniques for measuring these properties. We will examine global oceanic circulation patterns and the causes of currents, waves, tides and upwelling. The preceding topics will be examined globally but examples from the Gulf of California will be used extensively to provide stu­ dents with an introduction to this area.

Marine Biology III: Field Methods for Marine Ecology This quarter long field course is based at the Prescott College Center for Cultural and Ecological Studies in Bahia Kino, Sonora, Mexico on the Gulf of California coast. Taken concurrently with Phase I – Diversity of Marine Life and Phase II – Oceanography, Field Methods for Marine Ecology will focus on design and execution of student research projects. Students will design field research projects, collect field data, analyze results and write up scientific papers on some aspect of marine ecology. Projects will be based primarily on the ecology of intertidal habitats or on islands of the Gulf of California.

Marine Conservation I: Global Marine Issues This course examines global marine issues from interdisciplinary perspectives. We begin by developing a general background in maritime cultures, laws of the sea, and the ecological, economic, and social impor­ tance of the marine environment. Issues studied in depth include fisheries, pollution, tourism, habitat alteration, island and coastal management, protected areas, and endangered species. An understanding of resource ecology forms the foundation of learning in the class. The international nature of marine issues is emphasized, leading to the study of international policy, culture, globalization and trade. Traditional and alternative strategies for meeting marine conservation challenges are examined and analyzed. Readings, discussions and lectures are complemented with field trips and guest speakers.

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Marine Conservation II: Gulf of CA Conservation Case Studies Concepts introduced in Phase I are illustrated through regional case studies in the Gulf of California.

Through first-hand field observation and participation, students gain an understanding for the complexi­ ty of many conservation challenges in the Gulf. For example, case studies in fisheries provide students with the opportunity to observe a variety of fishing techniques, speak with fishers, and learn through on­ board observations. Field observations are complemented by lectures on marine ecology and manage­ ment in the region and discussions with resource users, researchers and managers.

Marine Conservation III: Applied Conservation Research Theoretical and field-based knowledge gained in Phase I and Phase II lead the student to a better understand­ ing of current and potential management strategies for protecting marine and coastal resources. In Phase III students will demonstrate a thorough familiarity with specific conservation projects and collective conserva­ tion efforts in the Gulf of California. Students analyze the effectiveness, strengths and shortcomings of marine and coastal conservation in the region. Each student has the opportunity to work with an ongoing conserva­ tion project, to create a proposal for a future project, or to do library-based research. Project work provides students with experience in applied conservation research and management. Projects might include monitor­ ing and inventorying resources, education and interpretation, work with exotic species, or introduction and evaluation of alternative resource use. Students meet with management agency representatives, scientists, educators, and local resource users. Each student's work is part of ongoing conservation efforts in the region.

Marine Mammal Biology and Conservation This course provides an overview of the biology, ecology and conservation of marine mammals. Students will develop a background in marine mammal taxonomy, evolution, distribution, and anatomy and physiology. We will focus on the ecology of cetaceans and pinnipeds, including behavior, communication, social structure, energetics and population dynamics. We will also discuss global and regional conservation issues regarding the protection and management of marine mammal populations. Students will learn about marine mammal research techniques through readings, discussions and field activities. Course topics will be augmented with field observation whenever possible. Students will have the opportunity to participate in an ongoing conser­ vation project and to incorporate related topics of personal interest into the class.

Marine Studies I: Skills for Ocean Exploration This course will introduce students to the basic nautical knowledge needed by all mariners with an emphasis on sea kayaking skills and general boating safety. In addition, students will explore the skills and safety considerations for freediving and will participate in an introductory scuba diving experience. Daily sessions on the water will be utilized for boating and freediving skill development. An overnight trip will serve as an introduction to kayak touring. Students will learn oceanographic concepts relevant to all marine activities, including tides, currents and related moon phases, wind and wave formation and behav­ ior, and marine weather forecasting. Students will use maps, charts, compasses and GPS for coastal navi­ gation and will practice route planning and sea conditions risk assessment. Additional topics will include marine first aid and the use of emergency signaling devices and VHF radios.

Marine Studies II: Nat'l History The Gulf of California is one of the most productive marine environments on earth. Its islands, biological diversity, geologic and cultural history make it a remarkable place for students to learn about marine and coastal natural history. Class and field sessions will introduce students to the coastal ecosystems, islands and offshore environments of the Gulf of California. Students will develop skills in field observation, species iden­ tification, and field journaling, as well as an understanding and appreciation for this amazing region and its people. They will demonstrate their learning through the completion of a series of species accounts, a detailed field journal, participation in field activities, and participation in class discussions.

Marine Studies II: Natural History of the Gulf of California The Gulf of California is one of the most productive marine environments on earth. Its islands, biological diversity, geologic and cultural history make it a remarkable place for students to learn about marine and coastal natural history. Class and field sessions will introduce students to the coastal ecosystems, islands and offshore environments of the Gulf of California. Students will develop skills in field observation, species iden­ tification, and field journaling, as well as an understanding and appreciation for this amazing region and its people. They will demonstrate their learning through the completion of a series of species accounts, a detailed field journal, participation in field activities, and participation in class discussions.

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Marine Studies III: Case Studies in Marine Conservation Through first-hand field observation and participation, students will gain an understanding of the complexity of many conservation challenges in the Gulf of California. For example, case studies in fisheries will provide students with the opportunity to observe a variety of fishing techniques, to speak with fishers, and discuss a variety of management strategies. Case studies in island and wetland conservation will provide students with opportunities to participate in conservation studies and service projects and to learn from scientists and com­ munity members working in the region. Field observations will be complemented by lectures and assign­ ments on marine conservation in the region and discussions with resource users, researchers and managers.

Math for the Liberal Arts This course is a college-level math course designed to foster an awareness of the nature of mathematics, to promote an understanding of the role of mathematics in today's society, and to encourage the development of critical and quantitative reasoning skills. Topics include the mathematics of voting and social choice, linear and exponential models of change, unit analysis, and the collection, analysis, and visual display of data.

Math Skills Review This course is a review of basic math skills necessary to succeed in math certification courses. Students will work independently with their mentor to gain mathematical fluency in working with fractions, decimals, sci­ entific notation, percentages, ratios, order of operations, and linear equations. The course is designed to help students master these essential arithmetical skills while developing confidence in their mathematical abilities.

Math: Methods & Practice This course explores various elements of mathematics education for elementary school students. Topics covered include: the importance of concrete manipulation in the formation of symbolic levels of under­ standing and reasoning; a variety of specific manipulative tools for math education; methods for teaching mathematic to diverse populations; and methods for teaching specific mathematical operations. The notion of integrating the mathematics into other areas such as environmental topics will be explored.

Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of experiential exercises for mathematics education.

Mathematical Modeling, Introduction to This course is an investigation of the algebraic and graphical properties of polynomial, exponential, loga­ rithmic, and trigonometric functions. Students will focus on applications of these various functions when used as mathematical models for real-world data. Students will develop and interpret mathematical mod­ els for population growth, monetary concerns, temperature change, pollution rates, etc. In each case, algebraic approaches will be reinforced and supplemented by graphical methods. TI-83 graphing calcu­ lators will be used extensively throughout the course.

Mediation Practicum This practicum course offers students the opportunity to apply the mediation skills learned in Community Mediation and Principled Negotiation in professional settings, as well as to learn more specialized medi­ ation applications. Students receive advanced training and certification in Victim Offender Mediation.

This is a form of mediation that works with perpetrators and victims of crimes, and promotes restorative justice. Students observe and critique a variety of mediations, including small claims, civil, victim-offend­ er, and family mediations. Students then participate in the Yavapai County Courts as mediators-in-train­ ing. This entails co-mediating actual cases with experienced, trained mediators. Additional opportunities may include training for and/ or supervising local, school-based, peer mediation programs. In addition to observing and conducting mediations, students assist with case development for the Victim Offender Mediation Program (VOMP) of Yavapai County through the Superior Court of Arizona.

Memoir, The This course is divided between student-led discussion of published memoirs and workshop of memoirs writ­ ten by the students in the class. While several of the memoirs we read will be book-length, we will also look at many shorter examples of the form: essays, articles, and chapter-length excerpts – some published, some not. This will provide students with necessary models for the memoirs they will be expected to produce, approximately 20-30 double-spaced pages. Students are encouraged to think carefully and extensively about possible topics before delving into a draft, considering the connections between different aspects of their lives, different time periods. Students should aim for writing a memoir that is centered around an event, as opposed to a chronology of their lives so far. It will likely be an event that, viewed in retrospect, somehow connects each student's past to her present to her future. We will spend time, each class, doing writing exercises that 156

will help students tap into their material. There will be plenty of time for necessary exploration before settling on a topic. The course is relevant to studies in Human Development because students are asked to examine their own lives. When dealing with the material in class, however, we will approach and critique the work as a piece of writing; in other words, we will workshop students' memoirs, not students' lives. This necessitates a certain distance from the event on the part of the writer. Aside from writing the memoir, each student will be paired with a classmate to co-lead discussion and write a paper on one book.

Men & Masculinity What does it mean to be a man? Outdated models of manhood have led to masculine identities bound to power, contempt and fear of women, aggression and violence, sexuality detached from emotional intimacy, thinking without the integration of feelings, and an ecological imbalance that threatens the planet in every manner: environmentally, nationally, culturally, and familially. This course will examine the social/psychologi­ cal dynamics that shape the current masculine identity and will also discuss solutions and models to replace outdated definitions of masculinity. What can we take from the old to carry forward to the new? What must we transition out of to usher in a new paradigm that fosters a productive sense of masculinity?

Middle East: History, Culture, & Current Issues The Middle East is the world's most volatile political and social region. Perhaps half the world's oil reserves are there, igniting fierce competition and grim politics. Israel and the Arab world are locked in a struggle over land, water, and ideology. Islam, Judaism, and Christianity collide there, and fundamen­ talists of all three believe the prophesied apocalypse to bring our world to final judgment will begin there – and soon. The frustrations of Middle East tribes and nations are boiling over in terrorism and local wars.

Six years ago the “coalition of the willing” overthrew Iraq's dictator, Saddam Hussein, by military force.

Since former President Bush announced victory (“mission accomplished”), over 10,000 American soldiers and contracted mercenaries have been killed, and more than 60,000 have been seriously wounded phys­ ically or psychologically – not to mention well over a hundred thousand Iraqi causalities. Now President Obama promises a partial withdrawal, while the focus of American policy is shifting to Afghanistan where our troops are caught in the cross fire of a civil war, and to Iran where the world is concerned about their potential entry into the nuclear club. For these reasons, everyone should learn about this vital region and the forces causing such turmoil, as well as hopeful signs and possible solutions to age old problems. In the first part of the course, we will study the history that has shaped the Middle East from ancient times to the present. Then we will examine in detail the social, political, religious, and economic forces driving events today. What options do Americans have to deal with our own issues and to help bring peace and stability to the Middle East? In this course we will address these questions and more.

Migration in the Americas Over the past decade, Arizona has increasingly been at the forefront of national immigration debates.

Migration is a widespread phenomenon throughout the Americas that often lacks historical perspective and political and economic contextualization. Beginning with a historical overview of migration in the Americas, this course will focus on migration streams since World War II. We will analyze the dynamics behind political and economic migration, forced migration (including human trafficking), migration and gender, and issues of identity and transnationalism. Although much of our emphasis will rest upon undoc­ umented migration into the Untied States, we will also examine internal migration within Latin American countries as well as lesser-known migration streams in the Americas. The course will include a week-long field study in the Arizona-Sonora border region.

Models of Leadership: Leadership through Differentiation In the United States and around the world today, there is a crisis in effective leadership. Models of Leadership is a course designed for aspiring leaders in every discipline. It explores the skills, behaviors, attitudes, and promises of successful leadership, and it does so in an innovative manner. Rather than pro­ viding an overview of theoretical models and thus a “breadth” of perspectives, this course challenges stu­ dents to explore a particular theoretical model in depth and then compare that perspective with other models. Leadership Through Differentiation is a leadership model based on Bowen Theory, a theoretical model derived from natural systems and applied to human functioning. Leadership through Differentiation offers a radical shift in the notion of leadership that redefines successful leadership from an informational, process, and/or product perspective to one in which the emotional maturity or differen­ tiation level of the leader is the single most significant variable in the successful functioning of leaders in any system. Students will investigate qualities of successful leaders, interview community leaders, research biographies, and observe leaders in action. They will also apply the principles of differentiated leadership to their own lives and future goals. Finally, students will demonstrate their understanding of 157

differentiated leadership through a class or community project. This course may be repeated for credit as different models are presented at different times.

Mountain Landscape Geography This course is an intensive field exploration of mountain landscapes and the geographic factors contribut­ ing to high mountain environments. The course consists of a survey of general geographic factors and case studies that apply to a specific region. Topics include mountain building processes, regional geologic his­ tory, geomorphic processes and landscape evolution, mountain weather and climate, snow science, glaciology, biogeographic perspectives on high mountain plant communities, and human cultural lifeways in high mountain environments. This course will have a regional focus on North American Cordilleran mountains which will vary depending on the course location, but will also consider mountains across the globe. As a necessary aspect of its academic mission, this course requires extensive wilderness travel.

Movement Theater In this course we will explore the interplay of movement and theater improvisation. Our primary approach will be contemplative, relying on our focused awareness and our capacity to stay present and connected with ourselves, each other and the world around us. We will learn tools of participating fully in the creative process and bringing form, development, and transformation to the impulses and invocations of our body and spirit.

Theatre and performance develop out of this as we follow our urge to acknowledge our life experiences and insights and communicate creatively and skillfully on behalf of ourselves and our community. Our study and practice will involve values and elements of physical conditioning, play, improvisation, active meditation and performance with our alert bodies as our primary guides. Students will work in solos and ensembles. We will also explore the integrations of movement with other forms including voice, music, and ritual.

Multicultural Education & Social Justice The purpose of this course is to prepare teachers to teach in socially, culturally, and economically diverse set­ tings. Students will develop the ability to identify their own cultural values and those inherent in their view of education. They will acquire and apply the understanding and skills necessary to identify the socio-cultural foundations of education in Arizona and their own local area schools. Students will attempt to develop a phi­ losophy of education that is responsive to cultural diversity and which provides a foundation for education in a pluralistic society. They will be encouraged to speculate on the nature and purposes of global education.

Natural History & Ecology of the Southwest, Phase I This intensive course will provide both descriptive and quantitative tools of analysis as applied to ecosys­ tems within the state of Arizona. Students will learn natural history skills such as field identification of organisms, use of dichotomous keys, record-keeping, basic sampling techniques, and the fundamentals of writing a scientific paper. These skills will be developed within the context of ecological principles such as natural selection and evolution, homeostasis, population dynamics and life-history patterns, communi­ ty organization and structure, ecosystem functioning, and biogeographic concepts. Students will practice the art of thinking ecologically and will consider how ecological principles can be applied.

Natural History & Ecology of the Southwest, Phase II This intensive course will provide both descriptive and quantitative tools of analysis as applied to ecosys­ tems within the state of Arizona. Students will learn natural history skills such as field identification of organisms, use of dichotomous keys, record-keeping, basic sampling techniques, and the fundamentals of writing a scientific paper. These skills will be developed within the context of ecological principles such as natural selection and evolution, homeostasis, population dynamics and life-history patterns, communi­ ty organization and structure, ecosystem functioning, and biogeographic concepts. Students will practice the art of thinking ecologically and will consider how ecological principles can be applied.

Natural History and Cultural Ecology of Kino Bay, Mexico Students will study the coastal environments in the vicinity of Bahia Kino, Sonora, Mexico. This area exhibits a rich diversity of desert, marine, and estuarian ecological communities. Two distinct human groups inhabit this region: Mestizo Mexicans and Seri Indians. A third group whose impact has increased significantly in recent years is tourists, principally form the Sonoran capital, Hermosillo. Students will analyze the various components of the local environment and study the interrelationships between Kino ecology and economy.

Natural History and Ecology of the Southwest, Phase I This intensive course will provide both descriptive and quantitative tools of analysis as applied to ecosys­ 158

tems within the state of Arizona. Students will learn natural history skills such as field identification of organisms, use of dichotomous keys, record-keeping, basic sampling techniques, and the fundamentals of writing a scientific paper. These skills will be developed within the context of ecological principles such as natural selection and evolution, homeostasis, population dynamics and life-history patterns, communi­ ty organization and structure, ecosystem functioning, and biogeographic concepts. Students will practice the art of thinking ecologically and will consider how ecological principles can be applied.

Natural History and Ecology of the Southwest, Phase II This intensive course will provide both descriptive and quantitative tools of analysis as applied to ecosys­ tems within the state of Arizona. Students will learn natural history skills such as field identification of organisms, use of dichotomous keys, record-keeping, basic sampling techniques, and the fundamentals of writing a scientific paper. These skills will be developed within the context of ecological principles such as natural selection and evolution, homeostasis, population dynamics and life-history patterns, communi­ ty organization and structure, ecosystem functioning, and biogeographic concepts. Students will practice the art of thinking ecologically and will consider how ecological principles can be applied.

Nature and Dance In this course students will explore and develop their relationship with nature as a primary source of move­ ment and creative expression. Students will research the origins of dance in earth-based cultures, as well as contemporary and emergent forms in the field. These studies will inform and guide the class's engagement with the natural environment and investigation of the interdependency of all life. The practice of deep rever­ ence and receptivity will be used to enhance artistic development. Components of this integrative course will include dance, physical conditioning, voice, writing, theater, movement meditation, perception, and ritual.

Students will develop abilities to create solo, duet, and ensemble pieces that express personal and collective art in nature. Students' unique interests will be encouraged and supported.

Nature and Psyche This interdisciplinary course explores the complex relationship between human consciousness and non­ human nature. Course exploration revolves around four major themes: 1) the nature of our psychological responses to the non-human world, historically, currently, and ideally; 2) the concept of the Self, explored from psychological, sociological, evolutionary, and ecological perspectives; 3) the guidance which non­ human nature provides for human behavior; and 4) the relationship between the wounding, or well-being, of the psyche and the degradation, or care, of the earth. Within the context of these themes, we explore such questions as are humans and non-humans compatible? Is human domination of the non-human world natural? How might human consciousness and behavior become more adapted and responsive to current ecological conditions? One week of the course takes place in a retreat setting. Learning formats include lectures, experiential exercises, field natural history exploration, and extensive writing.

Nature's Voice: Reading & Writing about Natural History In this course we will attempt to place the contemporary genre of nature writing in historical and lit­ erary context, learning from others' work as we try to improve our own. Our ultimate goal is to become as fluent as possible at “speaking for nature.” In essence, we will spend the quarter addressing two relat­ ed questions: 1) What are nature writers concerned about? and 2) How do we translate our feelings and thoughts into clear, graceful writing? We will read a wide variety of nature writing – essays, poetry, and some fiction – and critique it regarding content and style. We also will work continually at developing our own skills at observing nature and writing.

New Play Development and Production In this collaborative practicum course, students form a repertory company to produce new plays, serving in multiple roles as actors, directors, playwrights, designers, and technicians. Student-written scripts are taken through all stages of the new play development process, from original reading to revision to casting to rehearsal to more revision to full-scale production. Students document their learning in written port­ folios and rehearsal logs, and the class attends other professional and university theatre productions. The course culminates in a new play festival.

New Psychology, Introduction to a This course will provide an overview of the major areas of study in psychology. Topics will include the bio­ logical basis of behavior, sensation and perception, consciousness, personality, motivation and emotion, learning and memory, cognition, abnormal behavior, and social psychology. Although the course is essen­ 159

tially an introduction to psychology, we will extend traditional conceptions of psychology by continually asking how our knowledge of human behavior and human nature is relevant to the contemporary world.

More specifically, the course is concerned with how basic psychological principles can inform our envi­ ronmental and social change efforts.

New Student Seminar, Option 1, Phase I, II, III: (COURSE TITLE) New Student Seminar offers first-year students at Prescott College (including transfer students with less than 31 semester credits) an integrated introduction to the academic life of a student in the resident undergraduate program. Students electing this option will spend the quarter following orientation in a suite of 3 courses (totaling 12 credits) specifically designed to serve new students. This suite of courses will provide an array of foundational skills and will have a specific focus on using an integrated, thematic approach to developing students' writing abilities.

Life Centering: Mindfulness & Meditative Practices This course provides the student with a theoretical and experiential overview of mindful and meditative practices from an array of philosophical and spiritual traditions. Course participation involves a significant amount of experiential immersion in pertinent practices, as well as didactic study of the theoretical foun­ dations of these practices. The course is designed to encourage self-reflection, life enhancement, and didactic and experiential learning within each student.

New Student Seminar, Option 2, Phase I: (COURSE TITLE) New Student Seminar offers first-year students at Prescott College (including transfer students with less than 31 semester credits) an integrated introduction to the academic life of a student in the resident undergraduate program. Students electing this option will spend the quarter ollowing orientation in a suite of 3 courses (totaling 12 credits) specifically designed to serve new students. This suite of courses will provide an array of foundational skills and will have a specific focus on using an integrated, thematic approach to developing students' writing abilities.

Newspaper Journalism Practicum: The Raven Review In this hands-on practicum course, students learn journalism in a classroom setting and apply the knowledge to the publication of Prescott College's student newspaper, The Raven Review. The course will cover issues of reporting, interviewing, style, typography, headlines, libel, advertising, editing, and media releases. Students will serve in various capacities, depending on their talents and interests and the needs of the paper: as reporters covering college, community, and national issues; as writers of columns and opinion pieces; as pho­ tographers, layout designers, and advertising solicitors; and as editors, shaping issues and reading and choos­ ing articles from the college community for publication. The class will produce several issues during the quar­ ter. The experience from this course counts toward the practicum requirement in writing and literature.

Nonprofit Management This course will engage in exploration of the theory, topics, and issues associated with management in the non-profit environment. This will include: the role of nonprofits in the greater socioeconomic landscape, organizational structure; strategic planning, marketing; financial management; capitalization and fundrais­ ing, including gifts and grants; and other topics associated with managing a nonprofit organization.

Learning formats will include extensive readings and writing assignments, class discussion, and conversa­ tions with experienced nonprofit managers. Students seeking upper division credit will also engage in additional in depth study of a specific area associated with nonprofit management.

Nonviolent Communication This approach to communication emphasizes compassion as the motivation for action. The goal of non-vio­ lent communication is to reduce the amount of distress and hostility created in the world by forms of com­ munication which have pain as one of their products. This is a skill-based course. The tools and concepts are designed to help us think, listen, and speak in ways that awaken compassion and generosity within ourselves and between each other. While the core concepts are based on the models developed by Dr. Marshall Rosenburg, a significant portion of the class will be dedicated to applying these skills to personal relationship and to the effective facilitation of groups, counseling environments, and effecting socio-political change.

Observations of Nature: the Art of Scientific Illustration This course introduces students to the art of scientific illustration through the observation and depiction of natural forms (plants, wildlife, anatomy, microscopic organisms, etc.). Students will work directly from 160

nature learning to draw with accuracy and detail, creating illustrations that are both informative and inves­ tigative. This course will also look at the role of artistic interpretation in art and science, and cover histor­ ical and contemporary artists who use scientific illustration as an expressive art form. Media will include graphite and charcoal drawing, pen and ink, watercolor and mixed media. Frequent field trips will enable students to draw firsthand from the outdoors, museums, laboratories, etc. This course provides Environmental Studies students with the skills to illustrate field journals and guides, and prepares Visual Arts students for advanced studies in drawing and painting.

Oceanography This course will provide and introductory glimpse of the Earth's oceans from physical and marine geolog­ ic perspectives. Through class presentations, lectures, discussions, lab exercises and field trips we will ponder the geologic origin of the oceans and familiarize ourselves with their geography. With an eye towards understanding the oceanic realm and the dominant role it plays in regulating global climate, we will study the physical and chemical properties of sea water and the techniques for measuring these prop­ erties. We will examine global oceanic circulation patterns and the causes of currents, waves, tides and upwelling. The preceding topics will be examined globally but examples from the Gulf of California will be used extensively to provide students with an introduction to this area.

Opening the Creative Mind This course offers the student an exploration into creativity and personal development through a variety of processes and media. Our emphasis will be on breaking out of conditioned ways of thought and perception in order to generate new creative ideas, original solutions to problems, and inner skills of self-directedness.

Theoretical models and experiential exercises are used to foster flexibility of awareness, move through cre­ ative blocks, and align with the dynamic stages of the creative process itself. Methods may include image-mak­ ing, writing, games, stories, movement, rhythm meditation, and creative life actions. An excellent preparation for any area of study or life endeavor in which original, creative thought and action are a necessity.

Organic Evolution This course focuses on the genetic basis of organic evolution. Topics include the study of diversity and the his­ tory of evolutionary thought; Darwin's evidence for evolution and common descent; the nature of inheritance, adaptation, and speciation; and rates and timing of growth and development. The course consists of lectures, discussions, and extensive readings. Students will develop the ability to evaluate the various theories regard­ ing the processes of organic evolution as well as gain a broad overview of evolution as a unifying theme in biol­ ogy. In addition, students will focus on specific topics of their choice by completing personal projects.

Organic Farm Management The agriculture industry is currently ranked the third highest employer in the United States. The demand is great for qualified persons to manage farms and agriculture-related program such as Community Support Agriculture. This course is designed to give students tangible, practical experience working on an organic farm, as well as provide a solid education in farm management. The educational approach will involve a basic economic model designed by the student creating their ideal farm, incorporating crop design, budget, farm size, infrastructure, water issues, etc., and learning what is required to be an effec­ tive farm manager. There will be one research project and paper required.

Orientation Instructors Practicum This advanced course represents a practical demonstration of wilderness leadership. It enables student leaders to apply knowledge and skills that have been gained through their prior course work. Student lead­ ers conduct a three week wilderness expedition for students entering the Resident Degree Program. The student leaders are responsible for the organization, documentation, and facilitation of the expedition which serves as a personal demonstration of competence in leadership, teaching, and logistical skills.

Orientation, Base-camp This course is intended to orient new students to the colleges' unique educational philosophy, structure, and community. The curriculum for the course is carried out through several backcountry excursions, or from a base-camp setting. Students develop a sense of place and make connections to the southwest through day hikes, community events, group activities, and studying the ecology and natural history of the area. Students become functioning members of an invaluable community by learning interpersonal communication, flexibility, com­ mitment, and most importantly, compassion and respect for others and one's self. Through individual research projects, a solo experience, leadership training, and service projects students must participate fully in this inter­ disciplinary Liberal Arts course. Students will conclude Orientation with an all-day academic seminar.

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Orientation, Base-camp: Equine This course is intended to orient new students to the colleges' unique educational philosophy, structure, and community. The curriculum for the course is carried out over three weeks on a horse ranch. Students develop a sense of place and make connections to the southwest and their human and equine communi­ ty members through learning relational horsemanship skills, participating in a horsepacking expedition and studying the ecology and natural history of their route. Students become functioning members of an invaluable community by learning interpersonal communication, flexibility, commitment, and most importantly, compassion and respect for others and one's self. Through individual research projects, car­ ing for their horses, leadership training, and service projects students must participate fully in this inter­ disciplinary Liberal Arts course. Students will conclude Orientation with an all-day academic seminar.

Orientation, Base-camp: Health-based Practices This course is intended to orient new students to the college's unique educational philosophy, structure and community. The curriculum for the course is carried out over three weeks in a base camp setting focused on yoga and other mind/body practices. Students will develop a twice daily practice that teaches yoga postures and breathing technique. They will develop a sense of place while living and practicing and studying in a local natural environment. Student's become functioning members of an invaluable commu­ nity by learning interpersonal communication, flexibility, commitment and most importantly, compassion and respect for self and others. Through individual research projects, a solo experience, leadership train­ ing and service projects, students must participate fully in this interdisciplinary Liberal Arts course.

Students will conclude Orientation with an all day Academic Seminar.

Orientation: Desert, Mountain, and Canyon Expedition This course is intended to orient new students to the college's unique educational philosophy, structure, and community. The curriculum for the course is carried out within the context of a three week backpack­ ing expedition. Students develop a sense of place and make connections to the southwest through rigor­ ous back country travel, map and wilderness navigation, and studying the ecology and natural history of their route. Students become functioning members of an invaluable community by learning interperson­ al communication, flexibility, commitment, and most importantly, compassion and respect for others and one's self. Through individual research projects, a solo experience, leadership training, and service proj­ ects students must participate fully in this interdisciplinary Liberal Arts course. Students will conclude Orientation with an all-day academic seminar.

Origins & Directions in Adventure Education A major goal of this course is to provide literacy in the field giving students a well-rounded and profes­ sional edge to a career in Adventure Education. Through lecture, discussion, research, and experiential projects, this course will explore the many facets comprising Adventure Education. By exploring histori­ cal influences relative to exploration, industrialization, as well as changing views of the concepts of both leisure and nature, one will see how and why Adventure Education emerged as a field. Similarities and differences to such fields as outdoor education, recreation, environmental sciences, and experiential edu­ cation will be investigated. Students will practice several modes of research and writing while critically examining common trends in Adventure Education. Upon completion, the successful student will be able to converse intelligently and with depth on the origins and directions of Adventure Education.

Ornithology, Introduction to This course introduces students to the biology of birds. Topics include evolution, anatomy, physiology, behavior, ecology, and conservation. The course consists of lectures, discussions, and extensive readings including a selection from the primary scientific literature. Local outings will supplement the material covered in class.

Outdoor Education & Recreation This course offers an introduction to the manifold facets of the Adventure Education program. Major recreational skills are presented in an outdoor setting. Complimentary topics (including a history of adventure and exploration, landscape studies, and the origins of outdoor education) will provide students with a means of assessing and determining their own commitment and suitability for outdoor leadership and recreational pursuits.

Outdoor Program Administration 162

This course will introduce students to the administrative and leadership skills required to operate a suc­ cessful adventure education program. Topics covered include: program design; safety and risk manage­ ment; legal liability; hiring, supervising, and evaluating staff; fiscal management; access to public lands; and program leadership. Adventure Education program faculty and outside speakers will present on var­ ious pertinent topics through the enrollment period. Students will select a topic of special interest to research, write about, and present to the class.

Painting from the Source Painting can be used as a vehicle of deep inner connection, personal understanding, healing, and selftransformation. In this class participants will develop skills for generating meaningful personal imagery through spontaneous painting, meditation, mandala processes, and creative personal explorations. We will engage elements of visual space and design, as well as symbol, metaphor, and archetype as the inner lan­ guage of the psyche and as living messengers between different levels of consciousness. An excellent introduction to art as a therapeutic and spiritual process.

PAN I: People, Animals, and Nature This course provides both a theoretical and applied experiential grounding in our relationships within the nat­ ural world. Foundational readings and dialogue from the Biophilia Hypothesis will help frame an inquiry based exploration of relationships in the more than human world. Students will explore these relationships with each other, through an informed engagement of the nature of being human, through immersion and study of the local bioregion, through and through intentional relationship with equine partners.

Park & Wilderness Management Political activism on the part of a great many people stimulated legislation to create a national park sys­ tem, and later, the National Wilderness Preservation System. Too often, however, public awareness of these wildlands has waned once they receive legal protection. The question “How do we keep it wild?” has been only infrequently asked. In this course we will seek pragmatic answers to this essential question.

We will review the evolution of wildlands preservation in America, including pertinent legislation, and then proceed to analyze a series of contemporary management issues including: restrictions on visitor use; limits of acceptable change; permits; fire management policies; ecosystem management and interagency conflict; and the competing roles of recreation, resource extraction, and preservation of biological diver­ sity on public lands. Learning formats will include extensive readings and writing assignments, class dis­ cussions and seminars, meetings with agency personnel, and field study of wildlands management.

Peace Studies, Introduction to The processes and politics of “war” have been a continuous and regular feature of modern life, as dramat­ ically indicated by recent events in the United States and abroad. In this course we will initially analyze the roots of war from various perspectives encompassing psychological, sociological, and political para­ digms. Then, by considering concepts such as “negative peace,” “positive peace,” and “nonviolence,” and by drawing upon spiritual texts and insights, we will seek to assess the viability of proposals for solving the “war problem” through the conscious deployment of peace research, education, and activism. In this light, we will consider peace movements both historical and contemporary, as well as experiments in commu­ nity-building that provide a measure of hope for the prospects of peace in a time when images and rhet­ oric of war have come to dominate the political landscape.

Peer Counseling Practicum I This course is a natural extension of Counseling Skills and related courses. In the Peer Counseling Practicum, students will be involved in the operation of the Peer Counseling and Student Resource Center (PC&SRC) under the supervision of the course instructor. As part of their Peer Counseling Practicum responsibilities, students will provide a number of services including peer counseling, informa­ tion and referral, community education events, student advocacy, leadership, and support. Students will also regularly attend staff meetings where counseling supervision, in-service instruction, and advanced skill-building training are conducted.

People in Nature: An Interdisciplinary Seminar It is often difficult to grasp the far-reaching implications of a global environmental issue. This seminarstyle course investigates a current challenge facing our planet through the eyes of a group of faculty and visiting scholars that ranges from the psychological, cultural, artistic, spiritual, scientific, and ethical. Each week we will explore, through guest lectures or information sessions and follow-up discussions, how a par­ 163

ticular environmental issue affects, for example, our use of the wilderness, the way we view scientific data, our artistic expressions, the foundations of our spiritual and psychological well-being, recreation, and our educational systems. We will explore how various cultural groups within the US and across the globe are affected by this issue. The course will also explore solutions through activism, education at all levels in society, and restoration. In Spring 2009 this course will focus on Global Climate Change.

Permaculture Design for Drylands, Advanced The goal of this course is to increase the participants' skills as designers and to further integrate their per­ maculture design skills with related areas of study. The course will cover advanced permaculture concepts of patterning, keyline philosophy, element analysis, guilds, development of functional arrays, and sustain­ able community design in both experiential and lecture format. Participants will engage in study projects that will hone basic design skills and encourage experimentation with more advanced concepts. The focus of the course will be on developing greater skill in integrated design through site assessments, concept studies, and other experiential exercises. Participants will be encouraged to relate their permaculture skills to other fields of study within design exercises, study projects, and journaling.

Permaculture Design I,II Advanced The goal of this class is to increase student's skills in practical Permaculture design and implementation, while exploring advanced topics in Permaculture. This course will cover advanced Permaculture concepts of pat­ terning, keyline philosophy, element analysis, development of functional arrays, and sustainable community design, all in the context of an extended design practicum. It will be a combination of lecture, discussion, tour­ ing, hands-on implementation, design practicum, and experiential exercises. The course will be based in Western Oregon, where students will visit established Permaculture sites and meet with some of the most experienced and well-known Permaculture teachers in North America. The focus of the course will be in the production of thoughtful integrated designs for a variety of sites: urban, suburban, small farm and broadacre.

Students should come out of the class well-steeped in the design process, and will be required to construct some portion of a unique Permaculture design as a part of the final evaluation.

Permaculture for Drylands, Basic This course is a month-long study of Permaculture, a whole-systems approach to land use based on an ethic of earthcare. Developed in Australia in the early 1970's by ecologist Bill Mollison, permaculture design integrates food production, energy production and use, shelter, reclamation of damaged lands, and people into sustainable human communities. We will cover the basic drylands design course curriculum, as specified by the international Permaculture Institute in Australia, in an expanded form. Addendum: Students will receive permaculture designer's certification through this course. The course will take place throughout Arizona, with trips to Arcosanti, Tucson, Jerome, Sedona, and other locations as available.

Personality Theories This course aims at understanding personality and motivational processes. Personality theories are func­ tional in orientation and have significance for human adjustment and survival. Various views of human nature are represented in psychoanalytic, behavioral, humanistic and existential approaches. Theorists (e.g. Freud, Jung, Skinner, Rogers, Maslow) from these schools have made significant contributions to understanding “why people are the way they are.” Relationships among theory, research, and clinical prac­ tice will be discussed, and concepts from personality theories will be used to understand behavior.

Students will pursue in depth research in a specific typological system of personalities.

Peru: Conservation Systems and Culture The Andes rise 19,700 feet (6,000 meters) above sea level, separating the other two geographic determi­ nants of Peruvian reality – the Pacific Ocean and the Amazon jungle basin. The Andes comprise about a third of Peru's territory. The extreme variables of altitude, temperature, moisture, and other factors make the Andes a highly complex and demanding environment for human beings. Out of a possible 103 ecolog­ ical zones in the classification made by American botanist Joseph Tosi, Peru's 797,761 square miles (1,284,640 square kilometers) have 83 zones. Inter-Andean valleys house one of the poorest and more “Indian” peasantries of Latin America, survivors of an Agrarian Reform that erased private ownership of lands in the 1970's and tried a cooperative system of administration, an experiment almost obliterated by the Civil War of the 1980's. Two of the more traditional and backward areas of Peru are Cuzco and Puno.

The first is a “tourist Mecca” and the second a commercial entrepôt towards the Bolivian border. How tra­ ditional peasant communities survive around and adapt to these two different “islands of modernity” in Southern Peru is the main question of the course. Complementarily, the role of rural-to-urban migration 164

will be tackled in Lima, the country's capital city, center of politic, economic, and symbolic power, the hyper-centralist home of three out of every ten Peruvians.

Philosophies of Interpretive Naturalists Wilderness has had a profound effect on art, literature, and political thought in America. This course will consider the historical influences wilderness and nature have had in shaping our contemporary philoso­ phies and attitudes. Beginning with an overview of definitions of nature from the roots of western civiliza­ tion, we will gain a historical context for considering the writings of interpretive naturalists such as Henry David Thoreau, John Muir, Aldo Leopold, and Rachel Carson. Selected essays will be read and discussed with respect to their influence on political and philosophical perspectives in America.

Philosophy and Religion: Search for Meaning Beneath the massive problems that we face today lies a deep confusion about many philosophical and reli­ gious questions that have been asked since the beginning of time. This course gives students the oppor­ tunity to ask questions about the real world of meaning that exists behind appearances. Who am I? What is the meaning of human life on earth? Does anything exist beyond our senses? This course will introduce the student to philosophy as a wisdom tradition and return to Aristotle's original premise that all philoso­ phy begins with wonder. We will also consider religions as sources of meaning. By reading excerpts from philosophical and religious texts from a global perspective, students will develop an overview of the vari­ ous wisdom traditions and the main themes that each tradition encompasses. The course will include short selections from diverse sources such as Plato, Aristotle, Plotinus, Augustine and other Christian thinkers, Descartes, Kant, Kierkegaard, and selections from basic texts in Hinduism and Buddhism.

Philosophy: History of Consciousness This is the second course in Prescott College's basic philosophy series, following Modes of Thinking. The major problems with which conscious thinkers have grappled since ancient times will be our starting point.

Traditional issues like knowledge (epistemology), existence and meaning (metaphysics), and moral develop­ ment (ethics) will be explored in the beginning, and a historical approach to the development of modes of thinking will be emphasized. The destination of this intellectual journey will be to examine contemporary philosophical thought and involve class members in creative, original work to understand their own ideas and feelings. This class is intended for all students who wish to gain a broad understanding of the history of con­ scious thought, based on both reason and emotions (i.e. philosophy). The course will also be of great value to anyone who has ever pondered imponderables and wondered if others have done the same.

Philosophy: Making Ethical Decisions in the Contemporary World In this course, each participant will confront important social and personal issues and determine what his or her ethical basis should be for deciding and acting. The nations and peoples of the world are going through a period of accelerated change, that is bringing with it very real dangers but also great opportu­ nities. The crises of this period are reflected in the personal choices people have to make in every socie­ ty; this is particularly true of our own. Many of the issues we confront today are being addressed through politicized labels such as “right to life vs. genetic engineering,” “clash of civilizations vs. war on terrorism,” “globalization vs. peoples' movements,” or “global warming vs. jobs and the economy.” In exploring these challenges and issues, each participant in this course will be encouraged to develop a rational and emo­ tional basis for personal ethical behavior, a coherent set of social commitments, and an understanding of how decisions we make today will affect the short- and long-term future of our communities, our society, our descendants, and our planet.

Philosophy: Modes of Scientific Thinking Science is one of the most dynamic powerful enterprises in the modern world, but it is not generally known that all science has a philosophical foundation. Epistemology and metaphysics provide the basic theories of knowledge underlying all types of pure and applied science. In this course we will learn how scientific theories are created and tested. We will not restrict ourselves to empirical or laboratory science, but also treat phenomenology and human/social sciences. Our study material will be taken from fields like small particle physics and string theory, cosmology and astrophysics, evolution and natural history, and advanced genetics – examined at a descriptive level. Students will not only learn the philosophical bases of such sciences, but a great deal about the newest developments as well. The course will open under­ standing of some of the most exciting directions of humanity now and in the future.

Philosophy: Modes of Thinking 165

There are many modes of thinking – mythic, metaphoric, intuitive, logico-analytic, synthetic, systemic, non-linear, and others (as well as fallacious or mis-applied modes.) The human tendency is to uncon­ sciously adopt one or two modes and ignore the others, which leads to misunderstandings and errors in thinking. We also make the mistake of believing one mode of thinking is superior to the others. For exam­ ple, many hold science to be more “true” than myth, but it is just as wrong to apply scientific standards to myth, as it is to create myths in science. This course will help participants understand the bases, uses, and limits of the various modes, and to identify them in their own thinking. We will critically examine think­ ing (and fallacies) evident in the media, academic world, politics, the arts, and public and private dis­ course. We will apply appropriate modes of thinking to solve problems that at first appear intractable. We will learn to see the true meaning of things using the “inner eye.” This course is fundamental to the areas of Philosophy, Humanities, and Liberal Arts, and is applicable to Education and Teacher Training, and any area of study in which effective thinking is valued.

Photo Exploration, Basic I This course will focus on photography as a means of visual expression. The student will explore the creative potential of black and white photography and develop a strong foundation of technical processes. Class ses­ sions will include basic camera operation, correct film exposure and processing, introductory print-making, and final presentation. The course will emphasize visual thinking and will enable the student to develop a new appreciation for the natural world, cultural environment, and the power of photography.

Photo Exploration, Basic II This course further expands the integration of photographic seeing and the translation of this seeing into strongly represented images. Students will be introduced to the zone system control for film exposure and emphasize its use as a creative tool to connect the pre-envisioned post-visualized cycle of image making. Fine print-making techniques will be refined including selective bleaching, toning, and photochemistry.

Photographer as Social Artist What is our role as visual artists in making comment, and perhaps change, in our society? This course will explore the history of photography as used as a voice for social activism. From the natural landscape images at the turn of the century to the industrial exploitation images of this year's photographers, we will explore how photography has been used to expand, educate, and perhaps manipulate the social attitude of this century. Students will undertake research into different eras and political concerns to become aware of historical motivations; they will also develop a photographic theme to actively participate within locally. Avenues of presentation will be continuously sought for our project as we create a body of work which will demonstrate a politically and socially aware position. Students will pursue the possibility of public funding as a means to support the chosen project. Students will be encouraged to work with any of the advanced processes of photography, including B/W, color, and alternative processes.

Photography Workshop: Color Photography This class will introduce students to the technical processes, creative application, and historical develop­ ment of color images through the application of slide transparency and color negative materials as well as alternative color methods. Students will learn and apply the basics of color theory and design as it applies to creative image-making and visual literacy through a series of assignments and student initiated inquiry utilizing color films under a variety of different situations. Concurrent with both field and darkroom assignments, students will be exposed to the historical significance and visual aesthetics of color photog­ raphy within the continuing photographic tradition, as well as the basic technologies associated with such processes as Autochrome, Kodachrome, and Ektachrome.

Photography Workshop: Personal Fiction: Transcribing the Myths Who might we be and who might we become? Life is an adventurous trek of discovering our personal potential within our acquired culture. This is the age of responsibility; to achieve responsibility we must be disciplined in nurturing our awareness. In this course, we will use the process of camera craft as a means to reveal and make conscious our personal desires and abilities. This will come in the form of pho­ tographing our dreams, nightmares, aspirations and affinity to various role modes. Students will make photographs daily as an ongoing exploration of who they might be, who they might become, and most importantly – what they are now. At the completion of this course, students will have created a pictorial novel, which will serve as inspiration and guidance for future work.

Photography, History of 166

This course is designed to give students an overview of the historical applications of photography from a sci­ entific, aesthetic, and social perspective. Students will learn research methods and have access to one of the finest photographic collections in the country (Center for Creative Photography at the University of Arizona.)

As students explore the powerful impact photography has had upon our world, they will direct their studies toward personal areas of interest and research and learn how these areas fit into the grand scheme of tradi­ tional and contemporary image making. Students will not only conduct archive/library research but will also be engaged in dialogue and interviews with some of the important figures in this medium. The goal of this class is to absorb the past, embrace the present, and give direction to the future.

Physics & Chemistry, Foundations of This course provides an introduction to the physical and chemical sciences. Topics covered include meas­ urement and units, the nature of matter and energy, atomic structure, chemical bonds, chemical reactions, acids and bases, organic chemistry, physical mechanics and thermodynamics. The course will serve as a useful basis for students interested in biological systems, environmental chemistry, soil science, geology, geochemistry and many other areas within environmental studies. Classes consist of lectures, discussions, and lab exercises. Environmental applications are used extensively to illustrate concepts in the course.

Physics, Foundations of This course is an introduction to various themes in physics including motion, energy, waves, electricity and magnetism, and modern physics. We will discuss the social context and philosophical implications of develop­ ments in physics, from its inception in ancient times modern particle physics. A solid foundation in high school algebra is required for entry into this course although the emphasis will be on concepts and not mathematics.

Plant Propagation Methods The focus of this course is to acquaint students with a wide array of plant propagation methods and facil­ ities, both historic and modern. Field work will include hands-on propagation experiments, nursery pro­ duction practices, and greenhouse propagation methodology. Class discussions and lectures will cover everything from conservation of plant genetic stocks and grafting methods to irrigation and greenhouse systems. Issues of conventional versus sustainable systems will be explored, and students will be encour­ aged to understand the problems and solutions of plant propagation in today's world.

Plants & Humans This introductory course gives an overview of human relationships and interactions with plants developed from the perspectives of ethnobotany and economic botany, with emphasis on the following kinds of top­ ics: food plants and domestication, medicinal plants and phytochemistry, ritual and ceremonial plants, plants for fiber and utility, invasive species, plants for bioremediation and living machines. Activities in the class include laboratory exercises, class discussions, class projects, and projects based on individual students' interests. This is a foundation course for application-based independent studies in any of the above topical areas and for students pursuing competencies in agroecology, ecological design, human development, ecopsychology, holistic health and wellness, human ecology, and related areas.

Playwriting This course engages students in the theory and practice of writing for the theatre. The class will read, view, and study plays in preparation for writing original short dramatic works. Students will experiment with the form through writing exercises to develop character, dialogue, plot, and setting. Each student will write at least two short plays and participate in workshops, discussions, and class projects. Plays written in this class will be considered for possible performance by acting and production classes.

Poetry Workshop Students will read and critique the works of contemporary poets in order to become familiar with a vari­ ety of literary techniques and to develop an appreciation for the relationship between content and form.

Students will also submit original drafts of poems for class critique and engage in a variety of writing exer­ cises. The reading, writing, and critiquing experience gained in this course will provide the background students will need for further study in poetry.

Poetry Workshop, Advanced This course provides advanced students with the opportunity to pursue independent projects in poetry in a workshop atmosphere. Each student will design an individual reading list appropriate to the chosen project.

Such projects may include continuing to experiment with free-verse techniques introduced in Poetry 167

Workshop; exploring traditional forms such as haiku, the sonnet and villanelle; concentration on nature poet­ ry, poetry in translation, particular authors or poetry in relation to visual art forms; or pursuing other emphases pertinent to the students' creative endeavors. Students will submit their own works-in-progress for the week­ ly class critiques, engage in a variety of writing exercises, and give brief presentations on their independent projects. Students will also explore avenues for taking their work beyond the classroom by either participat­ ing in a public reading or by sending their work to journals for consideration.

Political Personalities and Mass Psychology This course is an introduction to the study of political personalities and mass psychology largely from the standpoint of contemporary psychoanalysis (Jacques Lacan, inter alios). Special attention will be paid to the origins, development, manifestations and consequences of psychopathologies within the context of certain ideologies and political institutions. All of the principal historical psychoanalytic pathologiesobsessional desire, paranoia, perversion (sadism, masochism), and hysteria-are registered in political indi­ viduals, groups and institutions. We will entertain such topics as the logic of political fantasies in popular culture, psychological interpretations of mass arousal and quiescence, the “obscene” enjoyment pertain­ ing to the meaning of the leader, or the form of the nation-state, the law or ideology. We will consider var­ ious interpretations of political violence (war, genocide, terrorism), and political moods (melancholia, cyn­ icism, nostalgia, humor) as well as possible political antidotes or “cures” for psychopathologies in politics.

Finally, we will discuss arguments against psychological or psychoanalytic interpretations of politics. Our readings will be supplemented by the screening of appropriate films.

Printmaking In this course students will examine various theories through experimentation in several printmaking processes as they relate to bookarts traditions. Work will be crafted using the stencil, monotype, and var­ ious low tech polymer processes Aesthetic understanding, development of individualstyle, and the expres­ sion of personal and societal issues will be stressed in the prints. Students will research the printmaking accomplishments of contemporary artists whose approaches to form and content are expressive and rev­ olutionary. Personal style and vision will be encouraged though exploratory creative exercises with mixed media projects and the development of images from a central theme. Visits to printmaking studios, muse­ ums, and galleries will help expand a critical dialogue and understanding of contemporary vocabulary.

Psychology For Social Change This course explores and attempts to expand psychology's contributions to our understanding of the world's problems involving social and environmental injustice. Specific topics may include: the relation between psy­ chological health and environmental conditions; the psychology of global responsibility; the nature of empow­ erment and transformation; psychological views on aggression and conflict; peacemaking and peacebuilding.

Our work together provides a platform for taking individual, community, and political responsibility.

Psychology of Healing and Happiness Since its inception, the profession of psychology has focused, with considerable success, on pathology and its origins and remedies. This course will focus on the new field of positive psychology, which focuses on positive feelings and strengths. In particular, students will explore the growing body of knowledge on pos­ itive emotions, such as optimism, humor, spirituality, and forgiveness, and their relationship to health, healing, and happiness. Students will have the opportunity to explore their own positive feelings and strengths and the relationship they bear to their own degree of life satisfaction.

Psychology of Personal Growth The path to personal growth and transformation has many entry points including mindfulness, self-aware­ ness and an understanding of the relationship between who we are and how we live. “How am I to live?” will serve as the overarching question for students in this course. Using current research and theory, an exploration of social context, and in-depth self-reflection, students will develop an understanding of the relationship between what we think, how we act and who we become.

Psychopathology This course will introduce forms of abnormal consciousness and behavior, including disorders of mood, anxiety, schizophrenia, eating, sleep, cognition, development, addictions, and personality. Reading and discussion will include the biomedical, psychodynamic, and environmental models and treatment of abnormality. In addition, we will consider the very concept of “abnormal behavior” in the context of cul­ tural influences. Students will be expected to choose independent readings and facilitate discussion of a particular topic of interest. The class will attend at least one professional conference related to the field 168

of abnormal psychology and the mental health field.

Public Art: Mural Painting In this course students will learn various aspects of mural painting, from preliminary planning to the com­ pletion of a permanent mural. This course includes technical instruction in acrylic and fresco mural paint­ ing and investigates the historical role of mural art in various cultures. Project proposals, permits, fundraising, and legal processes necessary to implement public murals will be covered, and fieldtrips will allow students to visit several major mural projects in the region. A majority of the course will be dedicat­ ed to the design and execution of a public mural on campus.

Public Art: Site-specific Sculpture In this studio arts course, students will create public art projects along cultural and political themes relevant to the Southwest U.S. This course will include technical instruction in a variety of permanent and temporary sculptural media, including large-scale wood sculpture, mixed media, and new genres. Application, permit, fundraising, and legal processes necessary to implement public projects will be researched. Students will trav­ el throughout the region visiting public arts projects and creating individual and collaborative art pieces in public settings. This course will culminate in the production of a permanent public sculpture on campus.

Reading in the Content Area: Secondary Education Reading in the content area is an in depth study of systems involved in the reading process at the second­ ary level. The student will review secondary reading standards and core English and Language Arts cur­ riculum in order to support skills and include them into specific content areas. Topics such as vocabulary, reading fluency and comprehension are central components of this course as well as comprehension in both literary and informational texts such as expository, functional, and persuasive writing. The student will consult with district reading specialists to become informed of reading diagnostic tools used within the district and state as well as additional tools and technology available to assist the struggling reader. The student will review the Arizona Department of Education website to maintain a working knowledge of legislation and programs that address literacy issues.

Reading: Methods & Practice During this course of study, students will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. Students will gain an understanding of legislative and state board of education mandates pertaining to the elementary reading program. Students will be expected to master instructional strategies for each of the five research-based essential components of reading: phonemic awareness, phonics, vocabulary development, reading fluency, and reading compre­ hension. Students will explore diagnostic and remedial reading strategies for use with diverse learners, including ELL. Students will investigate environmental and cultural factors that influence reading, and plan for their accommodation within an effective classroom reading program.

Recreation Management Practicum This course is designed to embrace and explore the concepts of service learning through direct commu­ nity participation. Within the context of the course, students will interact with various public land man­ agers to not only learn about recreation management, but also how they can actively participate in the stewardship of public lands. Through these interactions, students will gain knowledge and understanding related to the management of various forms of recreation on public lands. The laws, history, and ethics related to commercial and non-commercial recreation activities such as rock climbing, backpacking, equestrian use, river running, mountain biking, and off road vehicle use will also be explored. Students will also gain skills and experience in trail restoration and maintenance, wilderness inventory, and recre­ ation site inventory and restoration. This course takes place on public lands throughout Northern Arizona, with a focus on our National Forest lands.

Relational Horsemanship This course provides foundational skills for students interested in working with horses or in Equine Experiential Learning. Through reciprocal relationships with horses, students explore patterns of commu­ nication and leadership. As groundwork for this reciprocity, students learn about historical and contem­ porary relational approaches to human equine partnership. Safe and effective horsemanship skills will be taught. Western riding and horsepacking skills will provide an applied context within the course.

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Religion and Science Since the dawn of human civilization, religion and science have played preeminent roles in our quest to comprehend the universe, our world, and our existence. This course, team-taught by a scientist and a religionist, explores the processes by which religious traditions and scientific disciplines seek to understand the origins of the universe, Earth, and life. We also consider whether and how these reli­ gious and scientific quests for knowledge relate to each other. We begin by studying representative highlights of how sciences and religions have addressed questions of origins. Then we examine con­ temporary debates on these issues. To maintain currency, the topics covered will vary from year to year, but examples of the types of issues we will examine are the Big Bang versus other cosmogonic models, the repercussions of the proposal that ancient Martian life has been discovered, and the impli­ cations of recent advances in genetic engineering. Students, mindful of the role science and religion can play in informing the important choices individuals and societies will make in the years to come, will apply what they have learned in this course to specific contemporary challenges that have both religious and scientific aspects and implications.

Religious Ethics & Environmental Activism This course begins with the premise that the global environmental crisis constitutes a moral and religious crisis. Religion and ecology converge philosophically when both ask the big questions about the workings of the universe and human beings' place in it. That they also converge morally is evident in the observa­ tion that the solutions to environmental problems cannot be found in science alone, because the roots of these problems lie in human attitudes of arrogance and spiritual pride that are often expressed and legit­ imated by our religions. The cooperation of the world's religions in helping humans address the environ­ mental crisis is essential. How do religious traditions need to be reevaluated and reconstructed in the light of the global environmental situation? What spiritual resources do the world's religious and ethical tradi­ tions provide for dealing with environmental problems? What do different religious traditions have to say about each other that might clarify what it means to have proper respect for the Earth? To address these and other crucial questions, we will bring in materials from indigenous cultures and Asian religious tradi­ tions; examine the legacies and roles of the dominant Western religions; trace the development of the modern mechanistic view of the environment; and explore forms of contemporary ecological spirituality (e.g. Christian ecotheology, animal rights, Deep Ecology, ecoactivism, and ecofeminism).

Religious Roots of Peace In this course students will explore the roles of religion and spirituality in peace-building. We will inves­ tigate 1) the relationship of social action, politics, and religion; 2) specific spiritual practices employed in the cause of social justice and change; and 3) spiritual roots of peace grounded in the world's religions.

The beginning of the course will be devoted to an exploration of the theory and method of religious peacebuilding, focusing on these three study areas. Based on this foundation, students will then consider case studies of peace-makers around the world whose religious and spiritual traditions have inspired them and provided them with resources crucial to their work for social change.

Restoration Ecology: Watersheds of the Southwest This course focuses on watershed-scale restoration. Striking a balance between theory (restoration ecolo­ gy) and practice (ecological restoration), we will begin by exploring watershed and riparian restoration from philosophical, psychological, political, and economic perspectives. Understanding the structure and function of aridland watersheds and assessing how human activities have affected and shaped their health will set the foundation for the rest of the course. Some of the paradigms and principles relevant to eco­ logical restoration such as succession, disturbance, space-time scales, evolution, historical ecology, ecosys­ tem health, and traditional knowledge will also be examined. Finally, students will learn practical meth­ ods of planning, implementing, and evaluating watershed and riparian restoration projects through case study research, field trips to restoration sites, and hands-on restoration work.

Rethinking our Classrooms: Race, Power, and Identity in Education The intent of this course is to allow educators – both future public school teachers and future community edu­ cators – to critically analyze their own backgrounds in a safe forum. The purpose of analyzing our own iden­ tities is to investigate how our race, class, gender, sexual orientation, religion, primary language and ability influence the way we teach and the way we are received as teachers. This course will focus on both theory and practice as we move through analyzing our identities to culturally responsive teaching (Gay, 2000). This seminar will be steeped in narrative tradition using autobiography as a tool for self-analysis as well as a curric­ ular methodology. Through readings, journal writing, teacher interviews and classroom observations, we will 170

investigate how our stories influence the way in which we address issues of access to education and how we can rethink our classrooms to use our own identities as positive agents of change.

Revolution: The Latin American Experience Latin America was the scene of significant social revolutions during the 20th Century. These include the Mexican Revolution of 1910, the first major social revolution of this period that preceded the Bolshevik uprising in Russia by several years; mid-century revolutionary activities throughout the region (Guatemala, Bolivia, and Cuba); and continued activities in Central America and South America from the 1970's to the 1990's, along with recent uprisings in Mexico. Such experience makes Latin America a prime bioregion to study the notion of revolution. This course examines the theories of social revolutions includ­ ing analyses of their causes and effects, and the histories, pre and post 20th century, of revolutions and revolutionary movements in Latin America.

River Guides Training This course is designed as a river guides' training course, and is suited to students with some previous river guide and/or whitewater raft piloting experience. Whitewater rafting and expeditionary river trip leadership are primary components of the curriculum. The intention is to approach modern river run­ ning from a commercial guide's training perspective. Students will assist in organizing, a 3-week expe­ ditionary river trip through Grand Canyon, during which basic training in a broad spectrum of river trip related topics will be covered. These include: raft piloting and whitewater hydrology, equipment care and repair, protocols for camping, food preparation, sanitation, participant briefings, client/guide relations, conducting side-hikes and interpretive presentations in regional natural and cultural history and current conservation issues.

Rock Climbing & Geology Every rock climbing venue presents new challenges to climbers because of its unique rock texture, com­ position, and environment. All rock climbers are thus empirical geologists because of the direct personal experience they have with a variety of rock types. This class is designed to expand the climber's knowl­ edge of the rock to include the geologic processes involved in its creation and sculpting. We will climb at a number of areas that have experienced various geologic histories and that are composed of diverse rock types. Such detailed study of the rocks will allow us to comprehend many important geologic concepts such as rock classification, plate tectonics, geologic time, weathering, and erosion. We will trace the geo­ logic events that created the rock at each venue and scrutinize the weathering processes that have creat­ ed every hold on which we rely. We will also introduce all of the skills covered in the Basic Rock Climbing course, such as climbing techniques for specific rock types, anchor systems, lead climbing procedures and practice, rescue techniques, ethical issues, and some land management concerns.

Rock Climbing & Yoga This course is designed to introduce and explore the connections between rock climbing and hatha yoga with the anticipation that the practice of each will enhance the other. The curriculum consists of an even balance of rock climbing and hatha yoga practice. Students with experience in either discipline will explore and discover the complementary relationship of the two pursuits. Hatha yoga postures, breathing, and meditation transfer directly to graceful movement, awareness, and control on the rock. Strength, courage, and focus – qualities that run parallel in each pursuit – will be developed in this course. All the skills covered in an introduction to rock climbing course will be introduced or reviewed. These include knot-tying, anchor systems, multi-pitch lead climbing, and rescue techniques. There is space in the cur­ riculum to develop each climber's technical repertoire.

Rock Climbing and Geology Every rock climbing venue presents new challenges to climbers because of its unique rock texture, com­ position, and environment. All rock climbers are thus empirical geologists because of the direct personal experience they have with a variety of rock types. This class is designed to expand the climber's knowl­ edge of the rock to include the geologic processes involved in its creation and sculpting. We will climb at a number of areas that have experienced various geologic histories and that are composed of diverse rock types. Such detailed study of the rocks will allow us to comprehend many important geologic concepts such as rock classification, plate tectonics, geologic time, weathering, and erosion. We will trace the geo­ logic events that created the rock at each venue and scrutinize the weathering processes that have creat­ ed every hold on which we rely. We will also introduce all of the skills covered in the Basic Rock Climbing course, such as climbing techniques for specific rock types, anchor systems, lead climbing procedures and 171

practice, rescue techniques, ethical issues, and some land management concerns.

Rock Climbing, Intermediate This course is designed to introduce students to high angle, traditionally protected multi-pitch rock climb­ ing. It is a concentrated course designed to equip aspiring lead climbers with the necessary skills, deci­ sion-making ability, and safety consciousness to accomplish traditionally protected multi-pitch rock climbs in a self-sufficient manner. A review of basic skills and anchors precedes a basic lead climbing progres­ sion. Students have an opportunity to climb in teams and practice lead climbing protection placement, route finding, cleaning and descents in multi-pitch settings. The course is not designed solely around pushing student climbing standards, but rather providing a supportive environment in which to reinforce technical skills and safe climbing practices at a comfortable standard. Other intermediate skills such as belay escape, self rescue, rappel retrieval, ascending fixed lines, and problem solving are also covered.

Current trends and issues in rock climbing are covered including land management policies, impacts of rock climbing, ethics, and service work in local climbing areas. If student interest and skills are suitable, an introduction to aid climbing and hauling may be included.

Rock Climbing, Introduction to This course introduces students to the basic technical skills associated with rock climbing. The appropri­ ate student, with little or no rock climbing experience, is led through a gentle progression using day out­ ings and possible overnight or weekend excursions. Emphasis is on climbing at top rope and multi-pitch climbing sites in an outdoor setting utilizing natural and fixed anchor systems. Students are introduced to basic knots and rope handling, belaying, signals, anchors, rigging. In addition, students are asked to con­ sider risk management, problem solving, and decision making in the development of these skills.

Movement on rock, balance, as well as physical and emotional safety are elements of the curriculum prac­ ticed daily as the group moves through a progression of skills training.

Ropes Course Facilitation This course focuses on a ropes course as a means to enhance personal and group development. Building on a student's prior learning of theory and experience, this course will strive to fulfill three goals. First, students will learn about a philosophy of program management that emphasizes the development and enhancement of self-concept/esteem, group cooperation, physical abilities, and willingness to try new things. Second, students will experience a variety of ropes course activities including adventure games, initiatives, and low and high ropes course elements. Third, students will gain knowledge about, and expe­ rience in, using the equipment and techniques related to ropes course operation. These three goals will develop the ability in students to safely and effectively facilitate and debrief ropes course activities.

Science Teaching Methods for Secondary Educators This course is designed to provide the prospective secondary educator with tools and methods to teach science in junior and senior high schools. It focuses on techniques and procedures for teaching second­ ary science. A variety of alternative methods and approaches to instruction will be presented with empha­ sis on experiential learning and the integration of environmental issues. Current philosophies for teach­ ing science will be covered. In addition, the class will discuss important environmental issues from a sci­ entific perspective and introduce lessons for integrating these issues into the secondary science curricu­ lum. For example, course work will address atmospheric chemistry, solar technology, ground water processes and oil and gas exploration and extraction. Students will be required to participate in lessons and evaluate their effectiveness. They will also be required to develop lessons of their own to teach of the rest of the class. These lessons will be developed into practica to be taught in classroom settings.

Science: Methods & Practice This course explores various elements of science and environmental education for elementary school stu­ dents. Students will gain an in depth knowledge of the science curricular areas specific to their school dis­ trict to include state and national standards. Topics covered include: a variety of manipulative tools for sci­ ence and environmental education; teaching science to diverse populations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of “hands-on” exercises for science and environmental education.

Screenwriting This course will offer writing students the opportunity to experiment with a new form. While screen­ 172

writing incorporates both dramatic and narrative techniques, the screenwriter relies less on dialogue than the playwright and less on narrative strategies than the fiction writer. Careful decisions must be made regarding which parts of a story lend themselves to dramatization, and which parts are best left out, for viewers to deduce. The screenwriter has concerns that neither the playwright nor the fiction writer face – making choices that will be cinematic and maintaining a personal aesthetic within an industry that responds more to trends and commercial appeal than to any aesthetic of its own. We will read several screenplays and see the movies made from them. We'll sample original scripts and some that have been adapted from plays, novels, or stories. Depending on credit level (LD or UD), students will be responsible singly or in small groups for selecting a film, showing it to the class, and facilitat­ ing its discussion. Students will write one short and one longer adaptation, in preparation for the final project – a treatment and an original screenplay for a short film. Length of final scripts will also vary according to credit level. All students' scripts will be workshopped.

Scriptwriting This intermediate course will offer writing and performing arts students the opportunity to learn the tech­ niques of scriptwriting. The class will read short plays, teleplays, and screenplays, view plays and films, and study the similarities and differences involved in writing exercises to develop character, dialogue, plot, setting, and narrative. Each student will write at least two short scripts – one for stage and one for screen – and participate in workshops, discussions and class projects.

SCUBA Diving and Marine Natural History This course is an introductory study of the interrelated topics of marine natural history and SCUBA div­ ing. Topics for study will include the physical characteristics of the ocean environment, including the properties of water, temperature, salinity, pressure, light penetration, tides and currents, and wind and waves, as well as the natural history of near shore organisms including fishes, sea birds, marine inverte­ brates and marine mammals. Upon meeting the academic and skill requirements, students will be certi­ fied as open water and advanced open water SCUBA divers with experiences in a wide variety of dive environments and underwater specialties including underwater navigation, night diving, deep diving, drift diving, shore and boat diving, Project Aware, and underwater natural history.

SCUBA Diving, Introduction to This course combines the Open Water, Advanced Open Water, and Rescue Diver certification programs of the Professional Association of Diving Instructors (PADI). The course content teaches the fundamen­ tal knowledge and skills needed to dive with a buddy, independent of other supervision. The course com­ bines independent study, mentored knowledge reviews, exams, and pool and open-water dives to success­ fully meet certification requirements. Other topics include diver safety, the aquatic environment, health for diving, teamwork, presentation skills, and career opportunities in the dive industry. Students will gain knowledge and experience in deep diving, underwater navigation, night diving, altitude or multilevel div­ ing (depending on the course area), peak performance buoyancy, and rescue techniques. Students will also earn a PADI Specialty in Project Aware upon successful completion of course requirements.

Sea Kayaking & Marine Natural History Sea kayaking places us in intimate contact with the ocean environment. Kayakers are as much in the water as they are upon it. This unique perspective allows us to experience the power of the ocean's physical nature as well as giving us the opportunity to closely observe the living communities in the water and on the shore. This course is an introductory study of the interrelated topics of marine natural history and expeditionary sea kayaking. Topics for study will include tides and currents, wind and waves, and the nat­ ural history of nearshore organisms including fishes, seabirds, marine invertebrates and marine mammals.

When conditions permit, we will snorkel to observe subtidal life. Students will learn minimum impact travel and camping skills and will be introduced to the regional impacts of coastal commerce and recre­ ation. As apprentices to the sea, students will learn and practice paddling skills, navigation, and ocean sur­ vival techniques drawn from the rich, thousand-year history of sea kayaking.

Sea Kayaking: The Path to Mastery This course is intended for students who are interested in exploring the origins, skills and techniques of kayak­ ing. The course focuses on examining kayaking as a means of developing transferable life skills including train­ ing, and mental fitness. Course activities will include study of the origins of the indigenous kayaks of the far north and contemporary kayak design, local pool and lake skills, video analysis of paddling skills, overnight trips to Arizona flatwater rivers and lakes, and a trip to the Pacific coast for an introduction to ocean paddling 173

and surf zone skills. A wide variety of outdoors skills will be taught including navigation, camp skills, first aid, and expedition planning. Students will be asked to schedule additional time for independent training projects.

Search and Rescue This course is designed to teach basic concepts and techniques for the safe location and evacuation of injured persons in backcountry and high angle environments. The goal of the course is to expose stu­ dents to the critical thinking and analysis skills necessary to safely effect a variety of SAR activities.

Material covered in this course may include: Risk awareness and management, component analysis and testing, managing and executing rescue operations, lowering and raising loads, mechanical advan­ tage systems, belay systems, equipment care and use, search techniques and strategies, technical com­ munications, and preventative SAR tactics. Due to the nature of the course material and the environ­ ments in which it will be presented and practiced, students are expected to have previous basic rock climbing experience and hold current WFR/EMT. Secondary Content Area Methods 2. This course covers methods and practices for instruction in the student's content area. Students will become familiar with the content of texts in the subject area, state and national standards for the grade levels of the subject, and a variety of methods of instruction relevant to the subject area. Emphasis will be placed upon creating effective strategies to meet the needs of a diverse population of learners as well as any environmental or ethical issues impacting the specific field of study.

Sexuality & Sexual Outlaws Sexuality is a social experience grounded in interpersonal relations, social scripts, and cultural norms and val­ ues. Far from being our “natural” programming as human beings, sexuality is a social act that is shaped and affected by social forces and is learned through interaction with others. What is viewed as “natural”, “normal” and invariant is socially produced, reproduced, and contested. A critical examination of sex and the sexual reveals much about the distribution of power and privilege within society. This course will focus on the ways that social forces and interaction construct and situate understanding and experiences of sex and sexuality.

Shakespeare The primary goal of this course is to explore Shakespeare not only as a literary artist but also as a man of the theater. While we will focus on the major tragedies, we will also read one comedy, one history, an early tragedy, and several sonnets to get a sense of Shakespeare as a developing dramatist and poet. We will supplement our study by viewing film and stage versions of his plays, traveling to see live productions when possible, and read­ ing essays by literary critics as well as production notes, interviews, and reminiscences from actors and direc­ tors. Students can expect both creative and critical options for their portfolios.

Short Story Cycle This combination writing and literature course allows students to explore an innovative form of fiction and offers an important opportunity to bridge the gap between writing short stories and longer narratives such as the novella and novel. We will read outstanding examples of the short story cycle form, ranging from famous modern cycles by such authors as Ernest Hemingway, Sherwood Anderson, and John Steinbeck, to criticallyacclaimed contemporary works by such authors as Tim O'Brien, Louise Erdrich, Alice Munro, and John Updike. Students will plan, write, revise, and workshop story cycles of their own (three to five stories).

Ski Mountaineering This is an intermediate/advanced course for students with a solid background in backcountry skiing skills. The concentration will be on acquiring basic mountaineering skills and perfecting them to a level suitable for use in conducting adventure experiences in an alpine setting during the spring sea­ son. This field-based course will take place in a suitable alpine region and will emphasize ascents of mountains with a broad range of characteristics. Topics covered will include: expedition planning and logistics; safety and hazard evaluation; communication and leadership; self-rescue and emergency pro­ cedures; snow and ice climbing technique; glacier travel and crevasse rescue; spring avalanche aware­ ness; route finding; adventure skiing; ski mountaineering; practical weather forecasting; and accident prevention. Skis will be used as the primary method of travel on non-technical terrain. Some person­ al investment in ski mountaineering equipment may be required.

Small Group Dynamics This course is designed for students who will be working with groups of people or are simply interested in how groups work. Current models being used in this field to understand and facilitate groups will be 174

covered. Students will spend a significant amount of the class time learning experientially by participat­ ing in class activities that illustrate the topics explored in the reading. Examples of topics covered include: group development, communication in groups, leader/followership, norms, group problems solving and decision making.

Small-scale Agriculture, Principles of Small scale agriculture seeks to maintain or improve the health of the earth while providing food for humans.

Since it is from the soil that life is generated, the needs of the soil will be discussed in depth. Practical aspects of farming will be covered such as seed selection, companion planting, crop rotation, irrigation systems, and harvesting techniques. Alternative methods of growing food such as biodynamics, permaculture, and the French intensive method will also be discussed. Students will have the opportunity to tour and work in the fields of an active small scale farm to gain first-hand knowledge of the experience of growing food.

Small-scale Energy Solutions & Photovoltaic System Design This course investigates the role that small-scale energy systems can play in addressing sustainability on the global energy front. An overview of energy sources will be discussed with focus on readily available technolo­ gies such as photovoltaic (PV), wind and micro-hydro energy systems. We will compare and contrast the attributes of both grid-tied systems as well as independent, off-grid, energy systems. Students will quantita­ tively evaluate their personal energy consumption patterns and apply this knowledge to assess conservation strategies. This information will be applied to developing skills in designing a small-scale photovoltaic energy system. Students will develop an understanding of the necessary components of a PV system, installation design strategies, code requirements and currently available state and federal incentive programs.

Social Movements While the classical theories of social movements focused on social sources of the psychological discontent that motivated individuals to join social movements, more recent theories have sought to explain the emergence, maintenance, and transformation of movements by reference to the availability of resources for potential movement activists as well as the structure of political opportunities in which they operate.

Using examples from recent social movements of the left and right, such as civil rights, student, women's environmental, and anti-abortion movements, this course will explore the strengths and weaknesses of these two approaches to the study of social movements.

Social Problems: Research Methods & Theories The study of social problems generates deep emotions and firm convictions in most people. This makes effective inquiry into the facts difficult at best; all too often, we manage only to confirm our initial preju­ dices. The special value of social science research methods is that they offer a way of addressing such issues with logical and observational rigor. They let us pierce through our personal viewpoints and take a look at the world that lies beyond our own perspective. This course will introduce the student to those methods, including descriptive and inferential methods of quantitative analysis, qualitative techniques and general research design. The student will have the opportunity to design and implement a service research project. In the process, the student will learn about new theories of social problem interpreta­ tion. Methodological skills such as how to conceptualize and operationalize variables, create scales and indexes and understand the logic of sampling will be acquired as well. The applied nature of the course will require students to participate in field trips and exercises. We will explore whether appropriately applied social research methods may be a powerful tool for social change.

Social Psychology: The Meaning of Contemporary Events This course gives student the opportunity to critically assess significant events through both a social psy­ chology and systematic inquiry process that contextually reviews the events themselves through the lens of both theory and the effect of emotional processing on our understanding of those events. Examining the meaning of contemporary events presents a particular challenge. As observers of events that directly effect us, it is especially difficult to approach these events from an objective, contextual, and non-reactive stance. Rather, being so close to these events, it s more common to adopt subjective and reflexive per­ spectives, thoughts, and feelings that often guide our analysis and understanding. In this course, students will develop the ability to understand, analyze, and assess the meaning of contemporary events from social psychology and systems perspectives as well as find ways to personally apply their learning to become more effective change agents and leaders in the world. Through developing one's capacity for intellectu­ al objectivity and emotional clarity, students will seek their own meaning of significant contemporary events that transcends the immediacy of these events at a particular moment of time.

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Social Science: Methods & Practice This course explores the field of social science education as presented in the elementary classroom in order to meet the state and district standards. The different subject areas included are citizenship, gov­ ernment, current events, history, geography, global studies, economics, culture, and the environment.

Students will read and review published texts for social science instruction, and develop lessons and units to accommodate a variety of learning styles. Students will critique the district's social science curricula.

Students will compare and contrast traditional and alternative methodologies related to the teaching of social science and design activities to motivate and stimulate classroom interest. Potential areas of explo­ ration are: Whose history is valid? How do students learn about other times and places in a reflective, sub­ stantive manner? Do textbooks engage students or do real stories about real people? Furthermore, the student will investigate environmental and cultural factors that influence the teaching of social studies and methods for teaching social studies to diverse populations.

Socialism, Democracy & Conservation I, II, III This field summer program seeks to make a comparative interactions that exist between the diverse forms in which socialist ideas influenced governments in Latin America from the mid part of the 20th century on and the outcomes of this influence in terms of the balance between economic and social development and envi­ ronmental conservation practices. The course will begin with in-class work in Prescott preparing students with the fundamental groundwork upon which the two successive courses in the field will build. Subjects will include a brief history of Latin America, US-Latin American relations, indigenous communities and environ­ mental and sustainability issues. The second portion, which will take place in Antigua, Guatemala, will study how socialist ideas were translated into social movements and how these movements had consequences that have impacted the realities of Latin American countries. We will give special emphasis to the process of inter­ action between protected areas, sustainable development practices and communities. The studied subjects will also include social, cultural and environmental consequences of the “new economic trends” in the coun­ try. Courses will take place Antigua as well as in the field in many areas around Guatemala. Finally as a part of the third portion of the course, students will build upon the information from the first and second parts and be able to take what they have learned to make comparisons as we travel through Honduras and learn about the unique aspects of this country and the role it has played in the Americas.

Soil Science, Introduction to Soil is one of the ultimate factors that determine the productivity of natural and agricultural ecosystems. What factors determine how soils form and what makes them fertile or infertile? Students in this course will study why soils vary in texture, chemical properties, organic matter content and water-holding capacity. In the field, a range of soil profiles will be examined and the appropriate Soil Survey will be interpreted. In the lab, stu­ dents will learn some basic soil analyses, including determination of pH, cation exchange capacity, available phosphorus, texture, bulk density, and soil organic matter content. In addition, soil samples will be submitted to a state soils lab, and students will learn how to interpret the results from the laboratory analyses.

South America-Current Issues: Political and Social Change This course surveys and critically analyzes the new trends in social movements and political change in South America that have accompanied the rejection of conservative World Bank-recommended econom­ ic policies in the early 21st Century. This analysis will include the changes that have occurred in Brazil, Argentina, Uruguay, Venezuela, Chile, Bolivia, and other nations, trying to understand the gradation in the radicalism of social change between them. Further, students will be able to contrast these experiences with the reality of other nations that have not followed this trend in South America, such as Peru and Colombia. By the end of the class, students should have a comprehensive view of the current socio-polit­ ical reality of this part of the hemisphere.

Southwestern Archaeology This course introduces students to archaeology through the detailed study of the prehistoric cultures of the Southwest, including the Anasazi, the Sinagua, and the Hohokam. Students will learn basic archaeo­ logical techniques and interpretations of prehistoric adaptations from readings, examining artifacts, and studying archaeological sites. The class will visit numerous archaeological sites in Arizona, Colorado, and New Mexico. Most of the block will be spent in the field.

Spanish Intensive Spanish Intensive is a total immersion, intensive Spanish language learning program taught in Mexico.

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Students study the language four to six hours daily for two to three weeks, and live with a Mexican family to experience the culture and society of a Spanish-speaking community. This provides them a natural setting in which to practice and develop their ability to communicate in Spanish. In addition to language learning, course work, and living with a Mexican family, students participate in service projects, lectures, discussions, and field trips that introduce them to the history, traditions, arts, and contemporary conditions of Mexico.

Spanish, Beginning I Beginning Spanish introduces the student to the Spanish language and Hispanic cultures. The program of instruction provides foundations for future mastery of the language. Initial emphasis is on oral expres­ sion and comprehension with reading and writing skills introduced later in the instructional sequence.

Active student participation is required. Classes will be conducted in Spanish with minimal recourse to English. Cultural readings and commentary are integral parts of the instruction.

Spanish, Beginning II Beginning Spanish introduces the student to the Spanish language and Hispanic cultures. The program of instruction provides foundations for future mastery of the language. Initial emphasis is on oral expres­ sion and comprehension with reading and writing skills introduced later in the instructional sequence.

Active student participation is required. Classes will be conducted in Spanish with minimal recourse to English. Cultural readings and commentary are integral parts of the instruction.

Spanish, Intermediate I Building on language skills and cultural understandings developed in Beginning Spanish I and II, Intermediate Spanish introduces the student to more complex forms of communication. While maintain­ ing an emphasis on conversational skills, increased reading and writing activities are introduced. Active student participation is required. Classes will be conducted in Spanish with minimal recourse to English.

Cultural readings and commentary are integral parts of the instruction. The purpose of this sequence is to prepare students to use Spanish in conversational situations and to comprehend some of the cultural differences between the United States and the Hispanic world.

Spanish, Intermediate II Building on language skills and cultural understandings developed in Beginning Spanish I and II, Intermediate Spanish introduces the student to more complex forms of communication. While maintain­ ing an emphasis on conversational skills, increased reading and writing activities are introduced. Active student participation is required. Classes will be conducted in Spanish with minimal recourse to English.

Cultural readings and commentary are integral parts of the instruction. The purpose of this sequence is to prepare students to use Spanish in conversational situations and to comprehend some of the cultural differences between the United States and the Hispanic world.

Spanish: Advanced Composition and Grammar Este es un curso avanzado en el cual se aprende la gramática y la redacción españolas a través del estudio de ensayos, artículos y pasajes literarios escritos por autores hispanohablantes. Los estudiantes analizan el uso y la estructura del idioma y los conceptos gramaticales presentes en las obras estudiadas y escriben composiciones usando como modelos estas obras. También los estudiantes escriben composiciones “libres” y otras asignadas. Al final del curso los estudiantes demonstrarán una comprensión de la gramáti­ ca española y la capacidad de escribir correctamente en español. El curso se enseña en español.

The student will learn Spanish grammar and composition through the study of essays, articles, and lit­ erary excerpts written by native-speaking authors. Students analyze language usage, structure, and gram­ mar concepts evident in the works studied and write Spanish language compositions modeled on these works. Students write “free” compositions. By the end of the course, students will demonstrate an under­ standing of Spanish grammar and the ability to write correctly in Spanish. Course conducted in Spanish.

Spanish: Panorama de la Literatura Hispanica This course introduces students to the literature of the Spanish speaking world. All literary forms (short story, novel, essay, drama, and poetry) in selected works from both Spain and Latin America will be stud­ ied. Literary criticism and forms of analysis will be used not only to help understand the works read, but also to consider questions such as: Why do I like/dislike this work? What constitutes great literature? Is literature written in the same way today as in the past?

Special Education, Introduction to 177

This course introduces the various categories of special education eligibility and provides information about accommodating individuals with exceptional learning needs in the regular classroom setting.

Categories addressed include learning disabilities, mental retardation, emotional and behavioral disor­ ders, physical handicaps, sensory and speech impairments, severe and multiple disabilities, and the gift­ ed and talented. Current special education law and pertinent state and national standards are examined.

Attention is also given to issues of culturally and environmentally diverse backgrounds in the education of individuals with exceptional learning needs.

ST in AE: River Guides Training and Swiftwater Rescue This course is designed as a river guides' training course and is suited to students with no previous river experience as well as those with previous river guide experience. Basic white water rafting and expedi­ tionary river trip leadership are primary components of the curriculum. The intention is to approach mod­ ern river running from a commercial guides' training perspective. Students will assist in organizing an ini­ tial river trip during which basic training in a broad spectrum of river trip related topics will be covered.

These include: raft piloting and equipment care and repair, camp procedures and food preparation, san­ itation, participant briefings and client/guide relations, conducting side hikes and interpretive presenta­ tions on regional natural and cultural history and current conservation issues. A follow up trip is then fully planned and led by student participants as a culminating element to the course curriculum. A swiftwater rescue training seminar is integrated into this course using an independent service provider to supple­ ment and diversify the students scope of training.

ST in AE: Surfing and Oceanographic Principles of Wave Dynamics This course will introduce the student to the fundamental skills of surfing in the context of a theoretical and experiential understanding of the oceanographic principles of wave dynamics. Skills instruction will follow a progression from body-surfing, to body-boarding, to board-surfing. Water time will be proceed­ ed by an orientation to safety practices for each activity. Students will gain experience with a variety of dif­ ferent board shapes and designs; they will document their knowledge about the ideal wave conditions and performance characteristics of each type of equipment. An understanding of wave dynamics will begin with readings and discussions about global, regional and local current patterns. Students will then exam­ ine the relationships between wave form and bottom topography, beach substrate and orientation, swell direction and origin, and swell size and period. Learning will be acquired through daily observations, readings, field journal entries, weather map consultation, discussions, and water time. Learning will be demonstrated through class participation and through one oral presentation, a field journal, and a bibli­ ography and reading reviews. This course will take place in Baja California, Mexico and will include an introduction to several different types of surf breaks on this spectacular peninsula.

ST in AE: Whitewater Canoeing This course provides students with a solid opportunity to master tandem open boat whitewater tech­ niques. Along with paddling skills students learn river rescue skills, basic hydrology and river reading, and whitewater site management skills. Effective patterns of teamwork and communication among partners, as well as within the larger group are emphasized. Students are encouraged to paddle at levels that are consistent with their comfort and skill levels. The course includes day-trips and expeditionary paddling.

Locations used on the course depend on appropriate water levels.

ST in AE: Whitewater Kayaking and Swiftwater Rescue The student will learn the basic skills of whitewater kayaking in several different western rivers. The edu­ cational value of the course is heightened by involving the group in discussion and observation of the widely varying geographical locations and the natural history of river valleys. Course content may include: equipment selection and care, kayaking terminology, safety issues, wet exits, self rescue and rescue of oth­ ers, eddie turns, ferry gliding, surfing techniques, and other related subject matter. The grade of difficul­ ty encountered ranges from easy to class III white water. Students are encouraged to paddle at a level that is comfortable and enjoyable for them. A swiftwater rescue training seminar is integrated into this course using an independent service provider to supplement and diversify the students scope of training.

ST in AL: Advanced Projects in Photography This advanced projects in photo-based imagery course extends students' exploration of the use of the photographic medium (digital/analog/or hybrid) for personal expression, professional application and skill enhancement. Students will devise and produce a significant photographic project from concep­ tualization through formal (gallery or other) presentation that expands on the techniques and process­ 178

es mastered in previous courses. The emphasis of this course will be on continued practice and new skill acquisition while making compelling visual statements and researching critical concepts in pho­ tographic imagery and developing the student's own conceptual criteria. Some examples might include large-scale printing, photo-sculpture, photo-installation, photo-text and photo-performance while exploring content that reflects the student's individual interests.

ST in AL: Butoh Ritual Dance Butoh is an avant-garde contemporary dance form which originated in Japan in the early 1960's. Tatsumi Hijikata, the foremost pioneer of Butoh, developed a new language of dance derived from observing nature and working with the imagery and energy of the natural circle of life and death. The source and inspiration for this work is energetic. It trains the dancer to learn how to be receptive and to let energy pass through the body and out again to earth, air, people and the universe. The training helps one to learn how to experience the limit, the deepest, the furthest extent of a position or feeling or sensation. The student's practice of a specific form or piece given by the mentor is a significant part of the work. The mentor's piece is carefully designed to con­ tain opposing qualities of energy and the potential for transformation. This work provides a unique integration of awakening sensitivity and moving the energy of the body. The goal is to improve and increase physical and spiritual presence in daily life and in turn to contribute positive energy to one's community.

ST in AL: Filmmaking as Social Action This class is designed for students who are eager to work with digital video in an atmosphere of social change and justice. Students will explore the potential of video as a tool for raising awareness and creat­ ing change. The course will begin with an introduction to basic camera operation and documentary film­ making. Students will then work individually or in small teams to produce short documentaries under the direction of the instructor, working through all stages of the process, from pre-production concept and development to capture of images to final edit. For the field portion of the course, the class will travel to Nogales, where students will film for at least one week. Works in progress will be shared, and special emphasis will be placed on effective and creative use of the camera. Back in Prescott, students will spend the last week of the course editing the short documentaries and preparing them for public presentation.

ST in AL: Glassblowing II Glassblowing II is designed for the student who has had previous experience with hot glass (furnace work).

The course will begin with a thorough review of studio equipment, tools, basic glass-blowing techniques, and safety issues. Students will then be introduced to many additional processes and techniques, including color applications, overlays, powders, raking, frits, blow-throughs, cane work, and roll-ups. Students will also be required to maintain sketchbooks, conduct artist interviews, and give oral presentations.

ST in AL: Historical Fiction and Fictional History Our understanding of key historical figures and historical events is heavily mediated by film and literature.

In this course, which combines literature, film, and creative writing, we will examine the methods by which writers and filmmakers transform history into stories, novels, films, and poetry. We will explore his­ torical sources and discuss the ways that imaginative artists create narratives from documented fact. We will study theories about the challenges and opportunities of blending history and literature. Assignments will include short analytical essays on film and literature as well as assignments that include research on historical events and figures of each student's choosing. This course will culminate in workshop of origi­ nal stories, poetry cycles, or script treatments by the students.

ST in AL: Irish Culture in Literature This class will explore history and contemporary issues affecting Ireland and Irish culture through the rich tapestry of Irish Literature. Students will examine such topics as Irish urbanization and myth; the roots and loss of the Gaelic language; Big House culture and the concerns of the Protestant aristocracy; border wars, gun laws, and the IRA; and land rights, agriculture, and the contemporary rural exodus. The class may also consider concurrent happenings in British literature and culture. Readings will include both clas­ sic and contemporary texts from such writers as James Joyce, William Butler Yeats, Katharine Tynan, Frank O'Connor, William Synge, Edna O'Brien, Patrick McCabe, and Frank McCourt.

ST in AL: Stories to Screen: The Art of Adaptation When a novel is adapted into a screenplay, often viewers who’ve read the book find themselves disappointed by the movie. In defense of those screenwriters, it’s nearly impossible to do justice to most novels within the standard two-hour movie script. This is not the case when adapting short stories to the screen. Most stories 179

are manageable in size and scope, while still being inherently substantial, and are more focused on characters’ inner lives than on numerous twists and turns of a plot. A recent trend toward using stories as sources for film includes We Don’t Live Here Anymore, In the Bedroom, Brokeback Mountain, and Away From Her. In this course, we will read stories and screenplays, see the films made from them, and consider the challenges and opportunities adaptation presents. All students keep a journal of responses to stories and movies, and eventu­ ally select a story (one of their own, or one by an author they admire) to adapt for the screen. LD students will write a review of one story/film process and an adapted screenplay for a short film. UD students will write a critical analysis of one story/film process and an adapted screenplay for a longer film.

ST in AL: Studio Jewelry Techniques & Design Students in this course will be introduced to a broad base of jewelry design and fabrication techniques.

Students will become familiar with proper use, construction and care of jewelry making equipment. This course will acquaint students with principles of 3-D design through practice and aesthetic problem solv­ ing. Students will examine historical and contemporary jewelers and issues.

ST in AL: The Big Read A number of important works of literature are too frequently either merely excerpted or even omitted altogether from course reading lists because of the combination of their length and complexity. Works like Spencer’s The Fairy Queen, Milton’s Paradise Lost, Melville’s Moby Dick, Tolstoy’s War and Peace, Dostoyevsky’s The Idiot, James’ The Portrait of a Lady, Proust’s Remembrance of Things Past, Joyce’s Finnegan’s Wake, Pynchon’s Gravity’s Rainbow, Barth’s Letters, or Wallace’s Infinite Jest are examples of “Big Reads” that require time, commitment, and the use of secondary sources. This course provides stu­ dents with an opportunity for in-depth study of one of these texts. During the first few days of the course, students will research possible texts and then work as a group to select by consensus a single major text that they all will read. The rest of the course will consist of the detailed study of the selected text in a sem­ inar format emphasizing close reading, theoretical methods, student presentations, and discussion. Each student will complete a final writing project.

ST in AL: The Literature of Modernism “On or about December 1910,” wrote novelist Virginia Woolf, “human nature changed.” She was talking about the beginning of the modern period in western literature, art, and political culture. Modernism's wide range of avant-garde experiments and its many aesthetic movements, like Dadaism, Surrealism, Expressionism, and Futurism, rejected bourgeois Victorian values to produce a literature characterized by intense subjectivity, reflexivity, discontinuous narrative, and fragmentation. Bold innovators like Ezra Pound,T. S. Eliot, Gertrude Stein, Marcel Proust, William Faulkner, James Joyce, and Virginia Woolf undertook the reinvention of human experience and provided us with the foundation from which all sub­ sequent literature must rise. This course examines the exciting phenomenon of literary modernism.

Although modernism is generally considered an urban or cosmopolitan movement, this course will also explore whether there exists such a thing as an “ecological modernism” and it will trace the highly ambigu­ ous boundary between modernism and postmodernism.

ST in CRS: A Survey of Latin American Culture through the Arts The complex and contradictory Latin American experience with modernity, democracy, and social justice in the post-Cold War international context is the central theme of this course. It seeks to study the more recent economic, political, social and cultural transformation of Latin America, since the 1990s. The course explores the association of current Latin American issues with globalization and the search for modernity, in particular, how these transformations are affecting the people of the region. It also studies the role of new political actors that appeared in the 1980s (women, indigenous and citizen's movements).

Finally, it discusses popular responses to national and trans-national neoliberal forces in countries like Mexico, Brazil, Argentina, Venezuela, and Bolivia that have made Latin America become an important site for the anti-globalization movement and the host of resistance forces like the Zapatistas in Chiapas, Mexico, and popular events such as the World Social Forum.

ST in CRS: Central America and the Caribbean to the 1960's Central America and the Caribbean experienced the uneven and conflictive transition from Spanish to British, and from British to U.S. forms of imperialism between the mid-19th through the mid-20th cen­ turies. This course analyzes the internal economic and political processes of the new nations of this Middle-American region, their cyclical insertion into the international markets mainly through tropical agricultural exports, as well as the colonial and neo-colonial pressures of the imperialist powers with eco­ 180

nomic and strategic interests in the region. The issue of the Transoceanic channel across the Central American Isthmus will receive special attention.

ST in CRS: Cultural Immersion and Environmental Issues in Alamos, Sonora Alamos, Sonora, is one of the northernmost colonial villages of Mexico and sits near some of the least stud­ ied and most threatened ecosystems on earth. In addition to the diverse ecology of the region, Alamos possesses a rich history as an officially-designated Pueblo Mágico. The region offers unique cultural and ecological experiences rarely found in a world of rapid globalization and increasing homogenization.

Students will visit traditional villages where life appears to have changed little over the decades, and will absorb the local culture through Spanish classes at the Alamos Language Institute and by attending the world-renowned Alfonso Ortiz Tirado Music and Arts festival. The course will visit wild, natural commu­ nities of extraordinary beauty and the subject of recent scientific inquiry undertaken by participating researchers at the facility at Alamos (the non-profit Conservation S.O.S). Conservation issues covered in the region include wildlife-human conflict, especially those between rural ranchers and wild cats (puma, and possibly jaguar), and endangered species protection in the Sierra de Alamos-Rio Cuchujaqui nature reserve for endangered ocelot. Students will document this experience using video as a tool to record and interpret both cultural experiences and service work with conservation projects.

ST in CRS: Explorations in Diversity, Meanings, and Power This course serves as an introduction to the diverse and interlinked areas that make up Cultural and Regional Studies (CRS), including religion, philosophy, economics, history, politics, and sociology. Students will delve into cutting-edge issues and societal challenges; will examine the forces of localism and globalization in a vari­ ety of cultural settings; will develop an understanding of the relationships among the practices of mass media, everyday life, the material world, historical forces, and social change; and will seek to identify and examine moments of both oppression and resistance. The course will offer students the opportunity to explore areas of knowledge including political economy, border studies, gender studies, Latin American studies, and peace studies, as well as an opportunity to work with the CRS faculty in both academic and community settings.

ST in CRS: Geography of Social Justice In this course, students will analyze the relationships among globalization, inequality, and struggles for social justice though an investigation of contemporary geography. By integrating undergraduate and graduate stu­ dents, an advanced dialogue between the two programs will be cultivated. RDP students (and in-residence MAP students) will work in classroom seminars while technologies such as Moodle and video conferencing will connect distance learning MAP students. The content of the course will examine topics and dialogues that have emerged among geography and justice scholars, opening with pioneers including David Harvey and moving to the present day with cutting edge analysis from activist academics such as Laura Pulido. students will explore the impacts of globalization through the critical lens of cultural geography to seek a greater under­ standing of both rubrics and develop avenues for appropriate intervention and the promotion of social justice.

ST in CRS: Maasailand I, III, III: A Study in Community Activism This project-based course is a unique collaboration between Prescott College students and faculty and the Maasai people, indigenous pastoralists who co-exist with wildlife within diverse ecosystems they have occu­ pied for centuries. The class features 'problem based' learning, as students will learn by contributing to solu­ tions to current issues, under the direction of Maasai leadership and activists, specifically those working under the umbrella of the Maasai Environmental Resource Coalition. Students will learn from Maasai teachers about their culture: the consensus-based justice system; communal family and political structures; and shared economy. Students will explore how the Maasai, through grassroots activism, address issues such as education, land disputes (including privatization), voting rights, and environmental conservation. Two main curricular emphases will be Maasai approaches to human-wildlife conflict and the political economy of tourism.

Additionally, students will study the complex relationship between indigenous cultures and educational mod­ els in Maasailand, and Maasai efforts to design and provide culturally literate education. Ultimately, the stu­ dents will conduct research and write a report that will be of direct use to the people of Maasailand, that brings scholarship into conversation with Maasai expertise on an issue of common concern.

ST in CRS: Peace Studies: Educating for Peace The purpose of this course is to enable students to explore the possibility of incorporating themes of peace, solidarity, and social reform into their future work as activists, educators, and agents of change.

The course will focus on promoting an understanding of the cultural implications of formal education and the ramifications that carries for global citizens interested in social justice. Participants will exam­ 181

ine the ethical and political responsibilities of educators as well as the educational duty of peacemak­ ers. Curricula aimed at promoting peace and critical consciousness will be reviewed and critiqued, and alternative pedagogies will be introduced. The course will culminate in two group projects: individu­ als or small groups will apply their learning by facilitating presentations for community or school groups, and the class participants will devise and implement a peace studies curriculum.

ST in CRS: Peace Studies: Visions of Peace in Film & Art How can we imagine a world at peace? How do the visions of artists and filmmakers impact personal motivation and public discourse in movements for peace and justice? How do religious traditions enhance or inhibit these creative visions? This course wrestles with these questions by exploring artis­ tic expressions such as popular films, political cartoons, street theater, visual arts, textile arts, and dance. We will examine contemporary and historical sources representing a diversity of race, class, and gender perspectives. As we seek to “read” these visual texts, we will utilize contemporary theories of film and art criticism, theories that include analysis of mythology, theology, and political and econom­ ic ideology.

ST in CRS: Utopia & Dystopia The concept of utopia (meaning both “good place” and “no place”) has figured prominently in Western cul­ ture. In addition to artistic and literary depictions, the utopian nature of many social movements and alterna­ tive living experiments is evident. Indeed, the overall aim of Peace Studies itself is often considered to be utopian. In the modern era, scholars, writers, and filmmakers have often blended utopia and dystopia (mean­ ing “bad place” and “real place”) to critique present conditions and suggest new directions. These works reflect the dualistic nature of the modern world, indicating a fruitful area for deepening our critical analysis of current trends and heightening our imaginations of the future. In this course we will explore the potential of these questions for confronting the challenges of the present and constructing positive alternatives.

ST in CRS:Non-Governmental Organizations & Developing Countries: A Kenya Case Study This special topics course provides an opportunity for students to learn from a Kenyan activist about his work bridging the international Non-Governmental Organizations (NGO) community with the global indigenous people rights movement. The course will explore the function, structure, and current activi­ ties of the World Bank, the United Nations, and environmental organizations like Nature Conservancy and the World Wildlife Fund, and their relationship to developing countries through a case study of Kenya. The course will look at examples of how individuals and groups have impacted the work and vision of global NGO's, different approaches taken, and their relative effectiveness. The course will allow stu­ dents a glimpse into the world of international development from an insider's perspective, and will help to bridge them to possibilities for work in that world after graduation.

ST in ED: Culture, Power & Society This course explores ways in which social categories of difference – such as race, class, ethnicity, gender, sexuality, age, ability, and citizenship – are socially constructed through power struggles that take place under specific historical and current conditions. It is designed to provide students with the critical skills required to identify and analyze social forces shaping identity, power, and social inequality through the lenses of struggles for social justice. Through texts, films, current events, and participatory experiential learning, students will explore how cultural difference matters in issues such as social decision-making power, wealth distribution, community health, cultural and environmental sustainability, politics of repre­ sentation, globalization, human and civil rights, education, opportunity and life chances.

ST in ED: Environmental Problem Solving & Sense of Place Education Radical can be traced to the Latin word radicalis which means, “of or having roots.” In this course stu­ dents will seek to return to environmental education's deep roots by re-establishing principles and peda­ gogy that have guided sustainable communities for countless generations. Students will gain facility with a conceptual framework built upon the foundations of environmental problem solving and sense of place education. Those principles will then be applied in public secondary schools through curriculum devel­ opment and teaching. A central focus of the course is the development and practice of environmental problem solving pedagogy. The course ultimately intends to reorient secondary environmental education towards what CA Bowers calls a “vision of a shared future.”

ST in ES: Advanced Seminar in Biodiversity Conservation: China This advanced special topics seminar will explore China’s economic and political emergence and the resulting consequences for 1) conservation within a country that harbors globally significant biodiversity 182

and 2) international-scale conservation including climate change, global timber trade, etc. We will take several short field trips to meet with biologists and researchers active in Chinese conservation.

ST in ES: Advanced Seminar in Conservation Biology In this advanced course students will read extensively in the primary literature of conservation biology, as well as government agency documents related to endangered species and habitat management, and be responsible for presenting a series of readings and facilitating class discussions. We will take an interdis­ ciplinary approach to conservation biology, with readings covering biological science, ecosystem manage­ ment, as well as values and policy issues. This course will provide excellent preparation for graduate study and professional work in conservation biology and related fields.

ST in ES: Art and Science of Animal Tracking Human-wildlife interactions are increasing as landscapes are altered for intensive human uses, yet the elu­ sive nature of many animals challenges us to study them indirectly. This course will be an in-depth immer­ sion in identifying animal tracks and signs in the field. We will investigate the tracks of all wildlife, includ­ ing mammals, birds, reptiles, amphibians, and invertebrates. Emphasis will also be placed on interpreting animal behaviors from gaits and track patterns. Track-based wildlife research methods will be introduced, including track plates, scent stations, and scat surveys. Students will keep a journal of field drawings and measurements, complete individual and group assignments, and prepare a final presentation. This class will largely take place in the field in order to expose students to a variety of species in different habitats and to prepare them to assist with wildlife monitoring programs that inform conservation strategies. The material in this course will be valuable for anyone interested in wildlife and the outdoors.

ST in ES: Carnivore Ecology and Conservation Carnivores are often the focus of intense interest in conservation science, special interest groups, and the media. Humans have a long and conflicted relationship with carnivores which, in some areas, has recent­ ly begun to change. This course is designed to examine the role of top predators on ecosystem health, specifically focusing on carnivores of the Rocky Mountains. Biological, behavioral, and ecological evi­ dence will be presented, while developing an understanding and appreciation of the political, sociologi­ cal, and economic considerations of living with large predators. Reintroduction programs will be com­ pared and evaluated with attention given to the limitations and opportunities for carnivore restoration.

ST in ES: Food Systems of the Bolivian Andes In this Special Topics course, students will explore the food systems of Bolivia by studying the food econ­ omy of the capital city of La Paz and agroecosystems of the Bolivian Andes. Students will learn about the ecology, cultural importance and economics of specific crops by following a journey from the dinner table of Bolivians, to markets, to distribution centers and ultimately back to farms where the crops were grown.

Those farms, most of which are not mechanized and rely entirely on local inputs and rotational systems for soil management, not only produce food for local consumptions and security, but also for residents of large urban centers such as La Paz (1.5 million), Cochabamba (600,000) and Santa Cruz (1.2 million).

Contrary to claims that mechanized, synthetic input-dependent systems are essential to feed large urban populations, the food systems that support La Paz demonstrate that small-scale, low-input systems can produce a food surplus sufficient to support large cities. By integrating studies in history, politics, ethnic­ ity, ecology, and architecture, students will develop an in-depth and interdisciplinary understanding of a regional food system that contrasts markedly with the food system of the United States.

ST in ES: Geologic Mapping: Creating a Portrait of Place Students will learn to observe, describe, and create a geologic map of rock formations and other geolog­ ic features in the field. By creating their geologic map, students will sharpen their observation and navi­ gation skills and learn to interpret the three dimensional shapes of rock formations beneath the land sur­ face. With some additional reading, students can then interpret the geologic history of the area as told by the geology and landforms. This creates a foundation for future geographic studies of the soils, water, plants, and animals found on the land surface.

ST in ES: Geology of Arizona Geology provides insights into the origins and continuing evolution of the landscape in which we live and work. This course will utilize the remarkable variety of the Arizona landscape to illustrate geologic prin­ ciples in the context of regional geological history. It includes a brief overview of the basics of geology and geologic time and, through classroom and field trips, demonstrates their application in the three physio­ 183

graphic provinces of Arizona. The course includes rock identification, the rock cycle, plate tectonic theo­ ry, the geologic time scale, and the origin and evolution of Arizona landforms and structures through time.

A basic understanding of the physical framework provides a platform for other educational pursuits that can range from the natural sciences to the social sciences, and even the realm of artistic expression.

Students seeking upper division credit will build upon prior geology experience to demonstrate an advanced ability to interpret aspects of Arizona geology.

ST in ES: Migrations: Mammals, Insects, and Birds Migration is one of the most impressive biological phenomenons; migration can involve millions of par­ ticipants and distances exceeding tens of thousands of kilometers. The course will explore migration in insects, mammals (including humans) and birds in the context of ecology, physiology, evolution and con­ servation. We will learn about different aspects of migration biology through intensive discussion of pri­ mary literature and writing. The Southwest is an excellent location to study migration, and an extended fieldtrip will introduce the class directly to the participants in the migration story.

ST in ES: Seabird Ecology and Island Biogeography Ever since the work of seminal natural historians such as Humboldt, Wallace, and Darwin, islands have held special fascination for biogeographers, as they have attempted to sort out patterns of distribution of plants and animals. Moreover, island biogeography theory has become a key foundation for modern conservation biolo­ gy. In recent years, the Gulf of California has received particularly focused attention from biogeographers, due to the relatively pristine state of its several dozen islands. Seabirds comprise one of the most conspicuous and abundant lifeforms on these islands. In this intensive field course, students will carefully study the pri­ mary literature on seabird ecology, and natural history and biogeography in the Gulf, and then compare per­ spectives from literature with field observations during extensive fieldwork in the Midriff Islands region.

ST in ES: Stream Ecology This course examines patterns and processes in stream ecosystems. Classroom sessions will explore bio­ logical communities and basic ecological processes in streams (including geomorphology, hydrology, nutri­ ent cycling, trophic interactions, and stream-riparian linkages). Course field trips will focus on experimen­ tal and analytical techniques used to study streams (including stream discharge, physical habitat, and stream organisms). Students will also examine the influences of social systems and aesthetic values on aquatic environments and the implications for stream management. This course will focus on Southwestern streams but the ecological principles will be applied to streams in other regions.

ST in ES: Surface & Groundwater Hydrology Surface and Groundwater Hydrology will focus on the hydrologic cycle, forest and desert hydrology, and human impacts on hydrology. The course will include soil water processes, soil erosion, runoff, sub-sur­ face drainage, hydraulics of stream systems, and hydrogeology. [Students will examine applications of GIS and remote sensing technologies to hydrology and cover analytic techniques and measurement method­ ologies of hydrologic events. Materials will be presented in lecture, discussion, and field trip formats.

Numerous daily field trips and one multi-day field trip will provide field experiences.

ST in ES: Wild California: Nature and Culture in the 21st Century This field course surveys how humans have interacted with California wildlands from pre-Columbian times to the present. It explores how diverse cultures have defined, managed, and transformed the ecosystems of the state. We will compare management goals, problems, and practices on federal, state, tribal, and private lands with an emphasis on both protecting biodiversity and defining and building sustainable human commu­ nities. We will be guided by the framework of U.S. federal and state environmental law and policy. Selected topics will include: managing for biodiversity, ecosystem restoration, park and reserve policies, smart growth initiatives, fire management, the status of ecosystem management efforts, and others.

ST in ES: Wilderness Designation & the Tavaputs Plateau This course is one component of an interdisciplinary project. It is designed to examine the wilderness des­ ignation of Utah's Bureau of Land Management ground on the Tavaputs Plateau. Students will develop an understanding and appreciation of the beauty and importance of Utah's Green River as it cuts through the Tavaputs Plateau by examining firsthand the natural and cultural history of the region. An action research model will be used to examine the issue of wilderness designation in the region. In addition, the students will develop an action plan that is grounded in a thorough understanding of the cultural, politi­ cal, artistic, and ecological landscapes.

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ST in ES: Wolf Ecology and Management This course is designed to examine the role of top predators on ecosystem health, specifically focusing on the wolf. Biological, behavioral, and ecological evidence will be presented, while developing an under­ standing and appreciation of the political, sociological, and economic considerations of wolf conservation.

Wolf reintroduction programs will be compared and evaluated with attention given to identifying effec­ tive action strategies that promote ecosystem health.

ST in HD: Arizona Trail: Expeditionary Horsepacking This course is a horse packing exploration of the Arizona Trail. Starting on the Colorado Plateau of Southern Utah, then descending through the heart of the Grand Canyon, around the San Francisco Peaks, across the Mogollon Rim, and through the Superstition and Sky Island Mountains, the Arizona Trail is a rugged and varied 800 mile route from Utah to Mexico. Students study and apply all the eques­ trian and backcountry skills necessary to skillfully and safely travel with horses. Topics covered include equitation, nutrition, basic veterinary and natural hoof care, local natural history and ecology, and route finding, and Leave-No-Trace Horse-packing.

ST in HD: Arizona Trail: Psychology of Sustainability Sustainability can be defined as the ability to meet needs of the present generation without compromising the ability of future generations to meet their needs. There is continually mounting evidence that current patterns of human behavior are not sustainable on either a social or ecological level. This course studies the psycho­ logical underpinnings for individual and collective dimensions of choice and motivation. Topics such as choice theory, the evolution of consciousness, and integral psychology will provide a theoretical background for an applied immersion in the study of personal, collective and ecological sustainability. Within the context of a major expedition, students explore the potential for the healthy integration of task and relationship.

ST in HD: Arizona Trail: Relational Leadership Today, more than ever, the world needs effective, compassionate, and conscious leadership. Students will explore the evolution of human consciousness over time, track how priorities and possibilities shift as life conditions allow for shifts in awareness, and how viewing these shifts objectively allows for a comprehen­ sive, non-judgmental leadership model. Explorations of emotional intelligence, self-awareness, and lead­ ership in relation to other will provide access to the more immediate, personal aspects of our studies.

Clear communication, use of pressure, intention, and evolutionary development will all be considered as students develop and apply their own unique leadership style on a day-to-day basis through relationship and partnership with their horses and each other.

ST in HD: Gestalt Therapy: Theory & Practice Gestalt Therapy is a method of psychology that honors each human being as a unique expression of life, while living in a culture that may not always allow that uniqueness to be expressed. Gestalt Therapy is a creative process that challenges those involved to be authentic, spontaneous, and present. The Gestalt process is an invitation to actualize one's possibilities and resolve internal and external conflicts. Students will learn and experience the basic principles, concepts, and techniques relevant to the practice of Gestalt Therapy.

ST in HD: Self-Inquiry: Embracing Your Identity Beyond Your Personal Story “We spend most of our lives building an identity, thinking that is who we really are” says Oliver Bailey. “At some point, we begin to question what we have created and ask ourselves, ‘Who am I?’” This class explores that question using meditation to still the mind and self-inquiry to probe the identity that the ego and mind have created. Combined, these methods can create a deep transformation and assist in our journey from the perimeter of identity to the still center of being. This exploration requires a sense of adventure and a willingness to explore using art, guided imagery, movement, sensory awareness, and individual and group exercises. This class will enhance your ability to see, moment to moment, how psychological habit and personal “stories” block our connection to essence.

ST in IS: Globalization & Popular Resistance in Latin America Today The complex and contradictory Latin American experience with modernity, democracy, and social justice in the post-Cold War international context is the central theme of this course. It seeks to study the more recent economic, political, social and cultural transformation of Latin America, since the 1990s. The course explores the association of current Latin American issues with globalization and the search for modernity, in particular, how these transformations are affecting the people of the region. It also studies 185

the role of new political actors that appeared in the 1980s (women, indigenous and citizen's movements).

Finally, it discusses popular responses to national and trans-national neoliberal forces in countries like Mexico, Brazil, Argentina, Venezuela, and Bolivia that have made Latin America become an important site for the anti-globalization movement and the host of resistance forces like the Zapatistas in Chiapas, Mexico, and popular events such as the World Social Forum.

Statistics for Research Statistics for Research teaches the research skills needed to seek answers to complex ecological, biologi­ cal, and social questions. This course focuses on hypothesis testing and the design of experiments and sur­ veys. Experience will be given in acquiring large data sets and the statistical manipulation of quantitative data. Subjects include data distributions, descriptive statistics, analysis of variance and t-test, regression and correlation, and non-parametric alternative tests. Exposure will be given to multi-variate testing.

Students will gain hands-on experience with SPSS. Student Teaching, Elementary: Senior Project Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment the student is expected to respond to critical feedback and participate in every facet of class­ room teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Student Teaching, Secondary: Senior Project Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment the student is expected to respond to critical feedback and participate in every facet of class­ room teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Studies in Buddhism This course explores the Buddhist religious tradition. Following a generally chronological order, students learn about the beginnings and development of Buddhism in India, then consider how Buddhism grew and changed as it spread to Southeast Asia, East Asia, and Tibet. In this course, students develop critical and empathetic understanding of Buddhist concepts and practices, and become familiar with the history of Buddhism and Buddhists, including important names/figures, texts/scriptures, and events. They learn how Buddhism affects the cultures in which it takes hold, and come to recognize the various roles of Buddhism within the human community. The course includes discussion, application, and critical consideration of dif­ fering approaches to the study of Buddhism, and gives students the opportunity to learn to identify and eval­ uate information resources appropriate to such study. Students also learn to think in Buddhist terms and to relate the teachings and practices of Buddhism to their own worldview and life patterns.

Studio Arts, Advanced This class will provide studio opportunities for advanced students in painting, printmaking, drawing, or mixed media. Students individually and/or collaboratively will create a body of work at an upper-division level of technical expertise. Students will engage in continued practice with their chosen mediums, explore the syntax of visual form, investigate contemporary issues of art making, and examine historical practices. Critical discourse with peers and local art professionals will provide opportunities to examine aesthetic issues and artistic goals. This class will promote a dedicated work ethic as well as challenge pre­ conceived notions of style and art making methodology. An end-of-the-quarter art exhibition will promote professional presentation and prepare students for their senior project work.

Studio Projects This course is designed for the advanced student with a solid background in one or more of the following visual arts media: painting, drawing, printmaking, or sculpture. In a rigorous studio environment, students 186

will create several projects along individual themes in various media, under the guidance of the instruc­ tor and with the critical feedback of classmates. For each project students will be required to present a proposal including a project description, timeline, budget, and preliminary drawings. This course empha­ sizes critical discourse and values the exchange of ideas; the successful student will be willing to offer opinions and take risks. Workshops on advanced drawing, painting, printmaking, and woodworking tech­ niques will be offered, as well as documentation and preservation methods for completed artworks.

Models will be scheduled for a portion of the course.

Studio Projects 3D: Sculpture & New Genres This course is designed for the advanced student with a solid understanding of sculptural techniques and media. Students will spend the quarter creating a number of self-directed projects along individual themes in the medium of their choice, under the guidance of the instructor and with the feedback of their classmates.

A timeline for each project will be established, and students will be required to submit a written proposal for each project including a description, budget, preliminary drawings, etc. This course emphasizes critical dis­ course and values the exchange of ideas. The successful student will be willing to offer opinions and take risks.

Workshops on advanced sculptural processes such as casting, alternative materials, installation, and environ­ mental sculpture will be offered, as well as documentation and preservation methods for 3D artworks.

SU Studies in CRS: Costa Rica: Holistic Management & Conservation Systems This section will study the Costa Rican conservation system at work. We will focus on the complexities of trying to manage whole bioregions for sustainable development. The effects of monetary limitations for enforcement will be studied through the interaction with managers and stakeholders. This will lead to the study of creative grassroots solutions that some regions have adopted to overcome this limitation. We will evaluate the role of international NGO's, local activists and the scientific community. Students will devel­ op a field research project through a group application of a holistic indicator of ecosystem health to a pri­ vate biological reserve in the rain forest.

SU Studies in CRS: Costa Rica: Human Dimension of the Green Republic It is necessary, in order to understand the context of the Costa Rican process, to study the basic characteris­ tics of its society: history, culture, institutions, economy, etc. This part of the program will do this through a combination of field visits, exercises and lectures. We will give special emphasis the process of social change that began in the nineteen forties and resulted in the social-democratic structure of the Costa Rican society.

The studied subjects will also include social and cultural consequences of the “new” economic trends in the country. This combination will lead us into the discussion the forces that shaped the great environmental reform of the nineteen nineties. We will explore the main characteristics of Costa Rica's protected area sys­ tem. To understand the role of the private sector in this conservation effort we will visit ecotourist develop­ ments throughout Costa Rica, and meet with local officials, tour operators, and conservationists. Comparative trips to other Central American Countries will help students understand the uniqueness of the Costa Rican.

SU Studies in CRS: Costa Rica: Third World Development & Environmental Policy With a large percentage of the world's population living in poverty in less developed countries, many third world nations seek economic and industrial development as a means of solving a vast number of social ills.

This course analyzes the phenomena of development and its social and environmental impacts from the perspectives of history and social science. Students not only study the literature and theory of develop­ ment, but also investigate specific development projects in the third world. Among the issues and ques­ tions considered in the course are: What are the motivating factors for development? What strategies are there for alternatives to the importation of development models? What kind of development is desirable and how is this determined? How can the conflict between the need to exploit natural resources and con­ serve the environment be addressed?

SU Studies in ES: Insect Ecology Insects are the most diverse group of animals, and their populations often have dramatic effects-both pos­ itive and negative-on agricultural productivity. Taught within the context of the courses Agroecology and Southwestern Natural Systems Agriculture, this course will examine insect diversity and population dynamics in local ecosystems around the Chino Basin. How insect populations behave in natural systems will then be compared with their population dynamics in cultivated fields at the College's Wolfberry Farm. Students will study how different cropping strategies such as intercropping, crop rotations, and resistant crop selection affect insect herbivore and predator abundance and diversity. Students will also explore and discuss insect control measures such as pheromone release, beneficial insect release, and 187

integrated pest management.

Sudden Fiction: The Art of the Very Short Story In this block course, we will examine and write very short stories. In our discussions, we will attempt to iden­ tify why this subgenre of short fiction has become so popular; define some of its distinguishing characteristics (how it seems, for instance, to be a cross between a poem and a short story); and classify and analyze its inher­ ent strengths and limitations. Students will write and revise approximately ten short-short stories.

Summer Studies in Alaska: Natural History of Alaska This course is an introduction to the ecological diversity of Alaska. Students will travel throughout Alaska to study principles of communities and ecosystems, and geographical ecology. They will also investigate how northern landscapes and climates interact to produce major patterns of vegetation, and how animals adapt to these patterns. Students will learn to identify the dominant plants typical of the climatic regions of Alaska, from the rainforests of the south-central coastal areas, to the Interior boreal forest, to the tun­ dra of the Arctic and alpine regions. Principles of animal distribution and adaptation will be introduced through indicator species of each region studied.

Summer Studies in Alaska: Topics in Geography: Alaska This course applies theoretical concepts in physical-, cultural-, and bio-geography to specific regions of Alaska. Interrelationships between landscapes, ecological systems, and human cultures, past and present, will be explored. Students will analyze and compare temperate rainforests, interior forests, and arctic and alpine tundra in the contexts of geomorphic development, ecological habitat, and human lifeways. In addi­ tion to intensive field experience and interviews with local people, students will engage with course mate­ rial through lectures, readings of primary literature, and seminars.

Summer Studies in ES: Agroecology In this century, people have had great success manipulating energy intensive inputs as well as crop genet­ ics to reduce ecological limitations for agricultural production. Some of this success, however, has been achieved by trading off future productivity or sustainability. For example, high yields today may come at the cost of serious soil erosion, or extreme dependence on non-renewable fossil fuels. In this course, we will explore the ecological basis of many basic farming practices. We will investigate the importance of soil organic matter and native soil fertility, crop diversity and genetic diversity, water availability and conser­ vation, insect herbivore and predator dynamics, the effects of various tillage approaches, and the role of domesticated animals in agro-ecosystems. The ecological underpinnings and sustainability of agricultural systems from around the world as well as local farms will be interpreted.

Summer Studies in ES: Contemporary Issues: Alaska Alaska, one of the last strongholds for “wild” in North America, is also the epicenter for some of the nation's most hotly contested environmental issues. In this course students will research the controversies that dominate politics in the 49th state: oil development in the Arctic, the gray wolf sterilization and erad­ ication program, proposed large-scale timber harvest in the Interior, Indigenous sovereignity and subsis­ tence, large-scale mining, the Tongass National Forest, and the decline of commercial fishing, to name only a few. Students will read widely. They will also meet with environmental activists and developers, both groups who consider The Last Frontier their last best chance to pursue their interests Summer Studies in ES: Plant Breeding for Sustainable Agriculture: Theories and Methods This class will cover all of the fundamental concepts needed to frame breeding objectives in the context of environmental challenges, organic market needs, and sustainable cropping methods. Students will demonstrate practical breeding techniques to achieve specific goals in field plots. They will also be involved in ongoing breeding projects, performing pollinations and actively selecting several crops in the field. The class will cover the genetic basis of Mendelian principles, crop co-evolution, and the population structure of self- and cross-pollinated crops. Discussions on increasing the diversity and genetic breadth of specific crop types for sustainable farming systems will be emphasized throughout the course. The practices and goals of genetic engineering and modern plant breeding for high-input monoculture sys­ tems will be assessed in a cultural, historical, and environmental context. Field days will be used to visit breeding nurseries and farms producing organic vegetable seed in the Southwest.

Summer Studies in ES: Southwest Natural Systems Agriculture Natural Systems Agriculture is a term coined by Wes Jackson and his colleagues at the Land Institute in 188

Salina Kansas. It refers to agricultural systems that are designed to mimic the structure and function of natural plant communities of specific ecosystems. Considerable work has been carried out in the Midwest to develop a prairie-like Natural Systems Agriculture, but little work of this type has been done in the Southwest. In this course we will evaluate the biological and ecological characteristics of numerous native or introduced plant species for their potential use in a Natural Systems Agriculture. Students will study the plant species as they exist in the wild and will experiment with propagating and cultivating the plants at the College's experimental farm in Skull Valley. Students will also evaluate the ethnobotanical backgrounds of the potential crop species. This course is an important part of a long-term project to devel­ op a viable set of crop species for use in a Southwestern Natural Systems Agriculture.

Summer Studies in Sierra Nevada III: Philosophies of Interpretive Naturalists This course will consider the historical influence wilderness has had in shaping our contemporary philoso­ phies and attitudes. We will examine the effect wilderness has had on art, literature, and political thought in America. We will follow a historical route beginning with Henry David Thoreau, consider the life and writ­ ings of John Muir and Aldo Leopold, and culminate with Joseph Wood Krutch's The Great Chain of Life.

Systematics of Seed Plants In this course students become acquainted with the aims and principles of plant systematics and the var­ ious philosophies and areas of research that contribute to this modern science. Students will develop skills in using and interpreting taxonomic keys and plant descriptions for the purposes of identifying plants and become familiar with the characteristics used to recognize important plant families, genera and species of the flora of the southwestern North America. Students will learn to recognize natural variation, its caus­ es and importance in classification. The field and laboratory components of the course will emphasize identification skills and methods for collecting and preserving plant specimens for scientific study. Course content and geographic emphasis of the course may vary depending on the instructor and season.

The “F Word”: Feminism, Women & Social Change What does it mean to be a woman? What is feminism? Is it outdated? Have women achieved equality?

How have changes in women's and men's roles affected the sociopolitical landscape in America? Over the past two decades, many have come to believe that feminism is dead, or should be. However, when large groups of people are surveyed as to their beliefs about gender roles, by and large those polled strongly agree with feminist principles and values, although balk at being referred to as “feminists”. Feminist scholars have now deliberately coined the term “The F Word” when referring to this backlash against fem­ inist terminology. This course explores these questions and examines the interaction between gender and other social stratifiers such as race, culture, class, age, sexual orientation, and ability. We will address the role of systems of social injustice; explore avenues for creating both individual and collective change through social action; examine global issues; and study women from other cultures.

The Alchemy of Awareness This course will cover a variety of concepts and practices concerning mindfulness and how it can be uti­ lized to overcome emotional reactivity. Students will study and practice meditation, Yogic breathing, and Chinese movement as described by Bennett-Goleman in Emotional Alchemy and Eckhart Tolle in The Power of Now. By developing advanced observational skills using all sensory modalities, students will learn how to orient experiences around a reference point of awareness and trust. This point of observa­ tion allows the participant to become alert to 'emotional echoes' which often result in unconscious mal­ adaptive reactions to situations. By observing their attachments to these reactions, students can become more active in choosing their thoughts, words, and actions. Students will also witness the healing pattern of insight and compassion that can occur in the 'alchemy of awareness.' By becoming familiar with these elements of the human condition, students will learn more about how to deal with difficult situations.

The Ancient People: Literature & Prehistory in the Southwest This field-based course invites students to experience the prehistoric Southwest through literature and the exploration of ancient sites. Imagine the Four Corners a thousand years ago, not the wilderness that Europeans would later call it, but an environment richly peopled by Puebloan cultures that flourished for a thousand years before they mysteriously abandoned their homes. For nearly five hundred years, European and American explorers, settlers, and more recently tourists have wondered at the ruins, artifacts, and rock art images left behind by the ancient Puebloans, and a small but striking literature has developed recording this fascination in fiction, personal narrative, and poetry. During this course we will be examining that litera­ ture, not in the classroom but by “reading in place,” that is to say, reading in the field at the very ancient sites 189

our books describe. Some of the authors we will be reading include Willa Cather, Tony Hillerman, Simon Ortiz, Leslie Marmon Silko, and Ann Zwinger. Students will respond to this moderate amount of reading in on-site field discussion sessions, journal writing, and one extended creative project.

The Art of Making Dance This course introduces students to the skills of movement composition and provides an exploration into the underlying conceptual motivations of choreography. The components of visual design, theme and vari­ ation, rhythm, chance procedures, and dynamic tension will be studied. People are the medium through which this art form is expressed, so it is also crucial for a choreographer to develop the capacity for under­ standing self and others. Students will explore a combination of compositional skills and movement improvisations, which will provide the groundwork for making dances expressive of each student's unique artistic vision. The class will attend live performances and study seminal choreographers of the twentieth century and current trends in contemporary dance. Students are encouraged to take this course to increase their knowledge of dance and artistic composition, gain self-knowledge through their physicali­ ty, and prepare for production and performance courses. Students of all skill levels who are looking for an exploratory immersion in dance-making are welcome. The focus of this course is on skill building in cho­ reography rather than on creating a culminating performance.

The Bicycle: Vehicle for a Small Planet This course will explore the multifaceted role of the bicycle as a vehicle for personal and community trans­ formation. Students will examine the cultural, social, historical, and technological significance of the bicy­ cle through independent study, in class activities, films, and community-based interactions. The skills of riding in traffic and maintaining and repairing bicycles will be learned and practiced throughout the course. Students will investigate the state of local community attitudes, resources, and infrastructures related to bicycling. A key course goal will be reaching out to the larger Prescott community through the facilitation of appropriate bicycling workshops, seminars, or events. Students should expect to become better skilled and informed cyclists with the skills and knowledge to serve as ambassadors for the benefits bicycling can bring to individuals and communities.

The Camera, Servant of the Photographer's Eye The camera-”the object that may be the only true marriage of science and art”-is the focal point of this course.

Photography has always been influenced by technical developments in the photographer's equipment. This course will explore the visual syntax of the photographic image as it is related to the choice of camera. Through experimentation with a variety of cameras such as pinhole, 35mm, Holga, disposables, medium and large for­ mat, students will explore a range of subject matter and critically examine aesthetic approaches. Students will also study the historical development of the camera and contemporary practices. The course will involve extensive field/location shooting and lab work to create a final portfolio of images.

The Derivative Image: Abstract Painting In this course students will learn a variety of painting techniques in acrylics and oils while developing a personalized language of abstraction. The course will begin with perceptual exercises, from which stu­ dents will work towards varying degrees of abstraction. Students will develop content and imagery along individualized themes, and be challenged to articulate their ideas with painting approaches that support their thematic interests. This course will cover significant artists and trends in the history of abstract art, as well as look at the relationship of visual art to modes of abstraction in literature and performance.

Students will develop technical skills in acrylic, oil, and mixed media painting, while learning approaches to image development, juxtaposition, color theory, inclusion of text, appropriation, and critique.

The Othering of American Literature A whole cast of often minor characters exists within American literature – variously marginalized, made­ fun-of, used, chastised, stereotyped, silenced, and sometimes dehumanized characters who did not fit the prevailing model of American identity and behavior. This course asks a central question. What happens to the way we read American literature when we take minor or otherwise marginalized characters and make them the center of our reading attention? That is, what happens when we intentionally “misread” a book as if it were about its minor characters? Moving from early American exploration and promotional litera­ ture, through the nineteenth century, to the present, we will look at the historical contexts of the books we read to better understand literary events from the perspectives of minor characters and compare what we learn to what we take to be the perspectives embodied in the books themselves, that is to say, what the books seem to want us to think. Learning in this course will be based on assigned readings, lively discus­ 190

sion, collaborative work, both critical and creative writing projects, and student-led instruction.

Theatre and Social Change In this course, students will examine the role of playwrights and performers as social commentators and activists by studying the theory, techniques, literature, and history of theatre, including avant-garde and political theatre. Using research, students will develop and participate in creative projects, both individu­ ally and as a class. Students will engage in both creative and critical writing assignments to explore the connections between the theatre and its communities.

Theatre Production Theatre Production is a practicum course that explores the process of creation and collaboration in the the­ atre. The members of the class work as an ensemble under the direction of the instructor to accomplish all the necessary tasks involved in producing full-scale performances of a play. Students will be involved in some combination of the following: acting, directing, technical crew, lighting, props, costumes, set construction, publicity. The class attends plays presented by other companies, and each student documents learning through a written portfolio of assignments including character sketches, play reviews, rehearsal notes, and a final synthesis essay. Meeting times will vary, but a complete rehearsal schedule will be provided, and addi­ tional meetings for field trips and work calls will be scheduled in consultation with the class.

Therapeutic Use of Adventure Education This is an advanced-level course for students seeking a combination of skills in both Adventure Education and Human Development. It will be highly experiential, as well as being based on a strong theoretical foundation.

The course will start with some time on campus exploring wilderness therapy models and theory, and partic­ ipating in a local service project. During the campus phase of the course, students will choose from a range of special populations and begin research for a paper on this population. An extended field component of the course will allow students to explore what it is about the wilderness setting that is therapeutic for most peo­ ple, and will serve as a starting point for study of designing wilderness experiences for special populations.

Time will be spent examining those groups who most often receive wilderness programming as an adjunct to traditional treatment programs. Populations covered generally include: youth at risk, disabled, survivors of sexual abuse, and individuals in recovery from drug and alcohol addiction.

Transpersonal Psychology This course explores the foundations of transpersonal psychology, often referred to as the “fourth force,” and the most recent development in the field.students discover how this modern force reaches back to the Greek derivation of “psychology,” the study of the “psyche,” a term that originally signified the “soul.” Thus the course is a psychological exploration concerned with ultimate motivations and questions of purpose. Topics and themes include: the nature and evolution of consciousness; altered states; eastern theories and practices; “peak” experiences; the confluence of modern western science and mystical traditions; and the co-mingling of psychology and religion. The course is designed with both theory and practice in the interest of develop­ ing a form of psychology that is responsive to the emerging perils and promises we face in the 21st century.

Tropical Biology: The Natural History of Costa Rica Although only the size of West Virginia, Costa Rica boasts an impressive diversity of habitats and their associated floras and faunas. Over 820 bird species, about 200 kinds of mammals (half of which are bats), numerous reptiles, amphibians, and insects, and a multitude of plants are found in this tropical land, which has attracted research biologists from around the world. This field course emphasizes not only the identification of plants and animals, but also an understanding of the complex interrelationships between and among the life forms and physical conditions that constitute tropical environments.

U.S.- Mexico Interface: Immigration – An Introduction to U.S.-Mexico Border Studies This course examines the social, cultural, economic and environmental impacts of U.S. border enforcement practices and immigration policy. After a period of preparation and research in Prescott, the class travels through southern Arizona and northern Sonora for an intensive, experiential analysis of the U.S.-Mexico Border region. This includes visits to communities on both sides of the border, interviews with U.S. and Mexican officials and residents, immigration reform activists, humanitarian and human rights organizers, and communities and institutions most directly impacted by immigration policy and border enforcement.

Vertical Margins: Literature of Mountaineering & Exploration Climbers and explorers tell good stories. Since the mid-nineteenth century, mountaineers and explorers 191

returning from their travels to their desks have produced an extensive, varied, and provocative body of lit­ erature that tells us much about the full complexity of encountering mountain and wilderness landscapes.

During this course, students will have the opportunity to sample this literature. Reading in a variety of genres, including autobiography, non-fiction narrative, biography, fiction, poetry, and journalism, we will discuss mountaineering and exploration literature in terms of individual invention, genre, historical con­ text, and cultural documentation. Assigned readings might include such works as Maurice Herzog's “Annapurna,” Felice Benuzzi's “No Picnic on Mount Kenya,” Jeff Long's “The Ascent,” Ernest Shakleton's “South,” and Jim Perrin's “Mirrors in the Cliffs,” as well as selections from a variety of climb­ ing and exploration journals. Learning will be self-directed and often collaborative and will include dis­ cussion, critical and creative writing work, and group projects and journals. Learning will be self-directed and often collaborative and will include discussion, critical and creative writing work, and group projects.

Vintage Verse When asked to define poetry, poets tend to be purposefully evasive. Frost said, “Poetry is the kind of thing poets write.” Coleridge said, “The best words in the best order.” These definitions, nevertheless, reflect the purpose of this introductory literature course: to familiarize students with the works of revered poets, conventional language, techniques and forms, and the inventions that have transformed notions of accept­ able content and form. This overview of the genre is discussion-based and is strongly recommended for both literature and creative writing students. The readings will be focused primarily on English and American figures whose work continues to influence contemporary poets, but will also include works in translation. These will include King Solomon, Sappho, Shakespeare, Marvell, Blake, Yeats, Dickinson, Eliot, Pound, Li Po, Stevens, Cummings, Williams, Neruda, Wright, and others. This course demands extensive reading, discussion, and analytic writing.

Visual Arts Exhibition Practicum: Gallery Management This course is for students to participate in a working cooperative of gallery management and operations for designated visual arts spaces on the Prescott College campus including the Gallery at Sam Hill Warehouse. Under the supervision of the instructor, students will be responsible for all aspects of gallery management which including exhibition installations, assistance with art archive, public relations, estab­ lishing an annual fundraising event, and coordinating the student visual arts competition. This course can be repeated for upper division credit. Students will explore a variety of gallery and museum preparation and presentation techniques, policies and professional logistics.

Visual Arts Professional Practicum This course will provide all Arts & Letters students with valuable professional preparation. Any student inter­ ested in professional work as a writer, editor, actor, director, dancer, painter, photographer, sculptor, curator, arts manager (or any other artistic pursuit) is encouraged to take this class. Activities will include, but are not limited to, the following: photographing artwork; constructing resumes, artists' statements, letters of intent, statements of philosophy, query letters, cover letters; researching agents, publishers, contests, grants, profes­ sional organizations, conferences, and residencies; applications for all of the aforementioned; submitting work to galleries/magazines/competitions; designing business cards, letterhead, websites,. Students will learn to locate, read, write, and discuss critical reviews of relevant art forms, and to participate in self and peer cri­ tiques. We will examine legal aspects of ownership and copyright. Course may be repeated for UD credit.

Voices from Latin America In this course students will become familiar with a variety of modern and contemporary authors from sev­ eral regions within Latin America. Students will read poems, short stories, and novels in translation, exam­ ining the cultural and historical implications of the works as well as thematic and structural concerns. The reading list will include authors such as Pablo Neruda, Jorge Luis Borges, Juan Rulfo, Gabriel Garcia Marquez. This course requires extensive reading, discussion and writing.

Voices from the American Mosaic In this course, students will become familiar with modern and contemporary authors whose voices are unique in responding to an evolving America, and whose works, when considered together, create a big­ ger picture, a mosaic, of what it can mean to be human beings within the varied landscapes and cultures that constitute America. Students will examine the historical implications of the works as well as the the­ matic and structural concerns. The reading list may include works by Mark Twain, William Faulkner, Zora Neale Hurston, Toni Morrison, John Steinbeck, Vladimir Nabokov, and Chang-rae Lee. This course requires extensive reading, discussion, and writing.

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Voices from the World Mosaic In this course, students will become familiar with modern and contemporary authors whose voices are unique in responding to an evolving world, and whose works, when considered together, create a bigger picture, a mosaic, of what it can mean to be human beings within the varied landscapes and cultures that span the globe. Students will examine the historical implications of the works as well as the thematic and structural concerns. The reading list will include established and emerging authors from Europe, Asia, Africa and the Americas. This course requires extensive reading, discussion and writing.

War and Peace in Film and Literature War and Peace have been central themes in literature dating to antiquity, including works such as the Bible and the Bhagavad-Gita. In the modern era, film and cinema likewise have explored issues of war and peace since the earliest days of the medium and continuing through the present. This course will consider the effects of images of war in fiction and film, as well as the potential for peace conveyed through such media. By screening films and reading foundational texts, the course will investigate issues of war and peace in histori­ cal and contemporary contexts, drawing upon both documentary depictions and the power of speculative fic­ tion. The aim will be to develop an understanding of the centrality of war in film and literature, and to assess the challenges of promoting peace under such conditions. To that end, in addition to a series of required ana­ lytical essays, students will be asked to keep a detailed journal of critical inquiries into the films viewed in class, which will explore both the nature of war and the prospects for peace.

Water in the West This course is a comprehensive survey of the role of water resources in the development and life of the western United States. Topics include basic hydrology, the quantity and quality of water sources, water uses and distribution, water supply management and development, water politics and laws, history, and current status of water supply problems. Arid regions in other parts of the world will be reviewed, as will proposals for the future.

Weather and Climate This is an introductory course on the atmospheric environment: basic descriptive meteorology. Topics covered include: global climate, climate changes, the behavior of air masses, energy exchanges in the atmosphere, atmospheric moisture, cloud development, precipitation, winds, and severe storms. Weather in the western United States is emphasized.

Western Bodywork Modalities:Theory & Practice This is a survey course in western bodywork modalities. The student will study both the theory and prac­ tice of various western approaches to bodywork, including Swedish Massage, Connective Tissue Massage, Neuromuscular Therapy and Sports Massage. Learning will be didactic and experiential in nature.

Successful completion of this course (along with the corequisite courses) will prepare the student to take the National Certification Board for Therapeutic Massage and Bodywork Examination and practice as a Certified Massage Therapist.

Wetland Ecology & Management Wetlands, declining in both extent and quality, have become habitats of global concern. In this class, stu­ dents are exposed to the diversity of wetland types in Arizona, concentrating on physical and biological characteristics, ecological relationships, and conservation approaches relating to freshwater wetlands.

Special emphasis will be given to the Verde River watershed. Field trips will sample wetland ecosystems under the jurisdiction of the diverse entities (e.g., municipalities, Arizona Game and Fish, U.S. Fish and Wildlife Service, Bureau of Land Management, U.S. Forest Service, National Park Service, The Nature Conservancy, and private ownerships). Students will document their learning process in portfolios and in the form of papers presented as a proceedings.

Whole Athlete, The This course takes holistic approach to physical training and coaching. Modern and traditional principles of exercise physiology will be studied from eastern and western medical traditions. “Alternative” training methods are also considered. This foundation will then be applied in rigorous student-designed exercise programs; these programs are integral academic components of the course. Students will learn techniques for increasing body and mental strength and their connection to the health of the whole person. An emphasis will be placed on the study of awareness as an athlete. The goal of the course is to raise levels 193

of overall fitness and bodily awareness. Students are encouraged to look beyond issues pertaining to their own health and discover how methods acquired in this course can be transferred to others while working in a facilitator role such as coach, outdoor instructor, or classroom teacher.

Wilderness Emergency Care This course combines theoretical information with practical skills and common sense. The curriculum is designed to make the student proficient in administering care to the sick and injured. An emphasis is placed on the wilderness context of prolonged transport, severe environments, and improvised equipment.

Successful completion results in two certifications: American Heart Association's CPR and Wilderness First Responder through the Wilderness Medicine Institute of the National Outdoor Leadership School.

Wilderness Exploration & Landscape Studies I: Expeditionary & Technical Skills This course will introduce students to fundamental expedition skills and models through presentations, discussions, and practice. Topics will include minimum impact camping techniques, map and compass, equipment use and management, group living and decision-making processes, public land access issues, and recreational considerations in a variety of environments. We will also investigate fundamental theo­ ries and current issues in expedition leadership. In rigorous field settings, students will cultivate proficien­ cy in outdoor technical skills congruent with the environment in which they are traveling.

Wilderness Exploration & Landscape Studies I: Expeditionary&Technical Skills for Coastal Exploration This course introduces students to fundamental sea kayaking, freediving, and expedition skills and knowl­ edge through presentations, readings, discussions, and practice. Topics include minimum-impact camp­ ing techniques, navigation, equipment use and management, group living and decision-making process­ es, public land access issues, and recreational considerations in the coastal environments of the Northern and Central Gulf of California. Students also investigate fundamental theories and current issues in expe­ dition leadership. A significant portion of the course is spent on the water in sea kayaks. Sea and weather risk assessment and paddling and rescue skills are emphasized and practiced in a variety of conditions.

Wilderness Exploration & Landscape Studies I: Expeditionary&Technical Skills for River Environments With the Green and Colorado Rivers as our floating classroom, this course will introduce students to the fundamentals of whitewater rafting and river expedition skills. Through readings, extensive first-hand practice, class discussions, and presentations, students will learn about expedition planning and logistics, group management and outdoor leadership, Leave No Trace practices, raft repair and maintenance, boat piloting, whitewater hydrology, safety and swift water rescue, and recreation on public lands. Students will also investigate fundamental theories, current issues, and historical perspectives in expeditionary leader­ ship, and develop strategies that help create an effective learning community.

Wilderness Exploration & Landscape Studies II: Canyon Country Geography This course is an exploration of landscapes of canyon country of the Colorado Plateau. Study will emphasize physical, biological, and cultural geographic factors at work in this varied environment. The curricular focus will be on geomorphic processes and landscape evolution, weather and climate, aridity and desertification, and geographic patterns of distribution and migration of flora, fauna, and past human occupation. This course has a strong regional focus but also includes a survey of arid regions and desert people across the globe.

Wilderness Exploration & Landscape Studies II: Desert Geography This course is an exploration of arid landscapes and the physical, biological, and cultural geographic fac­ tors at work in these environments. We will survey defining characteristics of arid environments, desert types (“hot” and “cold” deserts, Sonoran, Mojavian, Chihuahuan, and Great Basin, etc.), geomorphic processes and landscape evolution, desert weather and climate, biogeography of desert flora and fauna, and human cultural lifeways in arid environments. This course has a regional focus but also includes a sur­ vey of desert regions across the globe.

Wilderness Exploration & Landscape Studies II: Introduction to Marine Science This interdisciplinary field course compares and contrasts the varied coastal environments of the Northern and Central Gulf of California, and affords students the opportunity to build a strong founda­ tional knowledge in a wide variety of marine sciences. Coastal explorations are used to study relevant top­ ics in oceanography, marine biology, ecology, natural history, and coastal conservation. The large geo­ 194

graphic area that the course area encompasses gives students the unique opportunity to experientially study these concepts and apply them in ecologically varied settings.

Wilderness Exploration & Landscape Studies II: John Wesley Powell's Journey/Expl of CO Plateau In this course, whitewater rafting and river expeditioning are utilized to study the natural history, cultur­ al history, and contemporary conservation issues of the Colorado Plateau with an emphasis on the region's river systems and watersheds. Through readings, first hand observations, and field exercises, students will study the Plateau's geology, biogeography, and riparian landscape ecology, and learn to identify the com­ mon plant and animal communities. An overview of the Plateau's human history – both Native American and European – will include a special focus on the John Wesley Powell expeditions and other historic fig­ ures of the Colorado River system. These studies will set the stage for exploring current conservation issues related to public lands, river conservation, and water resource management on the Plateau. Finally, from an educator's perspective, this course provides students with an experiential model of how a biore­ gional theme can be used in wildlands-based adventure education.

Wilderness Exploration & Landscape Studies II:Mountain Geography This course is an exploration of mountain landscapes and the physical, biological, and cultural geographic fac­ tors at work in mountain environments. We will survey mountain building processes, geomorphic processes and landscape evolution, mountain weather and climate, snow dynamics, basic glaciology, biogeography of mountain flora and fauna, and human cultural lifeways in high mountain environments. This course has a regional focus but also includes a survey of mountain regions and mountain people across the globe.

Wilderness Exploration & Landscape Studies III: Landscape Exploration and Interpretation This course focuses on developing techniques for exploring and interpreting wilderness landscapes, and builds on foundational knowledge and experience in both geography and wilderness travel. Within the con­ text of a specific wilderness region, the relationships among regional geologic history, pertinent geomorphic processes, regional weather and climate, biogeographic patterns among flora and fauna, and human history will be explored. Expeditionary skills will be applied to place by practicing relevant travel skills ( may include rafting, backpacking, skiing, and/or mountaineering depending on focus and location of course), investigating regional terrain considerations, and all aspects of planning and implementing extensive backcountry explo­ rations in the specific region. Throughout the course students will practice qualitative interpretation of land­ scapes through intensive field journaling, written and oral synthesis, and a personal research component.

Wilderness Exploration & Landscape Studies III:Teaching & Facilitation Methods for Adventure Ed This course builds on students' knowledge of basic expedition and technical skills by allowing them to study and practice the implementation of adventure education activities. Topics include ethically respon­ sible group management, risk management, and lesson planning, as well as facilitation skills such as fram­ ing, delivery and debriefing. Students are guided in implementing activities and lessons for their peers.

Focus is placed on teaching expedition and technical skills, Leave No Trace, and natural history topics.

Students take a major role in course planning and logistics, decision-making, and the establishment of an effective and mutually supportive community of traveling scholars.

Wilderness Leadership, II See Phase I for Course Description for all 3 phases!

Wilderness Leadership, I, II, III This is an advanced course for students emphasizing Wilderness Leadership or Adventure Education as a competence or strong breadth. Leadership skills and theories are introduced in practical ways through a series of outdoor expeditions and field experiences. Intensive debriefing will define pertinent issues.

Students will, at times, take responsibility for curriculum planning, logistics, decision making, and safety, with the instructional staff maintaining close supervision. Related topics such as expedition behavior, group dynamics, interpersonal communication, leadership theory, and teaching methods will be covered in a variety of ways. These will include group discussions, field exercises, and analyses of group and indi­ vidual performance. In an effort to learn from each other and practice oral presentations, students as well as staff will conduct discussions on pertinent topics. Students need to demonstrate maturity, initiative and proficiency in foundational outdoor skills (i.e., the Adventure Education course). In addition to the stat­ ed prerequisites, students are required to have technical skills specific to course activities. See PREREQ­ UISITES and SPECIAL NOTES for all information.* *Specific technical skills focus will vary depending on the season and year. Students may sometimes choose to take more

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than one version of this course.

Wildlife Management: Applied Conservation Biology Preservation of biodiversity is supplanting old notions of wildlife management. This intensive course, a sequel to Conservation Biology, will expose students to the wildlife management field – past, present, projected future. Aspects of population biology and demography and visit wildlife refuges and other managed lands, meeting with administrators, biologists, and researchers active in the field will be examined. Subjects to explore include captive breeding and reintroduction, waterfowl biology, and community-based conservation.

Women and Power in Latin America Women have long played instrumental roles in both public and household spaces of Latin America, but their contributions have not always been acknowledged. With an emphasis on the last thirty years, this course will examine women's resistance from settings of political authoritarianism to recent con­ texts of democratic transition and neo-liberal economic restructuring. Themes to be examined include the politicization of motherhood, women in the labor force, social reproduction and domestic duties, women's roles in revolutionary movements, political inclusion, participation in non-governmental organizations, and changing notions of gender and resistance in 21st century Latin America.

Women's Literature This discussion-based course will focus on nineteenth and twentieth century works by women authors from a variety of cultural backgrounds. Authors may include: Kate Chopin, Edwidge Danticat, Kaye Gibbons, Charlotte Perkins Gilman, Toni Morrison, Tillie Olsen, Leslie Marmon Silko, Louise Erdrich, Francine Prose, and Hisaye Yamamoto. Three writing assignments will progress from informal to more formal analysis and research. In the first unit, Reader Response, students interact with a chosen text in a playful, inventive way.

In the second unit, Critical Analysis, students learn to interpret a text and support that interpretation with tex­ tual evidence. In the final unit, students have three choices: 1) to expand the critical analysis from Unit Two into a research paper; 2) to write a paper on any women's issue touched on in the literature; or 3) to write a substantial creative piece (story, essay, memoir, play), inspired by the material of the course, exploring some aspect of the female experience. Pairs of students will be assigned to lead discussion on several texts from the series Women Writers: Text and Contexts, which introduces students to various approaches to criticism.

Women's Studies: Cross Cultural Perspectives This course will provide an overview of gender differences, emphasizing the status and roles of women in several cultural contexts. A cross-cultural analysis provides a means to view the power of social institutions to determine sex roles. While gaining an understanding of the socialization of women, we will attempt to identify our own “essential selves,” independent of our socialization as women. Readings will include cur­ rent reports on the status of women around the world, psychological accounts of gender differences, ecofeminism, anthropology, and biography. Students will be expected to facilitate discussions based on individually chosen reading material.

Women's Topics in Wilderness Leadership In this course, students will explore women's unique psychology, learning styles, and group behaviors in the context of wilderness expeditioning. The ultimate intention will be to discuss and develop methods for effectively serving female adventure education participants. Building competence and confidence, stu­ dents will practice technical skills, which may include rock climbing, backpacking, canyoneering, boating, mountaineering, navigation, and low-impact camping in a supportive, non-competitive environment.

Students successfully completing this course will be more able to perform in single and mixed-gender adventure education settings as leaders and participants. This course is also intended to serve as addition­ al preparation for upper division technical skills courses.

Women's Wisdom and Nature There is a call to women to access their inherent wisdom and offer leadership in relation to current plan­ etary conditions. To step into our roles as wisdom keepers implies not only embracing our personal sto­ ries, but also going beyond the personal, into making common good for common cause. This course will draw upon a number of disciplines, with an emphasis on their relationship with the natural environment: archetypal psychology and ecopsychology. We will address areas of study relevant to women and nature including women's rites of passage, personal empowerment, the creative arts, ceremony, recreation, and potential cycles of women's psychological and spiritual development. Our approach will be holistic, inte­ grating the mind, body, and spirit. We will complete the course by focusing on the integration of our stud­ 196

ies and experiences into our personal lives and the world at large.

World Religions: Christianity, Islam, & East Asian Religions This course provides an introduction to the world's religions, via study of their history, scriptures, doc­ trines, rituals, myths, ethics, and social systems/institutions. In this course students strive to grasp what “religion” is, and what it means to be religious. Students develop critical and empathetic appreciation of the religious foundations of world cultures, of the various ways humans have tried to understand the nature of reality, and the roles of religion in human community. The course includes discussion, applica­ tion, and critical consideration of differing approaches to the study of religion, and gives students the opportunity to learn to identify and evaluate information resources appropriate to the study of religions.

Students also reflect on their own religious backgrounds and influences and develop self-awareness about their religious worldviews. The specific religions addressed in this course include Christianity, Islam, and East Asian religious traditions (Buddhism, Taoism).

World Religions: Judaism, Hinduism, Buddhism, and New Religious Movements This course provides an introduction to the world's religions, via study of their history, scriptures, doc­ trines, rituals, myths, ethics, and social systems/institutions. In this course students strive to grasp what “religion” is, and what it means to be religious. Students develop critical and empathetic appreciation of the religious foundations of world cultures, of the various ways humans have tried to understand the nature of reality, and the roles of religion in human community. The course includes discussion, applica­ tion, and critical consideration of differing approaches to the study of religion, and gives students the opportunity to learn to identify and evaluate information resources appropriate to the study of religions.

Students also reflect on their own religious backgrounds and influences and develop self-awareness about their religious worldviews. The specific religions addressed in this World Religions course include Judaism, Hinduism, Buddhism in South and Southeast Asia, and some new religious movements.

Writers in the Community In this advanced practicum course, pairs of students are matched with various community groups/agencies to lead writing workshops for participants of these groups. (Possible groups might include veterans of war, ele­ mentary school children, the elderly, the homeless, and others.) The first two weeks of class time will be spent in intensive training for the field work, focusing on methods of teaching writing, exercises, strategies, goals and objectives of service learning, concept of community, and logistical considerations for the field portion.

As of the third week, students will spend two class periods per week with the group/agency to whom they've been assigned, leading the 90-minute workshop. The third class meeting of each week will be in the class­ room and will be devoted to debriefing the field sessions, exchange of ideas, reports on the effectiveness of certain teaching/writing strategies, and problem solving. Students will receive ample guidance from instruc­ tor, who will also rotate among the various field settings, on field days, to observe the sessions and offer con­ structive feedback to the student leaders. After six weeks of leading the community workshops, students will spend the final two weeks compiling one anthology, consisting of writing products from all the different groups. The course will end with a community presentation, during which members of the various groups will read aloud from their collected work. Students will be evaluated on four elements: Class participation; the teaching of writing; service to the community; and a final paper synthesizing the effect of community service on their learning, their own writing and on themselves as members of this community.

Writing as Performance The benefits of performance are often discussed in terms of the audience, of the public community that views it. But performance is not only what happens in front of an audience. The act of performance, like the act of writing, can be a method for learning and exploring, one that incorporates creative and critical thinking, problem-solving, analysis, and making choices that effectively communicate meaning and inten­ tion. This course examines the practical and theoretical links between writing and performance. Readings, discussions, and assignments focus on performance as a means and an end to creative writing. Students will experiment with projects in writing, performance, and interactive combinations of these areas, create new written works, and perform works created by themselves and others in the class. At the end of the term, a studio performance will showcase the students' creative work.

Writing Workshop This class has three primary purposes: 1) to help students develop writing strategies that reduce anxiety and produce quality work; 2) to help students identify a specific reader and purpose in order to translate exploratory writing into expository writing; and 3) to practice different forms of writing (e.g., narrative, 197

evaluative, analytical, and argumentative) to increase flexibility. Peer and instructor responses help stu足 dents develop an editorial eye for clarity and the ability to read one's own writing critically. Students study published writing to enlarge their understanding of rhetorical methods of development and to explore and refine their personal writing style.

Yoga Teacher Training and Certification This course is designed for students who would like to deepen their personal yoga practice and receive foundational training in the art of teaching yoga. Extensive training and practice in the techniques of asana, pranayama, meditation, and chanting will be a central part of this class. We will also explore teach足 ing methods and such topics as sequencing, details of alignment, variations for different populations, ver足 bal and hands-on adjustments, and verbiage for safely leading others in and out of postures. The course will also include academic work in yoga philosophy focusing on yoga history, lifestyle and ethical issues, anatomy (western and esoteric), and teachings from the Yoga Sutras. This course provides the contact time and content needed for a 200 hour Teacher's Certificate.

Yoga: Philosophy & Practice This course introduces the theory and practice of Hatha Yoga and Meditation. It is appropriate for any student who is seeking to expand his or her consciousness and self-awareness through a regular practice of yoga. It will be predominantly experiential, but will include relevant readings and discussions of theo足 ry. Students will keep learning journals to document their experiences and assist them in the integration of the material.

198

Resident Degree Program Faculty Victoria Abel, Human Development M.S., Pacifica Graduate Institute, depth psychology; B.A., Prescott College, counseling psychology, 1992 Ellen Abell, Human Development Ed.D., Northern Arizona University, counseling psychology, 1991; M.Ed., Columbia University, counseling psy­ chology, 1983; M.A., Columbia University, counseling psychology, 1982; B.A., University of Delaware, psychol­ ogy/ women’s studies, 1981 Randall Amster, Cultural and Regional Studies Ph.D., Arizona State University, Justice Studies, 2002; J.D., Brooklyn Law School, 1991; B.S., University of Rochester, Physics and Astronomy, 1988 Walt Anderson, Environmental Studies M.S., University of Arizona, wildlife biology, 1974; B.S., Washington State University, wildlife biology, with highest honors, 1968 Gret Antilla, Education; Dean Resident Degree Program M.C., Arizona State University, counseling psychology, 1978; B.A., Arizona State University, secondary educa­ tion and political science, 1971 Joel Barnes, Adventure Education and Environmental Studies Ph.D., Union Institute and University, environmental conservation and education 2006; 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, 1991 Melanie Bishop, Arts and Letters M.F.A., University of Arizona, fiction, 1992; B.A., Prescott College, creative writing, 1996 Ed Boyer, Environmental Studies; Kino Bay Center for Cultural and Ecological Studies, Co-director Ph.D., University of Arizona, ecology and evolutionary biology, 1987; M.S., University of Arizona, ecology and evolutionary biology, 1980; B.S., Arizona State University, zoology, 1977 Mathieu Brown, Adventure Education M.S., Northern Arizona University, forestry, 2006; B.S., business administration, Northern Arizona University, 2000; B.A., Southwest studies, 2000 Grace G. Burford, Cultural and Regional Studies Ph.D., Northwestern University, history and literature of religions, 1983; M.A., University of Chicago, 1978; B.A., Swarthmore College, 1973 Linda Butterworth, Reference Librarian M.A., University of Arizona, library science, 1994; B.A., Arizona State University, history, 1992 Julie Comnick, Arts and Letters, Studio Arts M.F.A., Montana State University, painting, 2001; B.A., The Evergreen State College, 1995 K.L. Cook, Arts and Letters M.F.A., Warren Wilson College, creative writing, 1991; M.A., Southern Illinois University at Carbondale, English, 1987; B.A., West Texas State University, English and theatre, 1984 Margaret Cox, Education M.S., University of Houston, elementary education, 1979 B.A., University of Southwestern Louisiana, upper elementary education, 1967 David Craig, Adventure Education M.S. Ed, Northern Illinois University, 1993; B.A., California State University, Long Beach, recreation and leisure studies, 1989 199

Tim Crews, Environmental Studies Ph.D., Cornell University, ecosystem biology, 1993; postdoctoral research, Stanford University; B.A., University of California at Santa Cruz, agroecology, 1985 Jordana DeZeeuw Spencer, Education/Human Development/Adventure Education M.S., University of New Hampshire, experiential education, 2002; B.A., Yale University, 1995 Bob Ellis, Education and Environmental Studies M.S., Western Illinois University, recreation, park, and tourism administration, 1991; B.S., University of North Texas, secondary education, biology, and earth science, 1981 Liz Faller, Arts and Letters M.A., Prescott College, dance and transformation, 1999; B.A., Western Washington State College, sociology/anthropology, 1974 Jeff Fearnside, Arts and Letters M.F.A., Eastern Washington University, creative writing, 2000; B.F.A., Bowling Green State University, cre­ ative writing, 1996 Anita E. Fernández, Education Faculty Ph.D., University of Arizona, Language, Reading, and Culture; 2001. M.A., University of Arizona, Teaching and Teacher Education, 1997; B.A., University of Colorado, Boulder, English, 1990.

Thomas Lowe Fleischner, Environmental Studies Ph.D., The Union Institute, environmental studies, 1998; M.S., Western Washington University, biology, 1983; B.S., The Evergreen State College, field biology, 1977 Lisa Floyd-Hanna, Environmental Studies Ph.D., University of Colorado, environmental, population, and organismic biology, 1981; M.S., University of Hawaii, botany, 1977; B.S., University of Hawaii, cell biology. 1974 Deborah Ford, Arts and Letters M.A., Arizona State University, photographic studies and art education, 1987; B.F.A., Arizona State University, 1977; Minneapolis College of Art and Design 1973-1976 Dan Garvey, President Ph.D., University of Colorado, Boulder, social and multicultural foundations, 1991; M.A., Cambridge-Goddard Graduate School of Social Change in social change, 1974; B.A., Worcester (Mass.) State College, 1973 Ed Grumbine, Environmental Studies Ph.D., Union Institute, environmental policy and management, 1991; M.S., University of Montana, environ­ mental studies, 1982; B.A., Antioch College, environmental studies, 1976 Zoë Hammer, Cultural and Regional Studies Ph.D., University of Arizona, 2004, comparative cultural and literary studies; M.A., University of Arizona, 1995, comparative cultural and literary studies; B.A., Scripps College, Claremont California, 1989 David D. Hanna, Environmental Studies M.S.T., Antioch New England Graduate School, environmental education and science teaching, 1984; B.S. Fort Lewis College, biology/ natural history, 1977 Sam Henrie, Cultural and Regional Studies University of Arizona and Michigan State University, post-doctorate study in creative writing and literature; Ph.D., University of California at Berkeley, psychology and education, 1969; M.A., University of Utah, music and Spanish literature, 1962; B.A., Brigham Young University, music theory and composition, 1959 Jack Herring, Environmental Studies; Dean Resident Degree Program Ph.D., University of Washington, atmospheric sciences, 1994; B.S. University of Alaska, Fairbanks, chemistry, 1989 200

Douglas Hulmes, Education and Environmental Studies M.S., George Williams College, environmental education, cum laude, 1976; B.A., Prescott College, environmen­ tal science, 1974 Lee James, Adventure Education M.S.T., Antioch/New England Graduate School, environmental studies, education Tim Jordan, Human Development M.A., Antioch University, psychology, 1983; B.S., The Evergreen State College, biology, 1979 Phil Latham, Adventure Education B.A., Prescott College, wilderness leadership, 1983 William J. Litzinger, Environmental Studies Ph.D., University of Colorado, Boulder, biological science, 1983; M.A., University of Colorado, Boulder, biolog­ ical science, 1981; B.A., San Jose State University, botany, 1974 Erin Lotz, Adventure Education M.A., Mankato State University, experiential education, 1995; B.A., California State University Northridge, leisure studies and recreation, 1991 David Lovejoy, Adventure Education B.A., Prescott College, photography and publication design, outdoor leadership, geology, 1973 Lorayne Meltzer, Environmental Studies; Kino Bay Center for Cultural and Ecological Studies, Co-director M.S., California State University, natural resource management, 1990; B.A., Pomona College, American stud­ ies and public policy Charissa Menefee, Arts and Letters Ph.D., Southern Illinois University, theatre and speech communication, 1992; M.A., West Texas State University, interdisciplinary studies, 1985; B.A., West Texas State University, English and theatre, 1983 Angie Moline, Environmental Studies Ph.D., Colorado State University, ecology 2007; M.S., Northern Arizona University, biology, 2002; B.S., University of Minnesota, ecology, evolution, and behavior, 2000; B.S., University of Notre Dame, engineer­ ing and environmental science, 1996 Julie Munro, Adventure Education M.S., Mankato State University, experiential education, 1995; Arizona teacher’s certification, Prescott College, secondary earth sciences, 1990; B.A., Prescott College, outdoor education and program administration, 1985 Steve Munsell, Adventure Education B.A., Evergreen State College, outdoor education, 1979 Delisa Myles, Arts and Letters M.F.A., University of Colorado, dance with emphasis in performance and choreography, 1988 Dana Beth Oswald, Environmental Studies Ph.D., University of New Mexico, anthropology, 1993; M.A., University of New Mexico, anthropology, 1979; B.A., Prescott College, anthropology, 1971 Steven Pace, Human Development and Adventure Education M.S.W., University of Denver, 1986; B.S., Antioch University at Yellow Springs, environmental studies, 1976 Mary Poole, Cultural and Regional Studies; Director Maasai Community Partnership Ph.D., Rutgers University, U.S. history, 2000; B.A., The Evergreen State College, education and political science, 1988 201

Andre Potochnik, Environmental Studies Ph.D., Arizona State University, geology, 2001; M.S., The University of Arizona, geosciences, 1989; B.S., Sonoma State University, geology, 1983.

Wayne Regina, Human Development Psy.D., United States International University, psychology, 1982; M.A., United States International University, marriage and family therapy, 1979; B.A., State University of New York at Stony Brook, psychology, 1977 Mark Riegner, Environmental Studies Ph.D., State University of New York at Stony Brook, ecology and evolution, 1983; B.S., State University of New York College at Brockport, biology, 1975 Scott Risley, Cultural and Regional Studies Ph.D. (candidate), Northern Arizona University, environmental history and history of the American West, 2008; J.D., Arizona State University College of Law, 1993; B.S., Oklahoma State University 1990, political science Roxane Ronca, Environmental Studies M.S., University of Washington, atmospheric sciences, 1995; B.S., University of Michigan, physics, 1990 Sheila Sanderson, Arts and Letters M.F.A., University of California at Irvine, creative writing (poetry), 1986; M.A., Murray State University, English, 1984; B.S., Murray State University, English, 1981 Paul Smith, Human Development M.A., The Naropa Institute, transpersonal counseling psychology, 1995; B.A., Earlham College, environmental studies and educational perspectives, 1982 Jack Staudacher, Adventure Education and Human Development M.S., Central Washington State College, environmental studies; B.S., Washington State University, wildlife biology, 1972 Carl Tomoff, Environmental Studies Postdoctoral research (Argentine Monte and Sonoran Deserts), University of Washington, 1972–74; Ph.D., University of Arizona, zoology, 1971; M.S., University of Michigan, 1966; B.S., Xavier University, 1964

202

Adult Degree Program

Bachelor of Arts

Completion

203

204

Adult Degree Program Goals and Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Bachelor of Arts Program Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

A Sampling of Individual Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208

Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Arizona Certification Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Elementary Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Early Childhood Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Post-bachelor’s Teacher Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Option #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Option #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Option #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Frequently Asked Questions about Teacher Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Fast Track Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Fast Track Admissions Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Environmental Studies Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Natural History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Natural Stewardship and Human Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Natural Interpretation and Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

Human Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Humanities Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Management Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Sustainable Community Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Admissions Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Application Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Admissions Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Preliminary Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Length of Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Minimum Registration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

General Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Student Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Contract Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Teacher Education Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Life Experience Documentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Adult Degree Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Enrollment and Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219/See Common Section

Minimum Registration and Residency Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Semester Hour System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Earning Credit and Course Contracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Letter Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Tuition and Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Failure to Graduate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Graduate School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Learning and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Core Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Mentored Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Required Mentor Credentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Mentor Payment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Human Development: Senior Projects or Internships in Field Settings . . . . . . . . . . . . . . . . . . . . . . . 221

Liberal Arts Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

When to Complete Life Experience Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Monitoring Academic Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Receiving No Credit in Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

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Exceptions to Academic Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Application for Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Graduation Requirements Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Academic Achievement Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Competence in Subject Matter and Application to Real Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

College Level Math and Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Sensitivity to Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Academic Philosolphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

One Competence and Two Breadths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Liberal Arts Breadth - Minimum Learning Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Learning in Each Discipline Will Satisfy the Liberal Arts Breadth Requirement. . . . . . . . . . . . . . . . 226

Components of the Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Mentored Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Liberal Arts Seminar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Senior Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Math Proficiency Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Required Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

ADP Expectations Regarding the Required Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

ADP Formatting Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Writing the Required Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

ADP Required Research Paper Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Application for Graduation and Final Degree Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Graduation Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Official Transfer Credit Transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Contract Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Academic Achievement Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Cohort or Scheduled Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Senior Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Internships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Life Experience Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Writing A Study Contratct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Study Contract Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Social and Ecological Literacy Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Writing Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Experiential Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

More on Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Incomplete Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Evaluation of Mentors and Other Field Personal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Study Contract and Course Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

How to Identify Mentors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Mentor Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Life Experience Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

How to Start the Life Experience Documentation Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

LED Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

LED Tuition and Payment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

LED Credit Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Frequently Asked LED Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Adult Degree Program Sample Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Adult Degree Program Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Who to Contact in ADP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

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ADULT DEGREE PROGRAM GOALS AND COMPONENTS A Community-based Approach to Education The Adult Degree Program (ADP) is for students of any age and background who wish to complete Bachelor of Arts degrees or post-bachelor teacher certification while remaining in their home communities, and without sacrificing personal or professional lives. Students, with the help of faculty members, design learning experi­ ences that integrate their passions and educational goals. While the ADP is not an online program, students will benefit from access to technology.

The ADP seeks to fulfill the College’s mission by providing a structure and atmosphere within which students gain competence, self-direction, and insight while fulfilling personal and professional goals. Programs of study reflect students’ needs and values. Learning is a continuing process. Therefore, the ADP respects adults’ prior learning, both inside and outside the classroom, while providing a setting for new learning and growth.

The program regards students as colleagues in the educational process. Adult students bring to the program diverse experience and learning; students are encouraged to start from where they are today and work to ful­ fill their own potential. The program emphasizes the learning process, rather than grades or credits earned.

Faculty and staff members do their best to empower students to learn, grow, and make whatever changes in their lives they choose.

Students who are interested in Prescott College may work with admissions counselors for academic advising from one of two locations. The college’s main campus is based in Prescott and houses the offices of Financial Aid, Business, the Registrar, and other student support services. Students who live out of state or in Phoenix or the northern part of Arizona work with our Prescott office admissions staff and are supported by faculty from this location.

The Tucson Center operates as a satellite office of Prescott College. Students residing in the Tucson area and surrounding southern Arizona communities can pursue the ADP through Prescott College’s Tucson Center.

The Center provides students with administrative and academic support, opportunities for interaction with stu­ dents in similar areas of study, and immediate access to ADP faculty and admissions counselors. Open informa­ tion sessions about Prescott College’s Tucson Center programs are offered regularly.

All students are assigned to work with a Core Faculty member at either the Tucson Center or the Prescott loca­ tion. Faculty, admissions personnel, and administrative staff provide a variety of student services so students can complete all primary requirements of their programs at both sites.

Prescott College’s educational philosophy incorporates experiential learning and self-direction within an inter­ disciplinary curriculum that emphasizes social and ecological literacies. As a result, the College seeks students who are strongly motivated and highly self-directed. Upon completing an academic program and graduation requirements, students demonstrate: • Competence in subject matter and its application to real-life situations • Integration of practical and theoretical aspects of human experience • Integration of spiritual, emotional, and intellectual aspects of the human personality • Sensitivity to, and understanding of, one’s own culture and other cultures • Commitment to responsible participation in the natural environment and human community.

Because each student’s situation is unique, the ADP provides a great deal of flexibility to the student while designing his or her own community-based studies. Studies can be carried out in education, human servic­ es, environmental studies, human development, adventure education, and management; or, students may design individualized competences in specialized academic programs. Prescott College strives to support each student to create an individualized program of study that best fulfills his or her needs, interests, and career goals.

Bachelor of Arts Degree Program Areas Students can complete degrees in Adventure Education, Education/Teacher Education, Environmental Studies, Human Development, Human Services, Humanities, Management, and Sustainable Community Development. Students choose an individualized concentration, called a competence, within these degree areas. The possibilities for competences are extensive.

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A sampling of individualized competences Adventure Education Adventure Education Adventure-based Tourism Ecotourism Outdoor Education

Outdoor Program Administration Recreation Management Wilderness Leadership

Education Alternative Education Art and PE (Kindergarten–12) Early Childhood Education Education for Social Justice Elementary Education

Experiential Education Secondary Education Special Education Sustainable Community Education

Environmental Studies Agroecology Biology Bioregional Studies Botany Conservation Biology Earth Sciences Ecology Ecological Design Environmental Education

Environmental Policy Environmental Studies Global Studies International Sustainable Development Restoration Ecology Sustainable Communities and Agriculture Sustainable Community Development Wildlife Studies

Human Development Animal Assisted Therapy Child Development Counseling Psychology Ecopsychology Expressive Arts Therapy Gender Studies Healing Arts Holistic Health Human Development Human Ecology Integral Studies Psychology Somatic Psychology Spiritual Studies Therapeutic Use of Adventure Education Transpersonal Psychology Human Services Advocacy Border Studies

Community Health Education Community Organizing Community Psychology Criminal Justice Cross-Cultural Communications Cultural and Regional Studies Education for Social Justice Family and Community Services Family Studies Gerontology Human Relations Human Services Intentional Communities Leadership Political Science Social Justice Social Science Sociology

Humanities Journalism Anthropology Language Studies (e.g., Spanish, Ute…) Art Literature Art History Mathematics Creative Writing Cultural Studies (e.g., Hispanic, Native American…)Museum Studies Music Dance Navajo Studies Drama Peace Studies Economics Performance Studies English Photo Journalism Expressive Arts Photography Fine Arts Philosophy Geography 208

History Humanities Independent Media Studies

Religious Studies Studio Arts Theater

Management Accounting Arts Management Business Management Community Organizing Communications Computer Information Systems Early Childhood Management and Administration Environmental Management Human Resource Management

Leadership for Change Legal Studies Nonprofit Management Organizational Leadership Public Administration Recreation Management Safety and Risk Management Socially Responsible Business Technologies Studies

Education/Teacher Education Program Prescott College’s Teacher Education Program includes all the necessary courses for these Arizona teaching credentials: • • • • •

Elementary Education Secondary Education Special Education (mental retardation, serious emotional disabilities, learning disabilities) Early Childhood Education Early Childhood Special Education

Students may fulfill requirements for a teaching credential while earning their bachelor’s degree; or, if already possessing a degree, may complete the requirements for teacher certification. Upon successful completion of the Teacher Education Program, students apply to the College for an institutional recommendation, which facilitates the students’ certification through the Arizona Department of Education. Also see webpage: http://www.prescott.edu/academics/teachercert/adp-cert.html.

The Teacher Education Program requires that students be dedicated, informed, and resourceful learners.

These are the same qualities teachers need in order to provide a dynamic, learner-centered classroom for their students. Courses emphasize current educational research and theory as well as practical experience in the classroom. Students are expected to master educational principles and experiential strategies. They are expect­ ed to apply their learning in problem-solving situations in their courses and student teaching assignments as they pass on the skills, knowledge, and tools of successful learning.

Students entering the Teacher Education Program generally enter the program with a background of courses in the liberal arts. Students without this background may be advised to take courses at a local community col­ lege before enrolling in the program.

Arizona State Certification Requirements For an institutional recommendation leading to Arizona certification in education, students are required to complete or to have already earned a bachelor’s degree; meet the College’s general education requirements; and complete student teaching. Students are also required to complete Structured English Immersion and Advanced Studies in Stuctured English Emersion requirements and pass the Arizona Educator Proficiency Assessments (AEPA). Students schedule and take these series of tests in professional knowledge and con­ tent area knowledge (for more information on these tests, see www.aepa.nsince.com). If a student is plan­ ning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance. Arizona Constitution and U.S. Constitution are not required for provisional certification, however students complete both within certain time frame to for full certification in Arizona. See the Arizona Department of Education website for details.

Elementary Education Arizona certification in elementary education requires students to complete 46 upper division semester credits in education. Courses required include: • Foundations of Education • Learning Theories 209

• • • • • • • • • • •

Curriculum Design Assessment and Measurement Introduction to Special Education Educating for the Future: Multicultural and Environmental Issues Social Studies: Methods and Practice Math: Methods and Practice Language Arts: Methods and Practice Reading: Methods and Practice Science: Methods and Practice Classroom Management Student Teaching in Elementary Education

Secondary Education Arizona secondary education certification requires students to complete 38 upper division semester credits in edu­ cation. For the purpose of completion of a bachelor’s degree, this component will be considered an academic breadth. For students with a degree, this component is required for certification. Courses required include: • Foundations of Education • Learning Theories • Curriculum Design • Curriculum Application • Assessment and Measurement • Introduction to Special Education • Educating for the Future: Multicultural and Environmental Issues • Classroom Management • Teaching Methods and Reading Strategies in the Contact Area • Reading in the Content Area • Student Teaching in Secondary Education The secondary education program requires students to have an approved teaching competence (major) consist­ ing of a minimum of 38 semester credits. Approximately half of these credits need to be upper division work.

Students choose a competence in: • American Government/Political Science • Art • Biology/Biological Science • Business • Chemistry • English • French • Geography • German • Health • History • Mathematics • Music • Physics • Science/General Science • Social Studies • Spanish Students can complete a competence in other content areas such as those listed below, although there are no subject knowledge tests for these areas.

• Computer Science • Drama • Earth Science • Family and Consumer Science • Industrial Technology • Journalism • Physical Education • Speech 210

Special Education Arizona certification in special education requires 49 semester credits in special education. In addition to the courses listed for elementary education above (excluding Assessment and Measurement, Introduction to Special Education, Classroom Management, and Student Teaching in the Elementary Classroom), special edu­ cation students must take: • Characteristics of Exceptional Children: Special Education Foundations • Characteristics of the Specific Exceptionality: LD, MR, SED • Classroom Management for Special Education • Methods of Exceptionality: LD, MR, SED • Special Education Diagnosis and Evaluation • Elective in Specific Exceptionality: LD, MR, SED • Student Teaching in Exceptionality: LD, MR, SED If a student takes Classroom Management for the regular classroom and Student Teaching for both the elemen­ tary classroom and the exceptionality, then a dual credential can be obtained.

Early Childhood Education Prescott College offers an early childhood education program that centers on nurturing children’s physical, social, emotional, and intellectual growth. Early childhood educators learn to work with children birth to eight years old, as well as parents, other community members, and agencies. The Arizona Department of Education (ADE) has recently added teacher certification in Early Childhood Education (ECE).

Courses in early childhood education include: • Foundations of Early Childhood Education • Educating for the Future: Multicultural and Environmental Issues • Child Development and Learning • Social and Emotional Development • Early Language and Literacy • Curriculum Development and Implementation • Assessment and Evaluation • Parent, Family, School, and Community

Child Guidance and Classroom Management

• Early Childhood Education Instructional Techniques and Methodologies • The Exceptional Child and Special Education Process • Health, Safety, and Nutrition • Characteristics and Practices in a Young Child’s Behavior • Practicum in two age groups: birth to pre-kindergarten and kindergarten to age 8 • Early Childhood Special Education Post-bachelor’s Teacher Certification Some Prescott College education students have already earned an undergraduate degree in education, or have been involved with local schools and communities, and wish to become certified teachers. Others who possess an undergraduate degree in subjects ranging from engineering to fine art are discovering their desire to pur­ sue the teaching profession. For those who already hold an undergraduate degree and are interested in teacher certification, we offer three options: Option #1: A Post-bachelor’s teacher certification program in the Adult Degree Program (ADP) Option #2: A “Fast Track” program that combines the ADP with our Master of Arts Program (MAP) and leads to both certification and an M.A. in education. This option can save time and money for students who envision graduate study as part of their goals.

Option #3: Post-bachelor students can complete their teacher certification while obtaining a Master’s degree through our Master of Arts Progam (MAP). In MAP, each student works with a graduate advisor (usually at a distance) who assists and guides the student in planning, carrying out, and evaluating all stages of graduate study. For more information on this option, please request a Master of Arts Program catalog.

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Frequently Asked Questions about Teacher Certification: How Does Option #1 Work?

In Option #1, courses in the ADP are designed as mentored study with mentors who are typically working teach­ ers or school administrators from the students’ home communities. Core Faculty provide support and oversight throughout the program.

The ADP model operates on a three semester system, consisting of 15 weeks enrollments. A student with no prior credit in education can expect to spend approximately 1 1/2 years (3 enrollments) in the ADP for elementary or sec­ ondary education and 2 years (4 enrollments) for special education. Secondary education students who have not completed a teaching competence (teaching subject area) will need to extend their programs to obtain the neces­ sary coursework. Students who enroll with pre-existing, transferable credits in education may have shorter pro­ grams. All students work with faculty to plan the timing of their courses and student teaching.

Fast track students start with one or two enrollment periods in the Adult Degree Program, completing foun­ dational courses through mentored study. Students then enroll for three additional terms (1 1/2 years or three semesters) in the limited residency MAP, following the MAP model of study. MAP students work with a grad­ uate advisor (usually at a distance) who assists and guides them in all stages of graduate study, including the tim­ ing of the courses, student teaching, and/or practicum. Students incorporate into their graduate program a spe­ cific focus or area of interest within the field of education. MAP students attend two three-day-weekend collo­ quia on the Prescott campus each term. The Master of Arts Program catalog and our website can provide addi­ tional information about MAP. Note: students who wish to do an M.A. in Education but NOT pursue certifica­ tion can choose the MAP directly and propose an individualized program of study.

How Does Option #2 “Fast Track” Work?

Fast track students start with one or two enrollment periods in the Adult Degree Program, completing foun­ dational courses through mentored study. Students then enroll for three additional terms (1 1/2 years or three semesters) in the limited residency MAP, following the MAP model of study. MAP students work with a grad­ uate advisor (usually at a distance) who assists and guides them in all stages of graduate study, including the tim­ ing of the courses, student teaching, and/or practicum. Students incorporate into their graduate program a spe­ cific focus or area of interest within the field of education. MAP students attend two three-day-weekend collo­ quia on the Prescott campus each term. The Master of Arts Program catalog and our website can provide addi­ tional information about MAP. Note: students who wish to do an M.A. in Education but NOT pursue certifica­ tion can choose the MAP directly and propose an individualized program of study.

Fast Track Summary Applicants have already earned a B.A. or B.S. degree from a regionally accredited college or university.

• Students design a Master of Arts focus that is based on their individual needs and interests.

• Length of the program might be shortened if the student has transferable education credits from other institutions • Students can obtain teacher certification in three areas: elementary education, secondary education, and special education.

• Students complete 1–2 enrollments of foundational courses in the ADP (12-15 semester credits) before enrolling in the MAP for three semesters.

• Special education students may have to spend three enrollment periods in the ADP before enrolling in the MAP. • Students come to Prescott, Arizona, for an ADP New Student Orientation, a 2 1/2-day weekend at the beginning of the ADP. • The student enrolls in an Explorations in Interdisciplinary Studies course, which is mentored by the stu­ dent’s Core Faculty, as well as a foundational course.

• Students attend the MAP New Student Orientation four-day weekend at the Prescott Campus at the beginning of their MAP. • Once enrolled in the MAP, students complete their program from a distance, returning to campus twice per semester for a three-day-weekend colloquium. A detailed description of the colloquium can be found on our website at www.prescott.edu/students/map/colloquium_current.html.

• Once enrolled in the MAP, students complete independent study course work, a practicum, and a thesis under the guidance of a graduate advisor.

• In most cases the student completes the student teaching as the practicum part of the MAP. • Students spend the last semester of the MAP enrollment researching and writing the master’s thesis.

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How and when do I apply for the Fast Track option?

Fast Track Admission Requirements Students must be accepted into both programs. This can be done in two ways: 1. Students can apply at the outset to MAP. This application will be reviewed by the ADP and the MAP. The student needs to make clear in the application that he/she is applying for the Fast Track option.

2. Students can apply to MAP after they are enrolled in ADP. The ADP personal essays can serve as the MAP application personal statement and the two letters of recommendation and transcripts can be used for both applications, if desired. A Proposed Study Plan, résumé, and an additional $15 application fee need to be submitted.

Environmental Studies Program The student of Environmental Studies is a student of the earth, its dynamic processes, diverse habitats, creatures, and organisms, and of the relationships between the human species and our home world. Prescott College students are encouraged to spend time in the natural world as their primary classroom, and to learn in three primary areas: Natural History, Natural Stewardship and Human Ecology, and Natural Interpretation and Outreach.

Natural History Initial courses can include natural history of the student’s region, natural history writing and documentation, and indigenous peoples. With this foundation, students may deepen their study with courses in geology or hydrogeology, ecology, field ecology, botany, zoology, and the wider applications of ecological principles, includ­ ing conservation biology or restoration ecology.

Natural Stewardship and Human Ecology Humans are an inextricable part of nature, and the study of the natural environment includes psychological, social, and political landscapes. Students are invited to ground themselves in courses that explore the human and natural relationship from societal as well as individual, small group, and community levels. Stewardship explores the social contract regarding land use, water, and related natural resource law, and it explores various stakeholder perspectives, including scientific, policy-making, and diverse citizen viewpoints.

Natural Interpretation and Outreach Students are encouraged to design classes that allow them to effectively and memorably communicate their explorations to diverse populations. These can include examination of the agenda-setting nature of the mass media, natural history writing, and the use of diverse communication media.

Sample Natural History and Science Courses • Biology • Botany • Conservation Biology • Ecology • Environmental Chemistry • Field Ecology & Research Methods • Geology or Hydrogeology • Natural History of the Region • Restoration Ecology • Zoology Sample Stewardship Courses • Biophilia Hypothesis • Communication and Process Across the Stakeholder Continuum • Conservation & Public Health • Ecological Economics • Environmental Ethics • Environmental Policy and Planning • Land and Water Law and History • Natural Resources Integrated Management • Sociobiology • Wildlands–Urban Interface Planning Sample Interpretation and Outreach Courses • Ecological Education Methods & Practices 213

• • • • •

Grant Writing Interpretation of Nature Mass Media and the Environment Nonprofit Organizations Writing and Presenting Natural History

Human Development/Human Services Programs Students focusing their studies on counseling psychology, human development, or human services and related fields usually design a competence in human services, psychology, counseling, or counseling psychology. They can also create an interdisciplinary program in ecopsychology, healing arts, or holistic health, depending on their career goals. These graduates often pursue their careers in community mental health or social welfare organizations. Students seeking the well-rounded, theoretical preparation necessary for graduate school gener­ ally choose psychology as their competence area. All of the program areas offer a broad theoretical foundation, practical skills, and the in-depth specialization needed for work in the human services field.

An important element in the Human Development/Human Services Program and related areas is its applica­ tion in real-life settings. Students observe and engage in client interactions through internships in community mental health clinics, shelters, substance abuse treatment programs, and state assistance agencies. Students with years of professional experience may choose to document this learning through Life Experience Documentation (see Credit for Life Experience). These students usually design courses that help deepen their theoretical understanding of the field.

Human Development: Senior Projects or Internships in Field Settings Experiential learning in human services, counseling, human development, and psychology includes senior proj­ ects or internships in field settings. Prescott College does not carry liability insurance to cover students in such field placements. The American Counseling Association (ACA) offers the level of personal malpractice insur­ ance recommended to practitioners at an affordable rate for students. Students must become ACA members to purchase liability insurance, which costs about $100.

For information, call the ACA at (800) 347-6647. Students should provide evidence of personal malpractice coverage, at a minimum of $1 million, when requesting approval for contracts entailing field-based placement.

See the Contract Study handbook for a Field Placement Liability Verification form.

Recent competence areas in Human Development/Human Services: • Expressive Arts Therapy • Substance Abuse Treatment • Transpersonal Psychology • Gerontology • Adolescent Psychology • Wilderness Therapy • Somatic Psychology • Ecopsychology • Human Development • Human Services • Sociology • Political Science Sample Human Development/Human Services Courses • Foundations of Psychology • Personality Theories • Counseling Theories • Lifespan Development • Abnormal Psychology • Family Systems • Group Dynamics • Communication Skills • Ethics and Legal Aspects of Counseling • Research Design • Statistics 214

• Multicultural Counseling Students designing degrees in human services complete courses in Social Work Policies and Methods.

Counseling psychology students focus on counseling theories and techniques. Students pursuing a competence in psychology include courses in Social Psychology and Cognitive Psychology.

Humanities Program The Humanities embrace disciplines including expressive arts, philosophy, history, comparative religion, criti­ cal inquiry, literature and language studies, and writing, to name a few. The Humanities explore the means by which cultural forces, values, aesthetic appreciation, and a search for meaning are translated into human endeavor and thought. Humanities curricula challenge students to create experiences in the arts, whether through studio or visual art, performance, film, storytelling, music and dance, or writing. The Humanities pro­ gram fosters interdisciplinary learning that relates one’s artistic, social, and spiritual inquiries to the greater world and aids one in finding context and value in personal expression and the creations of others.

The Humanities program prepares students to continue graduate and doctoral studies, as well as providing a broad foundation of tools useful in many occupations. Active learning in humanities study translates into excel­ lent skills in expression and communication, critical thinking, and perception. Students are encouraged to apply their developing skill and vision to make a positive difference in their lives and society.

Recent competence areas have included: • Anthropology • Art • Art History • Comparative Literature • Creative Writing • Cultural Studies • Expressive Arts • English • Film Studies • Languages • History • Journalism • Liberal Arts • Literature • Museum Studies • Music • Peace Studies • Philosophy • Religious Studies • Theatre Arts Sample Coursework • Arts in the Community • Contemporary Brazilian Music • Creative Nonfiction • Ethics • Expressive Arts for Change • Family Systems in Film and Literature • History of the Southwest • Holy Books: Survey of Religious Literature • Independent Media Studies • Introduction to the Novel • Introduction to Cinema • Journalism • Non-violent Communication • Philosophy • Photojournalism • Playwriting/Screenwriting 215

• Poetry Workshop • World History • World Literature

Management Program The Management Program combines traditional leadership theories and practices common in most organiza­ tions with a study of the complex human factors involved in organizational decision-making, and of the role of human enterprise in the well-being of the natural world.

Students often enter the Management Program with considerable professional management experience that can be documented for college-level credit. Students who do not have previous experience or college credit in tradi­ tional management foundation courses may be advised to complete courses at a community college before enrolling in ADP. A typical management curriculum includes core themes: • Planning, organizing, controlling, staffing, and goal-setting • Employee development and motivation • The accounting cycle and information processing • The management of human and natural resources • Leadership styles • Communication skills • Negotiation, decision-making, and conflict resolution • Business and the environment • International management Recent competence areas have included: • Accounting • Finance • Marketing • Human Resource Management • Computer Applications for Management • Ecological Economics • Environmental Planning • Environmental Resource Conservation • Nonprofit Management • Small Business Management Sample Coursework • Accounting • Business Ethics and Public Policy • Business Law • Diversity in the Workplace • Financial Management • Green Economics • History of Management Theory • Human Resource Management • International Management • Macroeconomics • Management Information Systems • Management Theories and Practices • Marketing • Microeconomics • Organizational Development • Small Business Management • Women in Management

Sustainable Community Development Program The Sustainable Community Development Program supports students in manifesting their personal visions of ecologically and socially healthy communities. Sustainable Community Development Program graduates lead 216

meaningful lives in diverse fields: as sustainability educators and program leaders in the nonprofit sector; as advi­ sors in the private sector; in public lands agencies; and through international sustainable agriculture projects.

Employment and entrepreneurial opportunities continue to grow as the business sector turns “green” from the inside out. There is an increasing need for corporate community relations professionals and resource managers who can analyze and respond to the needs of ecosystems and human communities. Social service agencies may require sustainable community development visionaries to help them link regional organic farms and alternative shelter designers to serve the poor, the infirm, and the elderly in ways that preserve their health and dignity, as well as that of local ecosystems. Above all, Sustainable Community Development Program graduates work with communities of all kinds to identify genuine needs and engage participants in an inclusive process of vision-making, forecasting, decision-making, implementing, and appraising sustainable projects.

Admissions Admissions Process Getting Started – Prospective student contacts Prescott College Admissions through phone or email to discuss interests and goals Transcripts – Student sends transcripts (official or copies) to Admissions for preliminary advising Application – Student submits application form, academic-focus essays, $25 application fee, and official tran­ scripts from all colleges attended, and two letters of recommendation Student Files for Financial Aid – online at www.fafsa.ed.gov. (Prescott College school code is 013659) Admissions Decision Letter – Prescott College Admissions sends decision letter after committee review Core Faculty – Student is matched with Core Faculty by the Director of the Adult Degree Program Mentor – Student begins the process of locating a community-based mentor for first course Application Requirements (See Admissions Common Section) It’s always a good time to apply!

Prescott College enrolls students three times per year, in May, August, and September. We process applications year round and encourage students to apply as soon as they discover Prescott College.

It is easy to apply to Prescott College. Prospective students may apply online, complete an online application from the College website (www.prescott.edu), or use the enclosed application.

Students are encouraged to submit completed applications by the Priority Due Date for the term in which they hope to enroll. After the Priority Due Date has passed, applications are still accepted and complete files are reviewed on a rolling or first-come, first-served basis. Official transcripts ordered from previously attended colleges may take several weeks to arrive at the Prescott College Admissions Office, so applicants should order transcripts early in the admissions process or plan to request expedited transcripts if they are applying later. For additional clarification, call the Admissions Office at (877) 350-2100 Opt. 1 or (928) 350­ 2100 in Prescott, or email to admissions@prescott.edu; in Tucson call (888) 797-4680 or (520) 319-9868.

Admissions Decisions After all application materials are received, the Admissions Committee reviews each prospective student’s file.

Generally, applicants need to allow for a minimum of four weeks to have their application materials processed.

The applicant’s ability to communicate goals, degree of motivation, prior success in college and/or employment, understanding of mentored study, and ability to find qualified mentors are all considered. Applicants are typi­ cally informed of acceptance status by mail. Students must attend the mandatory New Student Orientation once they have been officially accepted and have confirmed their intention to enroll.

Priority Admission Prescott College accepts applications on a rolling basis; however priority applications are reviewed first and given an admissions decision before other applicants. If accepted, your spot will be held until the deposit due date, at which point you will need to submit a nonrefundable $100 deposit to confirm your intention to enroll.

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Deferred Matriculation Students wishing to defer matriculation may do so by sending a written request to the Director of Admission and paying a $100 non-refundable deposit. Matriculation will be postponed for up to a full aca­ demic year, subject to successful completion of any academic work completed during that time.

Transfer Students Transfer students who have successfully completed two full years of college study (90 transferable quar­ ter credits or 60 transferable semester credits with grades of C or better) are not required to submit high school transcripts. All other requirements apply. Transfer students must be enrolled as full-time students at Prescott College for at least one year before they can receive a Prescott College degree.

Preliminary Advising Admissions counselors assist applicants in determining if the ADP meets their educational goals. Students schedule a telephone or on-campus appointment with an admissions counselor to answer their questions about how the ADP operates and to review their prior college transcripts. This is an opportunity to discuss interests, clarify academic goals, begin to plan a course of study, and receive an estimate on how long the program may take. Degree-seeking students are generally required to have already earned a minimum of 30 semester (45 semester) credits from a regionally accredited institution. Some applicants with fewer credits may be consid­ ered for admission. Students are encouraged to take liberal arts courses in the areas of social science, the humanities, math and science, and college-level writing prior to applying to the ADP.

Length of Program The majority of students entering the ADP have completed one to two years of college. Most students enroll for a minimum of one year, with the average degree completed in two years.

Minimum Registration (Bachelor’s Degree-Seeking Students) Students must register for a minimum of two full-time (12-16 semester credits) enrollment periods, or the equivalent, in order to obtain a B.A. degree.

Orientation All students are required to attend a 2 1/2-day weekend Orientation at the Prescott campus when they enroll. Orientation workshops inform and prepare students for their courses of study. The information presented includes academic processes, study skills, and library resources, and gives students opportuni­ ties to interact with others in the program. Orientation is a substantial part of the residency requirement and has proven essential for successful completion of the program; therefore, attendance is mandatory.

All students from the Tucson area attend the first day of Orientation at the Tucson Center and complete the last two days of Orientation at the main campus in Prescott.

General Graduation Requirements (See ADP Graduation section and Common Section) All graduation requirements must be completed by the deadlines determined by the Registrar’s Office.

Students’ degrees are conferred in May, July, or December with ceremonies held in Prescott in May and December.

Students may attend the graduation ceremony only when all degree requirements are completed.

Student Handbooks Graduation Requirements Outcomes for assessment of student academic achievement

Requirements for graduation, including philosophy and specific components

Math proficiency requirement

Writing proficiency requirements

Graduation Portfolio instructions

ADP glossary of terms

Contract Study How to write contracts

How to locate mentors

The Learning Journal

Internship guidelines

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Sample contract forms Sample evaluation forms Blank contract form Blank evaluation form Teacher Education Materials Policies for education students

Teacher certification requirements

Course syllabi

Life Experience Documentation Materials Application and instructions for documenting Life Experience for credit

Adult Degree Program Goals The Adult Degree Program (ADP) seeks to fulfill the College's mission by providing a structure and atmosphere within which students gain competence, self-direction, and insight while fulfilling personal and professional goals. Programs of study reflect students' needs and values. Learning is a continuing process. Therefore, the ADP respects adults' prior learning, both inside and outside the classroom, while providing a setting for new learning and growth.

The program regards students as colleagues in the educational process. Adult students bring to the pro­ gram diverse experience and learning; students are encouraged to start from where they are today and work to fulfill their own potential. The program emphasizes the learning process, rather than grades or credits earned. Faculty and staff members do their best to empower students to learn, grow, and make whatever changes in their lives they choose.

Enrollment and Registration (Also see Common Information) Minimum Registration and Residency Requirement (Degree Seeking Students) Students must register for a minimum of two full-time (12-16 semester credits) enrollment periods, or the equivalent, in order to obtain a B.A. degree. Students are also required to attend New Student Orientation in Prescott at the beginning of their first enrollment.

Semester Hour System Prescott College uses the semester hour system. A typical mentored course is four semester-credits. Typical mentor study course for students seeking Teacher Certification is three semester credits.

Earning Credit and Course Contracts: Students earn Prescott College credit through mentored-study courses. On average, students take two to three four-semester-credit courses every 15 weeks. It is strongly recommended that course study contracts be sub­ mitted within one week of the start of the course.

See registration materials for dates. All un-contracted credits automatically become No Credit after that date.

This could adversely affect your Satisfactory Academic Progress. Also see Monitoring Satisfactory Progress and Financial Aid. Letter Grades Students who desire letter grades (e.g. A, B, C) must request this on the study contract, or the course will be evaluated on a credit/no-credit basis. Credit is only awarded for coursework equivalent to “C” or better.

Students cannot request letter grades after the course has been completed.

Grade Point Average (GPA): Because undergraduate students have the option of either letter grades or credit, Prescott College does not compute GPA’s. Some grants and scholarships require a GPA. See Financial Aid sec­ tion for details.

Tuition and Fees (also see Common Section)

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Failure to Graduate A student who has submitted the Application for Graduation and Degree Plan is considered a candidate for grad­ uation. A student may remain a candidate for graduation for up to one term (6 months) after her or /his last enroll­ ment period. If a graduation candidate does not complete all graduation requirements by the end of the term fol­ lowing the last enrollment, he/she will be automatically withdrawn from Prescott College.

Should a student wish to complete the B.A. program with ADP after being withdrawn, he/she must contact the ADP Admissions Office. This office determines re-admission eligibility. If approved for re-admission, the student must enroll in ADP for a minimum of one course to complete graduation requirements. The student must conform to the graduation standards and requirements in effect at the time he/she is readmitted.

Graduate School If students are interested in pursuing graduate degrees, it is recommended that they learn the entrance require­ ments of their intended graduate schools before beginning their program at Prescott College, or as soon as pos­ sible thereafter. Graduate school requirements often can be incorporated into students’ programs. Faculty members will assist students in creating strong programs relative to their future goals.

Learning and Evaluation Core Faculty Each student in the ADP works with the experienced Core Faculty member provided by Prescott College. The role of the Core Faculty is to provide support and oversight for the students’ programs and to help students individualize their curricula. Thus there are at least three people active with the student’s program at any given time: the student, the mentor, and the Core Faculty. Core Faculty member mentors the FIS course.

Curriculum Development Curriculum development is often considered one of the most exciting features of the ADP program. Education stu­ dents pursuing teacher certification complete a list of required courses within a structured curriculum that meets state standards. However, within this structure, the ADP model allows the student to incorporate activities that enhance learning and bring the student into real-world situations likely to be encountered in the teaching profession.

Students in the liberal arts who are not pursuing certification find development of curriculum more openended, but equally empowering. Core Faculty and mentors assist all students in choosing appropriate activities for their courses. Core Faculty will encourage students to research their fields of study and develop a solid list of courses that form the basis for each individualized program. All students work with a curriculum committee that helps them structure their programs to meet the ADP’s academic standards.

Mentored Study: (See Contract Study section for details) Mentored studies involve weekly meetings of the student and mentor. Students complete the balance of course work independently. Meetings are at a mutually convenient time and place. Students – especially out-of-town students – are involved in recruiting their own mentors.

Four-semester-credit courses involve weekly meetings for twelve weeks; three-semester-credit courses are eight weeks. Students spend 10-15 hours per week outside of class for each course in study, writing, research, interviews, and observation. A five-semester-credit course involves a total of 150 hours of student work; a three­ semester-credit course involves 90 hours.

On average, students take two to three four- or five-semester-credit courses every three months, totaling four to six courses during the six-month term.

Students may take up to 3 courses with the same mentor. Any request to use the same mentor for more than 3 courses must have written approval from the student's core faculty.

Students should provide copies of the Mentor Packet to new mentors. We encourage the use of the electronic version on the ADP website: www.prescott.edu/students/adp/forms.html#mentor It is also in hardcopy in the ADP student binder and was first sent to the student with the acceptance letter from the Admission’s Office.

It is the student's responsibility to see that mentors turn in contracts and evaluations within the applicable dead­ lines. ADP will not be responsible for late submissions that result in the student being placed on Academic Warning or Academic Suspension.

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Required Mentor Credentials Instructors (Mentors) for the Adult Degree Program must have a graduate level degree and, preferably, teach­ ing experience in the relevant content area. Core Faculty may approve exceptional credentials by certifying in writing that their review indicates that the mentor has demonstrated the equivalent of sufficient graduate level learning and appropriate teaching experience.

The Higher Learning Commission requires that Prescott College maintain mentor files containing the follow­ ing documents for each mentor: 1. Current résumé or curriculum vitae 2. Copy of college transcript showing award of highest degree earned or copy of diploma 3. The completed Prescott College Credential Datasheet with listed references 4. W-9 IRS Form Relatives are not appropriate as mentors. A student will not receive credit for a course mentored by a family member, and the mentor will not be paid for that course.

Mentor Payment Payment requests for mentors are issued to the business office upon receipt of the course evaluation. ADP must have a complete credential file for each mentor before payment can be issued. Again, this includes a current résumé, transcripts or diploma, completed Prescott College Credential Datasheet with listed references, and a completed W-9 form. It is the student's responsibility to make sure that mentors are advised of this policy.

Please allow 6 - 8 weeks for payment after the evaluation has been received.

Human Development: Senior Projects or Internships in Field Settings Experiential learning in human services, counseling, human development, and psychology includes sen­ ior projects or internships in field settings. Prescott College does not carry liability insurance to cover stu­ dents in such field placements. The American Counseling Association (ACA) offers the level of personal malpractice insurance recommended to practitioners at an affordable rate for students. Students must become ACA members to purchase liability insurance, which costs about $100.

For information, call the ACA at (800) 347-6647. Students should provide evidence of personal malprac­ tice coverage, at a minimum of $1 million, when requesting approval for contracts entailing field-based placement. See the Contract Study handbook for a Field Placement Liability Verification form.

Liberal Arts Seminar (LAS) The Liberal Arts Seminar (LAS) is a graduation requirement for all degree-seeking ADP students.

Students working with faculty from the Prescott Office will take a 3 credit LAS with their core faculty or assigned adjunct faculty during their second enrollment period through a format similar to their Explorations in Interdisciplinary Studies (CIA) course (i.e. via email, phone, and/or our online learning area). Students working with faculty from the Tucson Center will take with their core faculty or assigned adjunct faculty during their second enrollment period. Tucson students should consult their core faculty or the Tucson Center Director about other possibilities available for completing the LAS at the Tucson Center. Course fees will still be associated with the LAS. As with all credit courses, this course is built around the study contract and is concluded with the narra­ tive self-evaluation and mentor evaluation. Though the specific topics of the seminar, as well as the read­ ing and writing assignments, continue to evolve, the basic objective of the course, developing intellectual skills in the liberal arts, remains constant. The LAS is an experiential course. It differs in that it is designed around the experiencing of the liberal arts both as a member of a group and as an individual. Through this seminar it is hoped that the student will gain insight into the value and meaning of critical thinking and the completion of a liberal arts degree.

When to Complete Life Experience Documentation To allow for thoughtful, thorough evaluation of life experience documentation, students should com­ plete a Life Experience Portfolio or Practicum as early as possible within their program and not soon­ er than the second semester. At the latest, students should complete their Life Experience Documentation before their last enrollment period, six months before intended graduation. Students for whom this is not reasonable, who intend to complete their program in one year, should consult with both their core faculty and the prior learning advisor preceding admission. Together, this team will evaluate the appropriateness of the student's life experience learning to his/her academic pro­ 221

gram. For such short-term students, the core faculty, prior learning advisor, and student will deter­ mine the best time to complete the life experience document.

Students for whom the Life Experience Portfolio represents a substantial portion of their work with ADP should be advised of the tenuousness of their academic plans. Sometimes the semester-credits awarded vary from what was anticipated. As a result, students may need to complete additional courses, which may delay their graduation.

Taking Courses at Other Colleges while Enrolled at Prescott College Students are allowed to take courses at other colleges while enrolled at Prescott College. However, cours­ es taken at other colleges cannot be used to help fulfill a student’s registered course load. Students, who take outside courses and receive financial aid, must have a consortium agreement with the other college prior to the start of the term/semester. For more information, please contact the Financial Aid Counselor at (877) 350-2100 ext.1104 or (928) 350-1104.

College-Level Examination Program (CLEP) Policy Prescott College welcomes students from a wide variety of backgrounds and learning experiences. Many students come to us with a firm grounding in a variety of disciplines. We recognize and honor their prior learning by accepting a full range of College-Level Examination Program (CLEP) tests, which measure mastery of college-level, introductory course content in a wide range of disciplines. Transfer students can earn credit through prior CLEP exams if their scores meet the credit-granting standards set by the American Council on Education (ACE) http://www.collegeboard.com/prod_downloads/highered /clep/CLEP_scores.pdf Prescott College does not limit the amount of credits a student may be awarded for successful performance on CLEP examinations.

Successful performance on the CLEP Algebra examination fulfills the Prescott College ADP math requirement. To receive credit for successful performance on a CLEP examination, an official transcript must be sent by the CLEP Transcript Service directly to Prescott College. Prescott College will not accept a transcript or score report submitted by the student, nor will credit be awarded based on another insti­ tution’s prior evaluation.

Advanced Placement Prescott College awards 6 undergraduate college credits for each Advanced Placement score of 4 or 5, up to a maximum of 30 credits (5 tests). Credit is awarded on a course-by-course basis. AP scores must be sent directly from the College Board/Advanced Placement to the Registrar’s Office. AP-awarded credits do not count towards Prescott College’s residency requirements.

International Baccalaureate Diploma Prescott College awards 6 undergraduate college credits for each IB “higher level” score of 5, 6, or 7, up to a maximum of 30 credits (5 tests). Credit is awarded on a course-by-course basis. IB scores must be sent directly from the International Baccalaureate North American office to the Registrar’s Office.

IB-awarded credits do not count towards Prescott College’s residency requirements.

Textbooks ADP students usually locate their textbooks through the library or order them through a local or on-line bookstore. Prescott College has a bookstore that can special order books. Please keep in mind that it may take longer than ordering directly due to shipping time. Students can call the bookstore at (928) 350-4307, or (877) 350-2100, Ext. 4307, to place an order. The bookstore also carries Prescott College T-shirts, sweatshirts, coffee mugs, and other items.

Monitoring Academic Progress (See Common Information) Receiving No Credit in Courses This may adversely affect a student's academic standing, re-enrollment, and financial aid eligibility (if applica­ ble). Receiving “No Credit” for a course does not change the number of credits for which the student original­ ly registered. All registered credits are included in the calculations to determine a student's academic status.

Once a “No Credit” is posted, it cannot be changed.

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Conditional Admission (See Common Section) Applicants who seem appropriate for the Adult Degree Program but have past academic records that are not satisfactory, or have other serious academic concerns in their application, may be admitted conditionally.

Students who are admitted conditionally are placed on Academic Warning and must satisfactorily complete their first enrollment period in the ADP. If these students do not successfully complete their courses, they will be placed on Academic Suspension and suspended from the program (see previous section). They may also be withdrawn at that time.

A conditionally accepted student cannot defer the acceptance. If the student is unable to enroll the term for which he/she was originally conditionally accepted, the applicant is placed on the conditional wait list to be re­ evaluated for the next term. If the student is re-accepted, the tuition deposit that was made for the previous term will be applied for the upcoming term.

Exceptions to Academic Policies Students who are seeking an exception to published policies or deadlines must file a formal written appeal to the Prescott College Exceptions Committee using the ADGP Student Appeal of Policy Form. This form and accompanying signature and submission instructions can be found on the Prescott College website, in the ADGP Office, or in the Registrar’s Office. The exceptions committee meets regularly and notifies students regarding the status of their appeal by e-mail sent to the student’s email account on file with the College.

Graduation Application for Graduation Students must submit the Application for Graduation and Degree Plan to their core faculty six months before their intended graduation date. The graduation portfolio, writing certifications, and the math proficiency must be completed at least 3 months prior to the intended graduation date.

The ADP handbook entitled Graduation Requirements specifies the prerequisites to graduation. All gradua­ tion requirements must be completed by the deadlines determined by the Registrar’s Office.

Students graduate either in April, August, or December, with ceremonies held in Prescott in May and December. Students may attend the graduation ceremony only when all degree requirements are completed.

Prescott College does not guarantee job placement to graduates upon program/course completion or graduation.

Graduation Requirements The Adult Degree Program (ADP) of Prescott College is committed to offering a liberal arts education of high academic standards which challenges individuals to discover their unique purposes in life in a way that serves with integrity their natural and human communities.

Our broad academic program in the liberal arts utilizes community-based mentored studies, classroom work, tutorials, library research, e-learning, and field studies. Students are expected to demonstrate com­ petence in individually-designed study programs and possess a breadth of knowledge beyond their major area of study. The curriculum strives to integrate philosophy, theory, and practice so students can synthe­ size knowledge and skills to explore important value issues and make personal commitments.

More specifically, our goal is to graduate people who demonstrate: 1. competence in subject matter and its application to real-life situations 2. college-level skills of written communication and essential mathematics 3. the skills necessary to analyze problems and identify and evaluate appropriate information resources 4. self-direction in learning 5. integration of the practical and theoretical aspects of human experience 6. integration of the spiritual, emotional, and intellectual aspects of the human personality 7. sensitivity to, and understanding of, one's own and other cultures 8. commitment to responsible participation in the natural environment and human community In order to fulfill the mission of the College, the Adult Degree Program offers programs that meet the needs of adult learners in the areas of Environmental Studies, Education, Teacher Education, Human Development, Sustainable Community Development, Human Services, Humanities, Management, Adventure Education, and a wide range of other Liberal Arts programs. Prescott College does not guar­ 223

antee job placement to graduates upon program/course completion or upon graduation.

Graduation Requirements Overview This handbook is a set of guidelines for the completion of the Graduation Requirements for the Adult Degree Program at Prescott College. Note that graduation requirements for undergraduate teacher preparation programs may follow mandates from the Arizona Department of Education and are subject to change. The following is a brief summary of the major graduation requirements which will be discussed in further detail throughout this document: Curricular: • Attend Orientation • Complete a minimum of 32 full course equivalents* • Complete a minimum of 120-128 semester credits • Competence: o Minimum of 16 courses* (64 semester credits), includes the Senior Project and Explorations in Interdisciplinary Study (EIS) • Breadth 1: o Minimum of 8 courses* (24-32 semester credits) • Breadth 2-Liberal Arts: o Minimum of 8 courses* (24-32 semester credits) o Minimum of 2 courses* in each: Social Sciences, Humanities, Math/Science, Communications/Writing • A total of 10 Upper Division (UD) courses*: o 8 UDs in competence taken at Prescott College: • Senior Project (SP) = 2 courses • Explorations in Interdisciplinary Study (in the Liberal Arts or Education) (EIS) = 1 course • At least 5 more courses* in Competence o An additional 2 UDs taken at Prescott College or at another regionally accredited institution and listed in either competence or a breadth • Liberal Arts Seminar (LAS): The LAS course can be counted as an UD in a breadth or competence depending upon the appropriateness of the subject.

• Ecological emphasis (evident across degree program with at least one course having a major com­ ponent) • Multicultural/Social Justice emphasis (evident across degree program with at least one course having a major component) • Math Requirement • Research Paper Requirement *To count as a full course, the PC course should be 3 semester credits for students in the teacher prepa­ ration program and 4 semester credits for students in all other programs. A 3 semester credit transfer course taken at another college is recognized as a full course in all programs.

Paperwork: • Application for Graduation (plus fee) • Graduation Portfolio Forms named within this document can be found at: http://www.prescott.edu/students/adp/forms.html Academic Achievement Outcomes The Prescott College model promotes self-directed learning for its students. To ensure its high academic standards, the faculty has identified specific skills a student will possess by graduation. The program is designed to evaluate these desired outcomes throughout the student's academic career. The outcomes for assessment of student academic achievement are as follows: Competence in Subject Matter and Application to Real Life 1. Literacy in the content of the chosen field, including knowledge of the basic history of the field, the important individuals and their work, the major current theories and their application 2. Mastery of methodology of that field, including a demonstrated capacity to use the basic tools such as research techniques, scholarly methods, leadership skills, modes of expression, etc., that are currently 224

employed in the field 3. Ability to demonstrate interconnection and application of learning to real-life situations 4. Personalization/internalization of learning 5. Fulfill the program plan as required by the Faculty Curriculum Committee, including the appropriate number of upper division courses 6. Demonstration of competence 7. Overall demonstration of a breadth of education and experience 8. Self-direction in designing and carrying out a degree plan and course of study College Level Math and Writing Skills 9. Proficiency in college level math, writing, and research Sensitivity to Cultural Diversity 10.Awareness of, and personal responsibility toward, issues of cultural diversity, including but not limited to: race, ethnicity, class, gender, and lifestyle Commitment to Responsible Participation in the Natural and Human Community 11.Awareness of, and personal responsibility toward, the relationship of the human community to the nat­ ural environment Academic Philosophy A student graduates from Prescott College through demonstrating a comprehensive theoretical under­ standing of the Competence (major) that is applied in some real life form through the Senior Project. In addition, the student must complete two Breadth (minor) areas that support and expand the learning within the competence. Demonstration of learning is documented at the beginning of the program through the development of a degree plan that maps out all courses and culminates in the Graduation Portfolio (GP) that reflects the learning that has occurred through Prescott College. Learning that has occurred prior to Prescott College through transferable courses and/or life experience documentation is also incorporated.

Sufficiency of learning is demonstrated through the following components: 1. A broad, theoretical basis for the student's areas of study is necessary.

2. Application of learning: in the student's Competence (major) area, practical application of theoretical knowledge can be demonstrated through a Life Experience Practicum, an internship (such as Student Teaching), or a community-based research project.

One Competence and Two Breadths Students normally choose one Competence (similar to a major) and two Breadths (similar to minors) for their areas of study. These are based on student goals, past learning, and the core faculty's recom­ mendations.

The major area of study is called a Competence for a reason. The student is expected to be competent in this field at the Baccalaureate level by the time of graduation. A Competence is normally comprised of at least 16 courses, including courses demonstrating practical application, and a Senior Project of at least 8 upper divi­ sion credits. However, the number of courses alone does not demonstrate competence. Sufficiency of learn­ ing is demonstrated through the comprehensive design of the Degree Plan, successful completion of men­ tored study courses and other graduation requirements, and, finally, by the Graduation Portfolio.

The two minor areas of study broaden the student's academic background and thus are called Breadths.

They may be supportive of the Competence, but should not overlap to the extent that they duplicate it.

The Breadths should also differ from each other. Most students complete one breadth in the Liberal Arts and another in an area of their choice. A Breadth normally includes approximately 8-10 courses that suf­ ficiently address essential components of the field. Again, sufficiency is based on demonstrated compe­ tence as evident in the Graduation Portfolio as well as other academic demonstrations.

Liberal Arts Breadth – Minimum Learning Requirements Most students are required to complete a breadth in the Liberal Arts in order to demonstrate their learn­ ing in the major academic areas: Communications, Humanities, Math and Science, and the Social Sciences. Students who do not choose to complete a Liberal Arts Breadth need to demonstrate in their Degree Plan that they have learning across these areas.

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Learning in each of the following disciplines will satisfy the Liberal Arts Breadth requirement: 1. Social Sciences: Psychology, Sociology, Anthropology, Economics, Geography, Political Science. (With faculty approval, certain Education courses could be included within the social sciences.)

2. Humanities: Religion, Foreign Languages, Literature, Fine Arts, History, Philosophy.

3. Mathematics/Science: Mathematics, Physical sciences, Life sciences.

4. Communication: Writing, Speech, Interpersonal Communication, Journalism, Media Studies, Computer Learning.

As with any breadth, there needs to be an equivalent of at least 8 courses. To ensure a well-rounded or holistic program, each breadth should be balanced internally as well as in relation to the other breadth and competence areas.

Components of the Graduation Requirements All graduation components have been created to provide students with the means to demonstrate baccalau­ reate-level learning in their Competence and two Breadth areas within the context of a broad liberal arts back­ ground. Students should make use of this list to guide and mark their progress through the program: Completion Date Activity _____________ Orientation _____________ _____________

Explorations in Interdisciplinary Study Degree Plan

_____________

Liberal Arts Seminar

_____________ _____________

Senior Project Student Teaching Application

_____________

Math Proficiency

_____________

Required Research Paper

_____________

Application for Graduation

_____________

Revised Degree Plan

_____________

Graduation Portfolio

_____________

Official Transfer Credit Transcripts

_____________

Graduation Fee

Time-frame Occurs at the beginning of the first semester.

Complete in first semester Seek approval from the Curriculum Committee by the end of the EIS course/first semester Complete prior to graduation application Complete in the last semester Teacher Education Students Only. Due six months prior to student teaching; see ADP Teacher Certification Programs – Student Teaching Information Packet: http://www.prescott.edu/ academics/teachercert/adp-cert.html Complete at least one semester prior to the intended graduation date Seek approval by the ADP Writing Specialist at least 3 months prior to the intended graduation date; Teacher Education students seek approval prior to the student teaching application Submit six months prior to the intended graduation date Submit six months prior to the intended graduation date (if necessary) Submit three months prior to the intended graduation date Complete two months prior to the intended graduation date Pay one month prior to the intended graduation date

The following is an overview of the core components of ADP through which the Graduation Requirements are to be met. Please read these descriptions carefully and refer to them throughout the program. The Academic Program Specialist and core faculty will answer any questions pertaining to the graduation requirements. All forms related to the fulfilling of graduation requirements are available at: http://www.prescott.edu/students/adp/forms.html

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Mentored Studies Students complete their course work using the mentored study model where they design study contracts with the help of mentors and core faculty. The study contract (also referred to as the course contract) doc­ uments the goals, objectives, and activities for a course as agreed upon by the student, mentor, and core faculty at the start of each semester. Details on writing and submitting study contracts and narrative eval­ uations are given in the Contract Study Handbook and the Mentor Handbook. College policies on course hours, credits, the ADP Incomplete Policy, and student conduct are detailed in the All College Catalog and the ADP Contract Study Handbook.? Shouldn’t the Incomplete policy should be in Contract Handbook as well as Mentor Handbook?] Blank study contract forms and samples are located at: http://www.prescott.edu/students/adp/forms.html.

Liberal Arts Seminar All degree-seeking ADP students are required to complete a Liberal Arts Seminar (LAS) before submit­ ting the Graduation Application. The LAS course counts towards a Breadth or the Competence depend­ ing upon the appropriateness of the LAS theme. Because core faculty offer a variety of LAS courses with distinctive themes, students may elect to take a second LAS if the subject matter is appropriate to either their Breadth or Competence. Most but not all LAS courses are offered via Moodle. The Course Schedule should be checked to determine the type and format of an LAS prior to registering for one.

The LAS is intended to allow students to experience the liberal arts both as a member of a group and as an individual. Whatever the theme of an LAS, it is hoped that the student will gain insight into the value and meaning of critical thinking associated with a liberal arts education.

Senior Project (SP) All students are required to complete a Senior Project that shows a practical application of the theory and skills gained within the program. Typically this is either an internship or extensive research project (often community-based). The Senior Project is completed in an 8-credit mentored study course for liberal arts students and an 8-credit Student Teaching placement for Teacher Education students during the student’s final semester. Specific information about Student Teaching appears in the Student Teaching Information Packet: http://www.prescott.edu/academics/teachercert/adp-cert.html. Any students completing a research project that uses human subjects will need to develop a Participant Consent Form that is approved by their core faculty. Some projects may require review by the Institutional Review Board (IRB) with the supervision of core faculty. Students in certain fields should also review and complete the Field Placement Liability Form located in the Contract Study Handbook and on the website at: http://www.prescott.edu/students/adp/forms.html . Students working in their field may qualify to com­ plete a Life Experience Practicum. Information about the Life Experience Documentation process is located at http://www.prescott.edu/students/adp/led.html.

Students seeking teacher certification are required to complete a 12 week full-time student teaching placement as their Senior Project. The Student Teaching Application, available on the website at http://www.prescott.edu/academics/teachercert/adp-cert.html, must be turned in to the Adult Degree Program Office at least three to six months prior to the beginning of the placement. Other graduation requirements, such as the ADP Required Research Paper, must be approved by the ADP Writing Specialist prior to the start of student teaching.

Math Proficiency Requirement Three options are available for ADP students to obtain math proficiency: 1. Receive at least a C in an approved math proficiency course transferred from another accredited col­ lege (or taken at Prescott College). These courses include College Algebra, College Mathematics (e.g.

Math 142), Finite Mathematics, Trigonometry, Precalculus, and Calculus. Any course with a different title must be approved by the Curriculum Committee.

2. Complete the College Level Essential Mathematics (CLEM) test through Prescott College with a score of 80% or better. Contact the Academic Program Specialist for information about taking the CLEM. 3. Successfully complete the Mathematical Explorations course through Prescott College (or an equiva­ lent course from the Prescott College Residential Degree Program).

Course description: Mathematical Explorations provides liberal arts and education students the opportu­ nity to transform a limited or unpleasant math background into a new and positive relationship with math.

At their own pace and need, students review and practice useful mathematical operations and quantita­ tive reasoning skills. Meanwhile, math is made tangible and practical through an experiential project of the 227

student’s choice. In addition, students explore math-related interdisciplinary ideas that have helped shape the worldview of modern Western civilization, drawing on far-reaching discoveries in such fields as cos­ mology, relativity, chaos theory, and quantum theory. Throughout the course, emphasis is placed on appre­ ciating mathematics as an integral part of the human need to investigate, understand, and live harmonious­ ly within the world around us.

For more information about Mathematical Explorations contact Gary Stogsdill, at 877-350-2100 (ext. 3205) or gstogsdill@prescott.edu. For more information about math proficiency, contact your core faculty.

Required Research Paper The ADP Required Research Paper is one of several ways that faculty measure student development in the areas of reading, writing, and critical thinking skills. Fulfillment of this requirement begins in the Explorations in Interdisciplinary Study (EIS) course as core faculty introduce and guide students through the creation of a 5-7 page formal research paper. Students may continue to work on the research paper drafted in the EIS course until they have achieved a final version for review as the ADP Required Research Paper. Alternatively, students may submit a research paper written for any mentored course once they feel that it meets the standards for approval. Complete and properly formatted papers should be sent electronically to the ADP Writing Specialist (as a Word file) along with a signed copy of the ADP Required Research Paper Approval Form (as a pdf file) to initiate the approval process. Prior to approval, core faculty or the Writing Specialist may ask the student to revise and resubmit the paper as many times as needed to meet the expectations laid out below. Because approval of the Required Research Paper must be secured prior to the submission of the Graduation Portfolio (and prior to student teaching), stu­ dents should submit papers for review at least six months prior to graduation.

ADP Expectations Regarding the Required Research Paper The research paper is a thesis-governed essay of at least 10 but not more than 15 double-spaced pages, not including the title page or references section. Students choose the focus of their papers based on their personal and academic interests. Papers will be approved when they: • Meet the minimum criteria set out in the ADP Research Paper Evaluation Rubric as determined by the core faculty, the ADP Writing Specialist, or both; • Demonstrate that the student has read widely enough to include a minimum of five (5) scholarly sources (typically books or peer-reviewed articles) in the references section, which do not include Wikipedia or authorless websites • Are original in the sense that the paper represents the student’s own work with the ideas and quo­ tations of others properly credited in the text and references; • Address opposing viewpoints in addition to presenting the student’s point of view • Adhere to the documentation style guide (e.g., APA, MLA, CMS) appropriate to the student’s com­ petence or paper topic and the ADP formatting guidelines (below); • Are fair-minded and respectful of readers whose cultural heritage, gender, or world-view might dif­ fer from that of the writer.

Although students may integrate properly formatted figures, tables, photos, or other graphics in the body of the paper, these elements may not substitute for the required 10 pages of prose expected of each stu­ dent. Students should consult with core faculty before submitting papers with extensive graphics or appendices, particularly if these materials are not original to the student.

ADP Formatting Guidelines Each research paper submitted for approval should have the following: • A signed and completed ADP Required Research Paper Approval form • A title page that indicates the paper’s title, the full name of the author, the course for which it was written, and the date it was submitted • Continuous, automated pagination beginning with the title page through the references page(s), preferably in the top right corner of each page (except the title page) • One-inch margins around all text on every page (title page excepted) • 12 pt. font throughout • Double-spaced text except for block quotes, captions, and entries in the references section

and no more than one double space between any two lines of text

• Indentation of 2-5 spaces at the start of each new paragraph 228

Writing the Required Research Paper Writing an effective formal research paper requires students to go beyond their curiosity about a partic­ ular topic into the realm of selecting, analyzing, and evaluating the views of professionals on a given issue.

By means of the research paper, students create a new constellation of claims, evidence, and conclusions captured, momentarily, against the backdrop of their developing worldview and united by a focused the­ sis statement. The audience for the research paper may include working professionals, potential clients, colleagues, or other adult learners but it must include a supportive but discriminating academic reader such as your ADP core faculty.

Part of the challenge in constructing a research paper is to observe how professional discourse—the writ­ ten conversation among specialists carried out by means of journals, books, and their cyber equivalents— takes place. As part of the research process, students should take note of the style and tone of the research literature and attempt to achieve a similar level of clarity in their writing. Early in the project, students should identify which professional style guide applies to their research area and, if possible, purchase it.

Three commonly used style guides are: Publication Manual of the American Psychological Association, 5th edition (referred to as APA); MLA Handbook for Writers of Research Papers, 5th edition (referred to as MLA); A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edition (referred to as CMS). Links to websites that present an overview of each of these style guides are available at http://www.prescott.edu/academics/writing/Printer-friendlyHandouts.html.

Students should also take advantage of the Prescott College Library and the Prescott College Writing and Learning Center webpages, both accessible from the Prescott College Homepage www.prescott.edu.

These webpages offer tips on locating and evaluating sources, using proper citation formats, creating a research strategy, using inclusive language, and developing a research question or working thesis state­ ment. The Writing and Learning Center webpages offer links to sites that feature step-by-step instruc­ tions for writing a thesis-governed research paper.

The production of a research paper that meets ADP expectations will require each student to engage deliberately in each stage of the writing process, i.e. the planning, drafting, revising, and editing phases that recur as the paper takes shape. No student should expect to produce a successful research paper without allowing adequate time for the thoughtful exploration of the topic in light of the scholarly litera­ ture and multiple revisions of the paper based on feedback from academic readers. Because crafting a research paper is a complex and demanding task, students should proactively seek out feedback from peers, writing consultants, mentors, or core faculty as a part of the writing process. Ultimately, the stu­ dent is responsible for successfully meeting the Required Research Paper requirement by following the instructions, asking for assistance as needed, meeting the writing criteria, and conforming to the relevant deadlines. Neither faculty nor mentors are expected or encouraged to edit students’ research papers.

ADP Required Research Paper Evaluation Rubric A research paper may be approved when: 1. An explicit thesis statement unifies the paper’s argument.

2. Key claims are supported by appropriate evidence, observation, experience, examples, etc.

3. Ideas are developed logically within and across paragraphs.

4. The argument allows for multiple perspectives and interpretations based on a common set of facts.

5. Source material is appropriate, integrated into the text, and properly documented.

6. Word choice and sentence structure support the argument.

7. The tone is appropriate and respects a diverse readership.

8. Grammar, punctuation, and spelling are typically correct.

9. Formatting is consistent with recommended guidelines.

Prescott College’s Writing & Learning Center is at: http://www.prescott.edu/academics/writing/ Application for Graduation and Final Degree Plan Students submit the Graduation Application and the final Degree Plan to their core faculty for approval and signatures. The Graduation Application and the final, approved Degree Plan are due together in the Registrar’s Office no later than six months prior to the student’s intended graduation date.

Graduation Portfolio Students begin writing and collecting materials for their Graduation Portfolio in their first semester.

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Instructions for compiling material and writing the Graduation Portfolio are covered during the EIS course (described above). Students submit the Graduation Portfolio for core faculty review at least three months prior to the intended graduation date. The Synthesizing Essay portion of the portfolio is reviewed by the student’s core faculty.

Graduation Portfolio Components and Instructions The Graduation Portfolio (GP) should contain the following components: 1. Cover Sheet 2. Table of Contents 3. Résumé 4. Approved Degree Plan 5. Synthesizing Essay Additional Components: 1. Cover Sheet Format for the Graduation Portfolio: The cover sheet should contain the following infor­ mation.

Prescott College Adult Degree Program Graduation Portfolio Date Submitted Date sent to appropriate ADP Office Student's Name As it should appear on student’s diploma Date as a Registered P. C. Student Month and year of first enrollment Date of Anticipated Graduation Month and year of proposed graduation Area of Competence Name of Competence area Core Faculty Core faculty's full name Area of Breadth Name of Breadth #1 Area of Breadth Name of Breadth # 2 2. Table of Contents: Indicates where each component is found in the portfolio, using sequentially num­ bered pages.

3. Résumé: Any commonly accepted, standard, professional format for the student’s competence field.

4. Degree Plan: The degree plan lists all of the courses taken for the student’s competence and breadths, both at previous institutions and at Prescott College, including credit earned through the Life Experience Documentation process. The degree plan is approved by the Curriculum Committee dur­ ing the student’s EIS course. Any revisions to the degree plan after the Curriculum Committee has approved it must be approved by the core faculty or the Curriculum Committee. The final Degree Plan is submitted with the Graduation Application six months prior to graduation. It is verified by the Office of the Registrar upon receipt of the Graduation Portfolio, with necessary signatures, prior to the available graduation dates.

Examples and blank forms are located at: http://www.prescott.edu/students/adp/forms.html#currdoc.

5. Synthesizing Essay: The synthesizing essay is a substantive essay reflecting upon your education lead­ ing to the Bachelor of Arts degree. The essay is both a reflective piece for you as well as an evaluative tool for the College. Please address both theoretical and experiential aspects of your program, describ­ ing the main theories and perspectives that have most influenced your learning. Within the essay, please refer to the Academic Achievement Outcomes discussed earlier in this handbook and address how you met these within your program. What aspects of your program have expanded your views on the environment, multicultural, and social justice concerns? In addition, please reflect on your learn­ ing in a more personal way sharing about your growth as an integrated learner. The essay should be a minimum of 5 double-spaced pages.

To write the essay, use the following guiding topics and questions as well as the Academic Achievement Outcomes (see page 2) as a springboard to stimulate your thinking. You should think about who you are now, how that may be the same or different from who you were when you began, how it happened, what it was like, why changes did and did not occur, how you know, and what difference it makes to you, your families, and to your human and natural communities.

The guiding topics and questions are as follows: 1. In your area of study describe the main theories and perspectives that have most influenced your learning and prepared you to work in your field.

2. Please describe in more general terms the breadth of your learning and how your experience in the 230

field demonstrates your competence. Discuss in specific terms learning from your internship/student teaching and other relevant community-based or other experiential learning and how this relates to your academic research.

3. Please reflect on your learning in a more personal way to illuminate your own ideas about your growth as an integrated learner. What aspects of your program have expanded your views on the natural envi­ ronment, multicultural, and social justice concerns?

6. Additional Components: These should be determined through consultation with the core faculty in accordance with the expectation of the student’s field of study. Students may, for instance, wish to assemble components that present more depth and specificity, which could be useful as a profession­ al portfolio. Additional components might include: 1. Course Evaluations 2. Research Paper 3. Professional goals 4. Philosophy statement 5. Personal inventory and assessments 6. Skill development plan 7. Papers and projects with photos 8. Cover letter 9. Expanded résumé 10. References 11. Transcripts 12. List of and answers for questions commonly asked at job interviews in your field 13. Major theories and models 14. Networking lists 15. Personal library or bibliography 16. Entrance examinations (GRE, LSAT, etc.)

17. Teaching or community project video/DVD 18. List and description of local, state, and national organizations in your field A student in good academic standing has until 6 months after her or his last enrolled semester to com­ plete all graduation requirements. Failing this, the student must apply for readmission and enroll for at least a one credit Graduation Requirements Completion course and possibly for additional courses to meet current graduation requirements.

Official Transfer Credit Transcripts Students must ensure that official copies of their transcripts from other colleges are sent to Prescott College no later than 30 days prior to their scheduled graduation date. If transcripts are not received by this deadline, the student’s graduation may be delayed. Please have transcripts sent to: Prescott College Office of the Registrar 220 Grove Avenue Prescott, AZ 86301 Graduation Fee There is a $100.00 graduation fee due one month prior to graduation. Students are required to pay this processing fee regardless of whether they attend the commencement ceremony or not.

Contract Study Introduction to Mentored Studies The Adult Degree Program (ADP) offers students an opportunity unique among four-year, liberal arts programs to choose professionals in their home communities with whom they wish to study for their degree. Such local experts are referred to as community-based mentors, or simply mentors. Students work closely with ADP corefaculty to practice and assess their academic skills in two required (or cohort) courses and help the studentcreate and pursue a rigorous degree plan that suits the student’s educational goals. However, stu­ dents are expected to select mentors for each of their courses and work with them to describe and undertake the courses needed to complete the competence, the academic focus of the student’s degree plan.

The mechanism for formalizing the relationship between a student and mentor is the study contract, a form that requires students to spell out the goals, objectives, activities, and materials suited to each course that the studen­ tand a mentor creates. While the core faculty of each student supervises the development of study contracts and 231

has final approval of each contract, in this model the student has significant freedom and responsibility to study the material that he/she deems necessary to achieve competence in her or his chosen field. Both the mentor and the core faculty ensure that the study contracts and ensuing courses are challenging, appropriate to thestudent’s field, and allow for third-party evaluation of the student’s work. Because all of the courses taken in the ADP are based on study contracts submitted by the student, we refer to this manner of taking courses asmentored studies to distin­ guish it from the more common notions independent study or cafeteria-style, faculty-designed coursework. (For more information about mentors and mentored studies see the Mentor Handbook.)

The study contract writing process is integral to Prescott College's educational philosophy for a number ofreasons: • Contracts emphasize and encourage the process of learning, not merely “getting through a course.”

• Contracts allow the learning process to adapt to each student’s needs and previous learning.

• Contracts clarify what learning is to take place, and illuminate a path to follow.

• Contracts clearly communicate faculty, mentor, and student expectations.

• Contracts demonstrate how students take responsibility for their own learning and become self-directed.

• Contracts encourage accountability on the part of students and faculty.

The study contract also creates an occasion for students to reflect on the Academic Achievement Outcomes and institutional mission of Prescott College. These are as follows: Prescott College Mission Statement It is the mission of Prescott College to educate students of diverse ages and backgrounds to understand, thrive in, and enhance our social and ecological communities. We regard learning as a continuing process and strive topro­ vide an education that will enable students to lead productive lives of self-fulfillment and service to others. Students are encouraged to think critically and act ethically with sensitivity to both the global humancommunity and the bios­ phere. Our philosophy stresses experiential learning and self-direction within an interdisciplinary curriculum.

Academic Achievement Outcomes The Prescott College model promotes self-directed learning for its students. To ensure its high academicstandards, the faculty has identified specific skills a student will possess by graduation. The program is designedto evaluate these desired outcomes throughout the student's academic career. The outcomes for assessment ofstudent academ­ ic achievement are as follows: • Competence in Subject Matter and Application to Real Life 1. Literacy in the content of the chosen field, including knowledge of the basic history of the field, the important individuals and their work, the major current theories and their application.

2. Mastery of methodology of that field, including a demonstrated capacity to use the basic tools such asre­ search techniques, scholarly methods, leadership skills, modes of expression, etc. that are currentlyem­ ployed in the field.

3. Ability to demonstrate interconnection and application of learning to real-life situations.

4. Personalization/internalization of learning.

5. Fulfill the program plan as required by the Curriculum Committee including the appropriate number of upper division courses.

6. Demonstration of competence.

7. Overall demonstration of a breadth of education and experience.

• College Level Math and Writing Skills 8. Proficiency in college level math, writing, and research.

9. Self-direction in designing and carrying out a degree plan and course of study.

• Sensitivity to Cultural Variability 10. Awareness of, and personal responsibility toward, issues of cultural variability, including race,ethnicity, class, gender, and lifestyle.

• Commitment to Responsible Participation in the Natural and Human Community 11. Awareness of, and personal responsibility toward, the relationship of the natural environment and thehu­ man community.

Each mentored course and study contract in a student’s program should reflect the College philosophy and prac­ tice as much as possible to achieve the best results. Types of Study Contracts In the Adult Degree Program, there are several different contract study formats: 1. Mentored courses (including Life Experience Portfolio or Practicum work) 2. Cohort or scheduled courses (online or classroom model) 3. Senior Project 232

Mentored courses are normally four semester credits; courses in the Teacher Certification program are typically 3 semester credits (see pre-prepared Ed study contracts for credit amounts). Each semester credit translates into 45 clock hours of student work. Thus, a four semester credit course comprises at least 180 hours of work by the stu­ dent, inside and outside class (4 x 45 = 180). The following guidelines on length of study and hours and frequency of meetings are standard. However, the mentor and student may negotiate some variations on these guidelines, allowing for more intensive work during a semester by varying the number and length of meetings, yet maintain­ ing the same total amount of work.

Length of semester/course: Frequency of meetings: Length of meetings:

15 weeks weekly 1-2 hours

Mentored Courses Mentored studies involve weekly meetings or substantive contact between the mentor and stu­ dent, with the balance of the work done independently by the student. Mentors are normally from the student's home community, and the time and place of meetings is negotiable. Mentored studies combine the benefit of a reg­ ularly scheduled tutorial with the flexibility of self-study. Participants arrange weekly meeting times and locations.

There is no "typical" meeting place; homes, offices, restaurants, libraries, and schools are used. The Prescott College offices in Prescott and Tucson are available for meetings. Please confirm space availability with the staff in each office prior to class time.

Students may take more than one course from a single mentor; however mentors may not offer more than three courses to any one student without approval by the student’s core faculty on a case-by-case basis.

All forms used in the creation and processing of study contracts for mentored courses are available at http://www.prescott.edu/students/adp/forms.html.

Cohort or Scheduled Courses College faculty or adjuncts offer classes in either a face-to-face or online learning community format. A course is normally offered in the small-class format only when there are five or more students. Such classes are described at http://www.prescott.edu/students/adp/moodle/documents/UpcomingMoodleCourses1042408.pdf . For more infor­ mation about any class, contact the instructor by phone or email.

Senior Project All students are required to complete a Senior Project (SP) (formerly known as the Demonstration of Competence) that shows a practical application of the theory and skills gained within the program. The Senior Project must be taken for 8 upper division credits, equal to 360 hours of effort. Typically the Senior Project is experiential in nature and allows the student to integrate and apply the learning completed in mentored courses in a single capstone proj­ ect. The Senior Project may take the form of an internship, practicum, student teaching, or extensive research proj­ ect completed within a student’s last enrollment period.

Internships An internship is an opportunity for students in the Liberal Arts to demonstrate their competence through super­ vised, onsite learning within a specific organization. Internships are often most relevant for students in the human services, counseling psychology, sustainable community development, management, and other competencies that work directly with people in communities.

The internship is a minimum of 300 hours over 12-15 weeks. Students arrange for a mentor and internship super­ visor, who can be the same person. The student and mentor/supervisor outline specific activities and responsibili­ ties pertaining to the internship in the study contract. Students must gain approval from their core faculty for the internship placement prior to starting work as an intern.

Interns fit into the organizations’ schedules and abide by all rules and regulations. Interns follow the organizations’ regulations in terms of dress and punctuality. In turn, the organizations agree to the internships and assign mean­ ingful duties. Responsibilities will vary with the organization. Interns are required to keep learning journals in which they document their work. It is suggested the interns and supervisors meet weekly for direct feedback on intern performance and questions.

Students working in placements need liability insurance. Prescott College does not carry liability insurance to cover students in such field placements. The American Counseling Association (ACA) offers the level of personal mal­ 233

practice insurance recommended to practitioners at an affordable rate for students. For information, call the American Counseling Association at (800) 347-6647 or www.hpso.com. Students should provide evidence of per­ sonal malpractice coverage, at a minimum of $1 million, when requesting approval for contracts entailing fieldbased placement. After obtaining coverage, students should complete the Field Placement Liability Verification form and send it to their core faculty before starting the internship.

Student Teaching For Teacher Education students, the DOC is typically a student teaching placement of at least 12 weeks.

Comprehensive information about student teaching placements and requirements is available in the Teaching Certification Handbook at: http://www.prescott.edu/academics/teachercert/adp-cert.html.

Life Experience Practicum Students who have or are working in their chosen field may qualify to complete a Life Experience Practicum for the Senior Project. Comprehensive information about the Life Experience Documentation process is locat­ ed at: http://www.prescott.edu/students/adp/led.html.

Writing a Study Contract Study contracts are the primary means of identifying the type and rigor of a student’s learning for purposes of eval­ uation and credit documentation. The course description appears in its entirety in the student’s permanent tran­ script and therefore should be clear, free of errors, and sufficiently detailed to allow a third party to value the course appropriately after its completion. Submission of the study contract also initiates the credentialing of the mentor.

Students and their mentors work together to write study contracts that are stimulating, challenging, and appropri­ ate to the student’s academic program. Final approval of all study contracts rests with the student’s core faculty.

1. The student should bring the completed Pre-Contract Worksheet to the first meeting with the mentor.

2. At the initial meeting, the mentor first reviews the Pre-Contract Worksheet the mentor and the student discuss ideas for the contract and the course. The student keeps whatever notes he/she writes during the first meeting.

3. At the second meeting, the student submits a clearly written draft of the study contract to the mentor. The mentor reviews the draft, and the student and mentor agree on modifications to the contract draft. 4. The student revises the study contract and sends a draft copy to the core faculty. The core faculty may ask for revisions which the student will make for the final version. The student saves the final version of the study contract as a text file on her or his computer.

5. The student initiates the electronic submission of the study contract by going to http://www.prescott.edu/stu­ dents/adp/forms.html#contract. The student completes and proofreads the student portion of the study contract form before electronically signing the form. Once signed by the student, the study contract will automatically be forwarded to the mentor’s email address for approval by the mentor.

6. The mentor receives notification by email that her or his student has submitted the study contract for approval. The mentor opens the link to the study contract, reviews it, and approves or denies it. By signing the contract electronically, the mentor sends the contract to the core faculty. Students are automatically notified when an action has been taken on their study contracts by mentors or core faculty.

7. Once the student and mentor are notified that the study contract has been approved by the core faculty, they should begin or continue to meet on a regular basis to meet the objectives of the course.

Electronic submission of study contracts begins Summer 2009. Paper submissions will be accepted in case a mentor does not have an email address. Other circumstances may warrant paper submission; students should discuss paper All study contracts are due by the end of the second week of each semester to ensure that the student is officially enrolled for a mentored course for that semester. Students are responsible for submitting study contracts so that they are approved and received in the Registrar’s Office by the submission deadline.

Students should be aware that mentors will not be paid for courses conducted without an approved study con­ tract received by the Registrar by the drop/add deadline. Furthermore, the Registrar will not accept a course evaluation without a corresponding approved study contract on file.

Study Contract Contents A few definitions will help students and mentors complete study contracts. Refer to the Sample Study Contracts on the website for examples.

Lower Division Credit: Lower Division Credit is given for a foundational course that introduces the student to general principles, basic methods, and processes of subject area.

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Upper Division Credit: Upper Division Credit requires theoretical study of the subject matter and its analysis and evaluation. The student may also specialize in one area, or synthesize several areas of study. Substantial crit­ ical reading, research, and formal writing are expected components of upper division work.

Letter Grade or Credit: The student may choose to receive a letter grade (“A”-“F”) or simply request credit without a grade. Credit is only awarded for grades of, or coursework equivalent to “C” or better. Students who opt to receive credit/no credit select this option for all courses in their curriculum, not course by course.

Students indicate their selection on the study contract before it is approved.

Course Description: The course description provides a comprehensive summary of the objectives and activi­ ties of the course. The description should be written in the third person in complete, clear sentences. The max­ imum length of a course description is 150 words. The social and ecological literacy component of the course should be apparent from the course description. Descriptions should be concise but sufficiently detailed to allow a third party to understand the goals of the course and its focus.

Social and Ecological Literacy Component: The Prescott College mission and Academic Achievement Outcomes emphasize the student’s ability “to think critically and act ethically with sensitivity to both the human community and the environment.” The mentor and core faculty should instruct each student to include both a social and environmental justice component—also referred to as multicultural and environmental threads—in each course.

Objectives Clear and feasible learning objectives are essential to a well-written contract. Objectives should: • Be specific, not vague or general • Be feasible in the time frame and with the available resources • Be measurable • State what the student will know or be able to do as a result of the course • State the quality of learning that will occur Activities Activities specify what the student will do to fulfill the objectives. Activities should be specific, relevant, and feasi­ ble. The activities should also reflect the lower or upper division designation as well as the learning objectives stat­ ed in the contract. When writing the contract, students should think about how much time the activities require in relation to the number of credit hours proposed for the course. Each semester credit is the equivalent of 45 hours of work. This should include the time spent completing paperwork and attending mentor meetings.

Some examples of appropriate activities are: • Spend at least 6 hours per week reading course text and related articles.

• • Write a formal paper (5-7 pages) in which the student synthesizes the reading and demonstrates criti­ cal thinking.

• Complete at least one reflective learning journal entry each week.

• Meet and interview 3 to 5 professionals in this field and write a summary for each interview.

• Volunteer in a community-service project (20 hours total) and document the work weekly in a journal.

Writing Expectations Students are required to complete three to five writing tasks (usually 20 or more pages total) in each course. In

most courses, and especially in upper division work, 7-10 pages should be formal writing.

The following are good examples of formal writing activities:

• Research relevant articles (8-10) and write a documented 10 page (double-spaced) research paper.

• Interview 3 to 5 community members and write a 5-7 page synthesizing essay.

• Read 5 professional journal articles and write an annotated bibliography that includes each article.

Informal writing activities may include learning journal entries, reading notes and summaries, 1-2 page selfassessments, paper outlines, draft abstracts, or pre-writings such as mind-maps or free-writes.

Experiential Learning Experiential learning is one of the basic tenets of Prescott College’s educational philosophy. Mentored courses offer an opportunity for students to apply the course content to the real world. Some avenues for application are interviews, observations, teaching presentations, a project, community service, and service-learning.

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The following are examples of activities that incorporate experiential learning: • Work with parents and four teachers in developing a behavior modification plan for a given child.

• Prepare a balance sheet and income statement for a small business.

• Spend two hours per week observing counseling sessions.

• Develop a questionnaire and interview four or five people of different ages.

Materials In the materials section, list the author, publication date, title, and publisher of any texts or articles planned to be used. This should be completed in a bibliographic format appropriate to the student’s field of study (go to www.prescott.edu/academics/writing for sample APA, MLA, and CMS formats) so that the core faculty can quickly and reliably locate the proposed materials. Clearly identify electronic resources, collections, or other materials needed to complete the learning specified in the contract.

Evaluation The student and mentor agree on the methods by which the student will be evaluated. This section of the study contract should be a list of the products that will document each activity. It should include specific page lengths, dates, or other specifications.

More on Objectives Objectives need to be as specific and precise as possible to clearly communicate the course content to the read­ er. Clear objectives also convey the quality of instruction in each study. All objectives must be met through the course activities and, in turn, each activity must relate to at least one objective.

When writing objectives, the student and mentor can use the prompt, “As a result of this course, I will be able to…” Clear objectives typically start with a strong, specific verb. For example: • Diagnose the level of a child’s mathematical skills.

• Analyze errors in a child's mathematical operations and define methods of correction.

• Summarize the history of major personality theories from Freud to the present.

• Compare and contrast the symptoms and behavior characteristics of various mental disorders.

• Identify and prioritize organizational strengths and weaknesses.

• Determine appropriate actions and risks in implementing a specific strategic decision.

In contrast, the following are poorly stated objectives because they are not measurable: • Become familiar with math skills.

• Why children make math errors.

• Understand personality theories.

• Learn enough so that I can work with emotionally disturbed people.

• Study organizational strengths and weaknesses.

• How people make strategic decisions.

Some common errors students make when writing objectives are:

Vague: The objective does not state specifically what learning will take place so it is clear when the learning is

complete. Example: “Be familiar with developmental psychology.” (What does “be familiar” mean? What

aspects of developmental psychology?)

Circular: The title of the course is used to define what will be learned in the course. Example: (in a course on

plant taxonomy) “Understand the taxonomy of plants.” (No new information is given.)

Irrelevant: A statement of the way a course will contribute to a student's educational program or life, rather

than what the student will know or do at the end of the course. Example: “Learn enough so that I can open my

own pre¬school.” (This does not describe learning from the course.)

Activity in place of an objective: A statement of what a student will do in the course rather than what he/she

will learn. Example: “Read a book about the economic influences of American businesses in northern Mexico.”

(This should be listed as an activity in the appropriate section of the contract.)

Mentors are encouraged to help students avoid the above pitfalls whether they result from poor word choice

or misunderstandings about the learning. The core faculty also provide feedback on the wording and design of

the study contract so students should consult with them prior to submitting a contract for final approval.

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Course Evaluation When a mentored course is completed, the mentor and student must complete a narrative course evaluation for submission to the core faculty and Registrar. The student and mentor use the Course Evaluation form to summarize the student’s learning and comment on the extent to which the course objectives were met, changes in the student’s values or perspectives as a result of the course, and the practical value of the course. The men­ tor evaluates the student’s performance in the course using the guidelines that accompany the evaluation form.

If a student has requested a letter grade in addition to the narrative evaluation, the mentor provides a grade at this time. The Course Evaluation becomes part of the student’s permanent transcript once it is signed by the student, mentor, and core faculty.

Course Evaluation forms are initiated by the student and submitted electronically from the ADP Forms and Documents page on the PC website at http://www.prescott.edu/students/adp/forms. Mentors will receive email notification that a student has requested a course evaluation; once the mentor completes and signs the evalua­ tion it will be automatically forwarded to the core faculty. Course evaluations should be initiated and submit­ ted by the student immediately following the completion of the mentored course. Because the receipt of the course evaluation by the Registrar initiates payment to the mentor, mentors may wish to urge students to com­ plete this aspect of a mentored course as soon as the course is over.

As with study contracts, a mentor who does not have an email address or email access may submit a course eval­ uation by regular mail using the printer-friendly version of the relevant form. However, the mentor’s signed evaluation should be submitted by the mentor to the ADP Office or the Registrar directly, and not by the stu­ dent on the mentor’s behalf. (The mentor may wish to send a copy of her or his evaluation to the student but not the signed original.) Mentors using paper forms may request blank forms from the ADP Office or the stu­ dent. Announced deadlines for electronic course evaluations apply to paper submissions as well.

Incomplete Policy When a student is unable to complete the work specified in the study contract within the span of a semester,

the student may request an incomplete. The guidelines for incompletes are as follows:

1 The student must have completed 75% of the coursework in a given course to be eligible for the temporary

incomplete grade.

2 The mentor must approve a student request for an incomplete by submitting an Incomplete Grade form.

3 The maximum time frame to complete a course graded incomplete is the end of the next semester. The men­ tor can set an earlier date, but cannot extend the incomplete period beyond the last day of the next semester.

4 Evaluations for incomplete courses submitted after the last day of the next semester will be graded No Credit.

Late evaluations and incompletes directly impact a student’s academic standing and may jeopardize the stu­ dent’s enrollment, graduation, and/or financial aid eligibility.

Evaluation of Mentors and Other Field Personnel Once a course is completed and the Course Evaluation is turned in, students are expected to turn in a form titled “Evaluation of Field Personnel” in which the student evaluates the mentor for a particular course. This form is used by students to evaluate mentors, supervising teachers, practicum supervisors—anyone who has served as a mentor for a study contract. The student’s evaluation is confidential, i.e., the ADP does not share it with mentors or other field personnel. Instead, the evaluations are used by ADP faculty and administrations to ensure that mentors are meeting their responsibilities in each course. Mentors who consistently receive poor evaluations from students may be discouraged from mentoring in the future. Alternatively, mentors who receive consistently positive evaluations may be encouraged to work with more students or develop additional courses in their area. Evaluation of Field Personnel forms should be completed at the end of each semester for each course. Electronic submission is preferred.

Study Contract and Course Evaluation Forms All forms related to mentored studies identified in this handbook are available at: www.prescott.edu/students/adp/forms.html In some cases, samples of completed forms appear next to the blank forms to help students and mentors under­ stand the forms better. Students and mentors should contact ADP staff or faculty if they have questions about the forms not answered in the Handbooks or on the website. Contact information for ADP personnel appears at the end of this handbook for easy reference.

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Additional Information How to Identify Mentors Students usually locate mentors in their home communities. In Prescott and Tucson, and some other commu­ nities, there may already be approved mentors who work with Prescott College students. The student’s core fac­ ulty may know if such mentors already exist.

Mentors can be recruited from community colleges, public school systems, and the group of practicing profes­ sionals in the field. Students should develop a network of multiple mentors. Students often take more than one course from a mentor; however, no more than three (3) courses be taken with one mentor without prior approval from the core faculty. Students seek guidance about their mentors from their core faculty; faculty nor­ mally approve mentor selection when they approve a study contact. Students should provide mentors with a copy of the Mentor Handbook before the course begins. The student should also direct the mentor to the elec­ tronic version of the Mentor Handbook and the Contract Study handbook on the PC website. Mentors should also be encouraged to call the student’s core faculty with any academic questions.

Mentor Qualifications The following qualifications are required of each mentor (see the Mentor Handbook for additional details): 1 A minimum of a master’s degree in the subject area of the course. In a few rare cases, students may work with qualified mentors with bachelor’s degrees, but only with prior approval from their core faculty.

2 College-level teaching experience. In some cases, work experience in the field being taught may substitute for college-level teaching experience.

When meeting for the first time, students should direct their prospective mentors to the Mentor Handbook at http://www.prescott.edu/students/adp/forms.html or give them a hard copy. A hard copy of the Mentor Handbook is included in the materials students receive at Orientation. It can be photocopied for use with each new mentor.

Life Experience Documentation The Life Experience Portfolio (The student enrolls in a 4 or 8-semester lower division credit LED course and pays $200 or $300 evaluation fees depending upon the number of chapters.)

The Life Experience Portfolio (LEP)is the most academically challenging life-experience documentmetation process available. Students must have strong writing skills, a minimum of 5 years of professional experience in their field, and a strong theoretical understanding. Students write portfolio chapters to communicate and document the college-level learning they have acquired. For example, a student who has been a crisis coun­ selor for seven years and has done extensive reading on her own might agree that courses such as Counseling Theories, Personality Theories, Crisis Counseling, etc. should be part of her curriculum. However, he/she does not believe he/she needs to take these courses with a mentor. In fact, he/she believes he/she could teach these classes. This is the kind of learning the Life Experience Portfolio is designed for.

The Portfolio is written in chapters, each titled to parallel a college course. Chapters average 20 pages and include relevant theory, history, philosophy, people and issues – illustrated with the student's own partic­ ular experiences. The average chapter is awarded 4-semester credits. Students can request that chapters receive lower or upper division credits depending upon the students' depth of knowledge. For example, in psychology, a lower division Introduction to Psychology course, contains general information on a vari­ ety of topics, while an upper division course in Humanistic Psychology, consists of in-depth information on the application of one specific discipline in psychology.

Students enroll in a either a 4 or 8-semester credit portfolio course(s), depending upon the number of chap­ ters and, upon successful evaluation, typically receive an average of 4-semester credits per chapter (that do not count towards enrollment). Professionals in the student’s competence area evaluate the Portfolio. The 4 or 8-semester credit life experience portfolio course is for lower division credits only – no grade is given.

If student is qualified and approved to write more than 5 life experience portfolio (LEP) chapters, one of two pathways can be chose– one course at 8- sem LD credits or two 4-sem LD course in two different terms. Below is a sample of the two choices for enrollment planning for a student who wants to complete 7 LEP chapters.

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Enrollment LED – sem course enrollment Option 1: Term A LED course 4 LD sem Term B LED course 4 LD sem Pay 8 LD sem tuition for 2 courses Option 2: Term A LED course 8 LD sem Pay 8 LD sem tuition for 1 course

Outcome

Fees

Produce 3 chapters Produce 4 chapters Take 2 terms to complete

$200 $200 $400 evaluators’ fees

Produce 7 chapters Take 1 term to complete

$300 $300 evaluators’ fees

How to Start the Life Experience Documentation Process Prior to contacting the Life Experience Coordinator, students should first discuss this option with their Core Faculty to determine whether the Life Experience Documentation (LED) is a viable option and how/where it will fit within the student’s Curriculum Documentation or Graduation Plan. Next, the stu­ dent should complete the Life Experience Documentation (LED) application and submit the $50 LED non-refundable application fee. In addition, the student should submit to the Life Experience Coordinator a copy of the student’s approved curriculum documentation (CD) or graduation plan.

Students planning to complete a Life Experience Portfolio must complete the essay section as well.

Students must be in good academic standing. Both the Life Experience Coordinator and Core Faculty must approve the application. Once approved for the LED process, the student and Registrar will be noti­ fied. The student must enroll in the LED Moodle course and pay the appropriate tuition by the registra­ tion deadline. Upon enrollment verification in the LED course for the term, students will receive specif­ ic instructions on how to access the Moodle LED course. The LED Moodle course requires weekly par­ ticipation and submission of assignments. Reliable Internet access and general technology skills are required for successful participation and completion of the LED Moodle Course.

LED Application includes: • Application form acrobat PDF word Word • $50 non-refundable application fee (for 1 or more processes) • Essay for Life Experience Portfolio process • Approved Curriculum Documentation/Graduation Plan LED Tuition and Payment Students must be enrolled and pay tuition for the 4 or 8 semester credit LED course(s). The course counts in the student’s academic enrollment. The application fee and evaluators’ fees are paid separately and are not taken from tuition monies. Fees can be paid through the Business Office with a credit card or debit card by calling Angela Ridlen at extension 4000. Or fees can be paid by check or money order, made out to Prescott College, and mailed in to the Life Experience Coordinator with the life experience application or documentation. The application fee is non-refundable.

LED Credit Limits The life experience documentation processes have credit award limits. In general, each individual conver­ sion portfolio or life experience portfolio course submitted for evaluation cannot earn more than 8 semes­ ter credits. A student cannot earn more than 25 total semester credits for a conversion portfolio. Overall, a student cannot earn more than 60-semester credits for all three processes.

Note: In the LED processes, students’ awards are determined by the evaluators, professionals in their field. In case, of two different evaluator recommendations, the Dean of the Adult Degree and Graduate Programs (ADGP) makes the final determination of awards.

However, there is no guarantee that students will receive upper division credits or the number of credits requested for their final LED awards. It is wise for students to take their LED course(s) BEFORE their last term, in case they have to enroll for additional coursework to meet graduation requirements.

Frequently Asked Life Experience Documentation (LED) Questions: * Can I complete a life experience portfolio (LEP), conversion portfolio (CP), and a practicum?

Yes. Students who work with their core faculty members and have an approved degree plan that lists all three life experience documentation (LED) processes can attempt all three up to the LED credit award limit of 60 total semesters.

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* What order should I complete the LED processes?

If a student were to apply and be approved to do all three processes, my recommendation would be to first complete a CP, then the Practicum, and finally the LEP. * Can’t I do a Practicum, maximum CP, maximum LEP, and end up with a total of 69 semester credits?

No. Students have a maximum of 60 LED semester credits. Within that maximum limit is also a cap of 25 conversion portfolio credits. Students cannot exceed the 60 maximum even if they attempt all 3 processes. A student needs to do the math ahead of time in their degree plan so as not to go over the 60 semester total. * When should I enroll in the LED course?

Ideally, students should enroll in their second or third term with ADP. This allows development and approval of the Degree Plan and an understanding of the expectations for academic writing. It also allows the student to develop technology skills on the Moodle platform in their EIS course. It is wise for students to plan to enroll in the LED course(s) before their anticipated last term. Sometimes stu­ dents do not receive the credits they request and must take additional coursework, so planning the LED in the 2nd or 3rd term allows flexibility. * When do I send in all my unofficial transcripts and certificates?

Students should gather documents before enrolling in the course so that they can use transcripts, cer­ tificates, letters of recommendation, etc., when writing the weekly activities in the LED Moodle course. However, copies of documents will need to be submitted with the final two copies of docu­ mentation. Please do not send originals. Plan ahead with time and money to make copies of all mate­ rials that you want to include in your LED. The next LED applications for the FA-09 term will be accepted from June 1 through July 1, 2009.

Adult Degree Program Sample Course Descriptions The following courses have been offered in recent terms and are typical of the courses offered via cohort or e-learning delivery methods. Some may be taken as a mentored study course.

Community Writing Project This is a service-learning course in which the student volunteers as a writing intern at a local organization whose mission is relevant to the student’s competence. Working with the instructor, the student will iden­ tify an appropriate organization for the internship and create a set of writing tasks that will be the focus of the student’s service. These tasks might include: brochures, reports, press releases, grant proposals, fly­ ers, newsletters, signage, manuals, handbooks. Routine secretarial or word-processing activities do not qualify as writing tasks in this context. Students will subscribe also to a Moodle component of the course that allows the students to interact, learn and reflect on: collaboration in the workplace, document design and composition for various audiences, research techniques, using technology to create appropriate doc­ uments, getting and giving feedback on writing, revising and editing, evaluating documents for improve­ ment. Although the details of each student’s internship will vary, the course will demonstrate the key role writing skills play in achieving organizational goals.

Ecology, Basic Concepts This is an introductory, field-oriented course that is designed to give the student an understanding of basic ecological concepts by direct examination of the complex interplay between biotic and abiotic components of the environment. Using the ecosystems of your local region as a classroom, this course looks at how organ­ isms have adapted to the earth’s physical processes, how organisms interact within and between species, in populations and communities, and the dynamics of how communities interact with the physical environment in ecosystems. The student will be encouraged to think ecologically and to develop their power of inquiry to pose and attempt to answer meaningful questions about the environment and its organisms. He/she will also be encouraged to study and reflect upon the human impacts on the ecology and ecosystems of the region.

Another goal for the student is to become a better observer and recorder of nature.

Ecological Economics Ecological economics is an emerging trans-disciplinary field of theory, research and application based around the intention of creating an appropriate balance and integration between economic, social and 240

ecological values. This course will provide students with a basic understanding of ecological economics, a broader perspective on current events and issues of concern from local to global as well as exposure to tools and methods for future studies or practical application.

Ecopsychology Ecopsychology is an emerging area of inquiry concerned with the psychological dimensions of our rela­ tionship to non-human nature. Ecopsychology identifies the dysfunctional relationships humans of west­ ern civilization have developed with the rest of the natural community, over time, as a result of the dom­ inating values of western culture. It is a study of the rift between the human psyche and that of the natu­ ral world. A true ecopsychological view recognizes that the individual's psyche is embedded within the natural world and that the natural world is, in turn, affected by the individual's psyche. The relationship is reciprocal. This does not mean that humans are half of the relationship and all other sources of life com­ prise the other half, but instead, recognizes that all of life is interconnected in infinite ways.

Ecopsychology thus provides the opportunity to identify that which constitutes healthy, or conversely degrading, relationships with our planetary system.

Educating for the Future: Cultural and Environmental Issues The focus of this course is to strengthen the student's environmental and multicultural awareness. It will explore the evolving issues in the fields of multicultural and environmental education. It is interdiscipli­ nary in nature and will examine the relationship between education, culture, and environment. The stu­ dent will acquire foundational knowledge of theoretical issues and concepts, and also look at past and cur­ rent class, ecological, gender, and racial inequities. The student will connect both cultural and environ­ mental issues on a personal, societal, and educational level. In addition, the student will actively apply coursework to her/his local community.

Explorations in Sustainable Community Development IIn this course, students explore the authentic roots of sustainable communities. The Butterfly Curriculum, developed by ADP faculty Terril Shorb for the Sustainable Community Development program, gives students the opportunity to see if they agree that human relationships with the natural environment and with other humans are indeed the intertwined "DNA" strands of sustainability. Each student creates a small-scale proj­ ect in some aspect of sustainability within her or his home community.

Deep Ecology Deep Ecology is an environmental movement that spawned from Arne Naess’ Ecosophy and is a radical approach to the ecological crisis. Deep Ecology calls for humans to live in harmony with the entire living world, recognizing that the living world has intrinsic value separate from human needs. Within this course, students will examine the philosophy and practice of Deep Ecology and related disciplines. Each student will develop a unique course contract and will engage with the course learning community. As a result of this course, students will be able to apply principles of Deep Ecology on an individual, community, and global level.

Liberal Arts Seminar The purpose of this seminar is to develop the ability to examine our assumptions and values and those of others in order to be more aware, receptive, affective, and responsible to the community of all beings.

Students enhance their understanding of the human experience through critical thinking, reading, writ­ ing, discussion, and creativity. Students express themselves as liberal artists by designing and completing a significant project that applies to theme of the seminar. Seminar themes vary by semester and instruc­ tor. Recent themes include: Exploring the Natural History of Reading, Community and Social Change, Creativity, and The Pursuit of Wisdom. Recent themes include: Exploring the Natural History of Reading, Community and Social Change, Creativity, and The Pursuit of Wisdom.

Life Experience Documentation In this Life Experience Documentation (LED) course, students learn to develop their LED toward one of three LED processes: 1) conversion portfolio, 2) life experience portfolio (LEP), or 3) practicum.

Within this twelve-week course, the student will explore and synthesize college-level-learning gained from professional or volunteer experiences into a final document for review by experts in the field. Students must be able to verify the learning gained through official documentation. The conversion portfolio is used for transferring non-accredited coursework or trainings into lower division credits. Thirty-clock hours of training equates to 1quarter credit. The student must have at least five years of professional expe­ 241

rience in the practicum or portfolio subject(s). Strong academic writing skills are required, along with pro­ ficiency in using the student’s style guide for the field. In the LEP, the student will write portfolio chap­ ters that are the equivalent of the learning gained within a college level course and include theoretical and applied learning. The portfolio chapters are specific chapter titles - these must parallel a college course.

Each chapter averages twenty pages and includes relevant theory, history, philosophy, people and issues – illustrated with the student's unique professional experiences. The practicum is written based upon work or volunteer experience and theory. The practicum may substitute for the student’s Demonstration of Competence. Upon successful LED evaluation, the student will be awarded Prescott College credits that will be applied towards applicable course requirements.

Math Explorations Mathematical Explorations provides liberal arts and education students the opportunity to transform a limit­ ed or unpleasant math background into a new and positive relationship with math. At their own pace and need, students review and practice useful mathematical operations and quantitative reasoning skills.

Meanwhile, math is made tangible and practical through an experiential project of the student’s choice. In addition, students explore math-related interdisciplinary ideas that have helped shape the worldview of mod­ ern civilization, drawing on far-reaching discoveries in such fields as cosmology, relativity, chaos theory, and quantum theory. Throughout the course emphasis is placed on appreciating mathematics as an integral part of the human need to investigate, understand, and live harmoniously within the world around us.

Multicultural Counseling/Intercultural Communication Multicultural Counseling is designed to help students increase their capacity to become skilled multicul­ tural counselors, teachers, or communicators. In this course, the student will examine her or his own membership in cultures that may include aspects of life such as family structure, language(s), sexual ori­ entation, gender, “race” and ethnicity, religious or spiritual practices, social class, political affiliation, coun­ try of origin, differing abilities, life experiences, physical and mental health issues, war/violence, home or place, and education. From this self-awareness, students will examine the history and dynamics of domi­ nant or ethnocentric relationships in the United States. Students will gain theoretical perspectives and appropriate actions for living within a multicultural world. Furthermore, students will develop intercul­ tural social skills to build stronger and more respectful relationships in their family, workplace, and/or community. They will begin to participate in a more vibrant and diverse community moving toward the ability to engage in culturally appropriate activities for social justice. * This course could also be modified into Intercultural Communication, Multicultural Education, or Multicultural Leadership.

Natural History Writing This course invites students to develop a deeper understanding of and appreciation for local nature.

Students have the opportunity to practice skills of direct observation of a local place where nature lives, learning to read what nature has written in her leaves, stones, ripples of water, and in the colorful callig­ raphy of wild creatures' feathers, fur, or scales. Students also will learn some of the fundamental dynam­ ics of ecology and will have opportunities to make memorable field notes, sketches, and/or photographs of native plants, animals, and geologic and climatic features. In addition, the course invites students to do research on the environmental and related cultural history of the local place, as well as on contemporary (and proposed) human impacts which may affect the long-term health of your chosen place on the earth.

Each student writes a mutually agreed upon number of pieces of nonfiction inspired by local nature and workshop these with peers and the instructor to a degree of readiness for community presentation or eventual publication.

Structured English Immersion This course provides pre-service and in-service teachers the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Building directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence, ED 2002. “Structured English Immersion Methods,” pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences – SEI Strategies; and, 4Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences. Students will analyze disaggregated data and interpret results to 242

effectively differentiate instruction for ELL and maximize home/school/community involvement and resources. Students must obtain, for use with this course, specific study and professional materials as des­ ignated by the Arizona Department of Education.

Advanced Structured English Immersion This course provides pre-service and in-service teachers the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Building directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence, ED 2002. “Structured English Immersion Methods,” pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences – SEI Strategies; and, 4Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences. Students will analyze disaggregated data and interpret results to effectively differentiate instruction for ELL and maximize home/school/community involvement and resources. Students must obtain, for use with this course, specific study and professional materials as des­ ignated by the Arizona Department of Education.

Prerequisites: Admission to the Prescott College Degree or Post-Degree Teacher Education Certification Program or Permission of the Associate Dean Professional Preparation Programs, and completion of Structured English Immersion or a comparable Arizona state-approved, 3 semester credit course with the grade of “B” or better.

Writing Across the Curriculum: Research Paper Clinic To enroll, students should have a complete draft of a research paper that they wish to develop into their Required Research Paper. During the course, students will examine, revise, and refine their draft research papers to meet all ADP requirements and deadlines. Students will be guided and assisted by coursemates, the instructor, and selected electronic resources as they manage and meet established dead­ lines. Timeliness and participation in all course activities will be key to achieving the learning outcomes of the course. Students must be at least three to six months away from their intended graduation date to enroll in this course.

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Adult Degree Program Faculty Jen Brown, Associate Faculty, Prescott M.A. Teacher Certification, Rhode Island College; B.S., Natural Resource Services, University of Rhode Island Paul Burkhardt, Dean, ADGP Ph.D., Comparative Cultural and Literary Studies, University of Arizona; M.A., Comparative Literature and Literary Theory, University of Arizona; B.A., English and American Literature, University of Arizona Jeanine M. Canty, Associate Faculty, Prescott Ph.D., Transformative Learning and Change, California Institute of Integral Studies; M.A., Cultural Ecopsychology, Prescott College; B.A., International Relations, Colgate University Eric Dhruv, Associate Faculty, Tucson M.A., Environmental Studies: Place-Based Education, Prescott College; B.S., Wildlife Biology, University of Arizona Ellen Greenblum, Faculty, Prescott M.Ed., Education, Antioch College; B.F.A., Massachusetts College of Art Deborah J. Heiberger, Faculty, Associate Dean for Professional Preparation Programs, and Interim Director, Tucson Center Ed.D., Administration/Supervision, University of Maryland; M.S., Administration/Supervision, University of Maryland; B.S., Elementary Education/Biology/Mathematics, Towson University Richard Lewis, Faculty, Interim Library Director, and ADGP Reference Librarian, Prescott M.S., Library and Information Science, University of Arizona; B.A., English, University of Washington Vance Luke, Faculty, Tucson Ph.D., Secondary Education, University of Arizona; Ed.S., Educational Media, University of Arizona; M.Ed., Educational Administration, University of Arizona; M.Ed., Elementary Education, University of Arizona; B.F.A., Art Education, University of Arizona Beth Scott, Faculty, Tucson Ed.D, Educational Leadership, Higher Education, University of Rochester; C.A.S., Educational Administration, State University of NY at Brockport; M.A., Linguistics, University of Rochester; B.A., Secondary Education, French/Spanish, State University of New York at Buffalo Terril L. Shorb, Faculty, Prescott M.A., Interdisciplinary Studies, Sonoma State University; Journalism Certificate, Sonoma State University; B.A., Communications Studies, Sonoma State University Gary Stogsdill, Faculty, Prescott M.A., Community College Education, Northern Arizona University; B.A., Elementary Education, Prescott College Susan Yeich, Faculty, Tucson Ph.D., Ecological/Community Psychology, Michigan State University; M.A., Ecological/Community Psychology, Michigan State University’ B.S., Psychology, Virginia Tech University Jill Young, Faculty and Coordinator of E-learning, Prescott Ph.D., Public Administration, Arizona State University; M.P.A., Public Administration, Arizona State University; B.A., European Studies, Vanderbilt University Vicky Young, Faculty, Life Experience Coordinator, and Coordinator for Native American Students, Prescott Ph.D., Human Development, Fielding Graduate University; M.Ed., Educational Leadership, Northern Arizona University; M.Ed., Counseling/Human Relations, Northern Arizona University; M.A., Human and Organizational Systems, Fielding Graduate Institute; B.A., Human Services, Prescott College 244

Adult Degree Program Faculty Ted Bouras, Director of Admissions, ADGP M.S., Education Administration, University of Wisconsin, Madison; B.A., Music and Communications Studies, University of Missouri, Kansas City Frank Cardamone, Director of Academic Operations, ADGP M.A., Education, Prescott College; M.A., Applied Psychology, University of Santa Monica; B.S., Chemical Engineering, Penn State University David Greenwood, Operations Coordinator, Tucson Melanie Lefever, Admissions Counselor, Prescott B.S., Horticulture, Cornell University Jody Lichtenberg, Mentor Payments Specialist, ADGP A.A., Johnson County Community College Nancy Mattina, Faculty, Writing Center Coordinator, and ADP Program Director, Prescott Ph.D., Linguistics, Simon Fraser University; M.I.S., Native American Linguistics, University of Montana; B.A., English, Allegheny College Andrea Mersmann, Assistant Director of Admissions, Tucson B.A., International Affairs: Specializing in Russian and Eastern European Studies, University of Cincinnati Amara Mitchell, ADP Academic Program Specialist, Tucson B.A., Humanities, Near Eastern Studies, Prescott College Sandy Paris, Office Coordinator, Tucson B.A., General Studies, University of Arizona Vita Marie Phares, Residency Coordinator, ADGP B.A.I.L.S., Business, Northern Arizona University; A.A., Arts, Yavapai College Lydia Rowe, Director of Admissions, Operations and Marketing, Tucson B.A., Management, Prescott College Carly Rudzinski, Associate Registrar for Undergraduate Programs B.A., Anthropology, University of Arizona Chris Schreiner, Enrollment Support Specialist A.S., Associate of Science, Yavapai College Deborah Wilson, ADP Academic Program Specialist, Prescott Barbara Zelano, Assistant Director of Admissions, Tucson B.A., Arts Administration and Performance Studies, The Evergreen State College

245

Who to Contact in ADP Prescott-based Academic Program Specialist Deborah Wilson 928-350-3215

dwilson@prescott.edu

Tucson-based Academic Program Specialist Amara Mitchell 520-319-9868 ext. 102

amaramitchell@prescott.edu

Academic Advising Questions, Graduation Portfolio Questions, Math Certification Questions, Assistance with Locating Mentors, Teacher Certification Your core faculty or academic program specialist Life Experience Documentation Vicky Young Prescott, extension 3200

vyoung@prescott.edu

Mentor Payments Jody Lichtenberg

jlichtenberg@prescott.edu

Prescott extension 3211

Registration, Academic Standing, Graduation Requirements, and Leaves of Absence Carly Rudzinski Prescott extension 1113 crudzinski@prescott.edu (Also contact your core faculty regarding Leaves of Absence)

[medical leaves are a kind of LOA, and require the same approval as any LOA]

E-Learning Questions (including Moodle) Jill Young Prescott extension 3219

jyoung@prescott.edu

Writing Proficiency Requirements Nancy Mattina Prescott extension 3204

nmattina@prescott.edu

Writing Support Prescott College Writing & Learning Center

writingcenter@prescott.edu

Financial Aid Questions Financial Aid

Prescott extension 1111

finaid@prescott.edu

Billing and Tuition Payment Sandy Torres

Prescott extension 4004

storres@prescott.edu

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Master of Arts Program

247

Master of Arts Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

MAP Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Three Primary Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Additional Program Components and Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Core Foundations Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Qualifying Packet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Study Packets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Competence in Research Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Research Component/Graduate Level Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Social and Ecological Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

End-of-Semester Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Professional Preparation Programs Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Areas of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Adventure Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

Concentration in Therapeutic Application of Adventure Education . . . . . . . . . . . . . . . . . . . . . . . . . . 257

Concentration in Integral Adventure Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257

Counseling and Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Concentrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Concentratoin in Adventure-Based Psychotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Concentration in Ecopsychology/Ecotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Post-graduate Certification in Ecopsychology/Ecotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Concentration in Expressive Art Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Concentration in Equine-Assisted Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Post-graduatate Certification in Equine-Assisted Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Concentration inEquine Assisted Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Post-graduate Certification in Equine Assiste Mental Health or Learning . . . . . . . . . . . . . . . . . . . . . 265

Concentration in Somatic Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Other Possible Concentrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Concentration in Experiential Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Concentration in Multicultural Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Concentration in Global and International Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Concentration in Equine Assisted Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Education Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Concentration in School Guidance Counseling/Post-Graduate Certificate . . . . . . . . . . . . . . . . . . . . . 268

Imagine Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Teacher Certification (Fast Track) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Environmental Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Concentration in Conservation Ecology and Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Concentration in Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Concentration in Sustainability Science and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Concentration in Social Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Teton Science School’s Graduate Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Concentration in Justice, Activism, and Solidarity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Concentration in Green/Sustainable Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Concentration in Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Concentration in Creative or Expressive Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Concentration in Nature, Gender, and Spirituality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Concentration in Spirituality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Concentration in Border Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

The Martin Buber Institute for Dialogical Ecology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Master of Arts Program Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

248

Admissions Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Application Requirements AE, ED, ES, HU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Application Requirements CP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Application Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Admissions Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Admissions and Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

MAP Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Protecting Our Natural Resourses – Do Not Print the Online Handbook . . . . . . . . . . . . . . . . . . . . . 278

Current Information and Procedures – Do Not Print the Online Handbook . . . . . . . . . . . . . . . . . . . 279

Responsibility for Knowing the Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Flexibility and Academic Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

Counseling Psychology and Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

Enrollment Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

MAP Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280

Residencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Colloquium Intent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Weekend Colloquia in Prescott, Arizona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Attendance Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Narrative Reflection and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

Procedures for Preparing Colloquium Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

The Completed Part 1: Statement of Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283

The Student Must Attach to the Completed Form Part 2: Narrative Evaluation . . . . . . . . . . . . . . . . 283

Submitting the Attendance Sheet and Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Site-Based or Bioregional Colloquia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Keynote Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Family Participation and Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284

Maintaining a Community-Friendly Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

General Schedule for Prescott Colloquia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Residencies: Information for Graduate Advisors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Advisor Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Graduate Advisor and Advisee Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

The Graduate Advisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Advisor/Advisee Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Study Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Notes about Credits of Each Semester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Curriculum Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

General Study Plan Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Study Plan Cover Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Amending the Study Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Guidelines for Writing the Study Plan for Graduate Study as a Whole Content. . . . . . . . . . . . . . . . . 288

Guidelines for Writing a Study Plan for and Individual Semester of Study. . . . . . . . . . . . . . . . . . . . . 289

Guidelines for Writing a Study Plan the Includes Thesis Development . . . . . . . . . . . . . . . . . . . . . . . 290

Core Foundations Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290

Fall 2009 Foundation Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290

Research Component/Graduate Level Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Social and Ecological Literacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292

Social and Ecological Literacies as They Relate to the Awareness to Action Continuum. . . . . . . . . . 293

Student Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Qualifying Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Thesis Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Presentation Proposals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294

Call for Presentations (CPF) at the MAP Colloquia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295

Reflective and Evaluative Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

Considerations for Planning and Designing Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

Presentation Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

Theory Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

249

Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

Certification/Licensure Based Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Residential Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Mentored Study Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Institutes for Art Therapy Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Equine-Assisted Mental Health Workshops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Scholarly Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Professional Documentation Styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Writing Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Scholarly Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Study Packets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Study Packet Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301

Mailing Logistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

Qualifying Packet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

Research Methods Course Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

Quantitative or Empirical Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

Qualitative Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

Textual, Descriptive, or Literacy Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Methodologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306

Practice Versus Praxis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Credentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Graduate Advisors and Practicum Supervisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

Practicum Supervisor Requisition Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Practicum Supervisor Honorarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Thesis Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

What to Include in the Thesis Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

The Five Traditional Components of the Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Thesis Plan Review Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Procedures for Submission, Review, and Approval of the Thesis Plan. . . . . . . . . . . . . . . . . . . . . . . . . 311

Approval of the Qualifying Packet and Thesis Plan Before Beginning Thesis . . . . . . . . . . . . . . . . . . . 311

The Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

Thesis Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312

The Final Semester or the Thesis Semester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313

The Thesis Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313

Roles of the Committee Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313

Thesis Second Reader Requisition Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313

Content/Style of the Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

The Creative or Applied Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

Contextual or Descriptive Essay for the Creative/Applied Master’s Thesis . . . . . . . . . . . . . . . . . . . . . 315

Recommended Timeframe for Completing the Master’s Thesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

Thesis Completion Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317

Proceedures for Submitting the Thesis to the Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317

MAP Faculty-Recommended Timeline for the Thesis Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

Completion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

Faculty Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Abstract and Keywords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Including Copyright Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Permissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Templates for the Cover Page and the Approval Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Thesis Cover Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Approval Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

Instructions for Using the Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320

250

Publishing and Binding through ProQuest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

Additional/Optional Bound Copies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

Alternative Binding Opton for Theses and Theses with Color Plates. . . . . . . . . . . . . . . . . . . . . . . . . . 321

Contents of the End of Semester Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

Specific Ingredients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

Individual Course Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322

Student’s Informall Program Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Graduate Advisor’s Informal Program Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Due Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Missing the Due Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Changing Course Evaluation Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

End-of-Semester Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Procedures for Preparing the End-of-Semester Materials and Submitting to Graduate Advisor. . . . 325

End-of-Semester Materials for Graduate Advisors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Procedures for Advisors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

MAP Policies Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

College-Wide Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Counseling Psychology and Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Academic Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Grading and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328

Attendance and Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328

Outcomes of Study in MAP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328

Changes to Faculty Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Practicum Registration Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Thesis Registration Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Prerequisites to Thesis Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

Thesis Development Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329

The Thesis Plan/Thesis Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Academic Integrity Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Works Cited in this Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Procedure for Determining Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Measure and Evaluation of Student’s Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Evaluation by Graduate Advisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Evaluation by the Qualifying Packet Reviewers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Evaluation by the Practicum Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Evaluation by the Core Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Evaluation by the Thesis Second Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Registration Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Degree Conferment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Residency Requirement (Degree-Seeking Students) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Course-Only Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Independent Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

Counseling Psychology and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

Partner Institutions with Official Memos of Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333

Incomplete Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Determining Eligibility for the Incomplete . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

Graduation Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

Degree Conferment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

Graduation Ceremonies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

Graduate Program Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

Faculty Classification and Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

Advisor Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

Tuition Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

Academic Governance and Program Policy Change for Counseling Psychology. . . . . . . . . . . . . . . . . 338

Changes in Academic Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

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Core Foundations Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Registration Options Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Summer Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Residency Requirement Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

Registering for the Master’s Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339

New Evaluation Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Upcoming Changes to Program: Currently Under Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

QP Alternative Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Counseling Psychology Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Master of Arts Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Master of Arts Program Administrative Staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351

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Master of Arts Program MAP Mission Statement The mission of Prescott College’s Master of Arts Program is to support passionate scholarship. We provide a space for students to design individualized programs in consultation with graduate faculty. We are committed to rigorous and innovative academic practices characterized by self-direction, critical discourse, thorough research, experiential learning, and service. MAP students are given the freedom and encouragement to inte­ grate theory and practice in their own disciplines while developing social and ecological literacies.

Program Overview The Master of Arts Program is a limited- or low-residency, research-based, student-centered graduate pro­ gram designed for creative working people. When MAP was first dreamed about and then actually designed, we were thinking specifically of the mature and experienced graduate student ready to work creatively and independently. We wanted to free highly competent mid-career learners from the constraints of one-size-fits­ all courses and classrooms, enabling them to design unique, individual programs that exactly meet their needs and interests. MAP provides students with a great deal of flexibility in designing their own studies. Within one of the five degree programs – Adventure Education, Counseling Psychology, Education, Environmental Studies, and the Humanities – students design highly individualized programs that are interdisciplinary while extending beyond the confines of traditionally departmentalized graduate study. This design is presented as a study plan that is finalized with input from the graduate advisor and core faculty and then updated each semester of enrollment, and is documented through the MAP study packets – a process that allows the stu­ dent to document her learning for her graduate advisor, who will respond with feedback, challenges, encour­ agement, and suggestions.

The Master of Arts Program consists of three primary components – theory, practicum, and thesis. We begin the educational journey with a core foundations course carried out in each of the five degree pro­ grams; through that course we provide students with a learning cohort through which they move through the process. MAP requires students to consider, explore, and develop social and ecological literacies as they relate to their work and the subjects they are studying. We also require that students understand research design and research methods in their fields and complete some method of graduate level research during their program, which must be documented in the Master’s theses.

The majority of students take four full semesters (two years) to complete their graduate work. Some pro­ grams, like Counseling Psychology (CP) and Education (ED), specifically require four semesters if the student’s goal is state certification or licensure. A fourth semester is also required for students with limit­ ed academic preparation in their fields. But many students who come to the program with strong prepa­ ration and a flexible schedule are able to complete the program in as little as three semesters (18 months) of fulltime study. Minimum enrollment for MAP students to receive the Master of Arts degree is 40 semester credits completed in the Prescott College Master of Arts Program. The minimum requirements are higher for students seeking certification or licensure in counseling or education.

In their first semester of enrollment MAP students are required to attend a one and one half day orientation before the first colloquium and six days in residency in Prescott, Arizona. After the first semester, a student enrolled for 9 or more credits will continue to attend six days in residency every semester and students enrolled for 8 or fewer credits will attend three days in residency every semester. MAP students in one of our site-based programs may also be required by the faculty to attend occasional site-based colloquium meetings during the semester. Regular and site-based colloquia provide the opportunity to present ideas and work-in­ progress to peers and faculty, receiving both support and challenge in return. Colloquia also include oppor­ tunities for individual study planning, dialogue on scholarship with the graduate faculty, consultations with the library research staff, interdisciplinary workshops, conferences with one’s graduate advisor, and more.

Each student in MAP has a core faculty (CF) who oversees and evaluates the student’s program. The core fac­ ulty is assigned by the chair and faculty of the degree program based on academic focus geographical loca­ tion, or other reasons. Upon acceptance into the program, the CF works with the student to select a gradu­ ate advisor who will serve as guide and evaluator for the student as graduate study is carried out. Throughout the student’s program, the student, advisor, and CF select other faculty members who assist with different program requirements.

The MAP model requires six hours of advisor and advisee in-person meetings each semester, the form and 253

timing of which is negotiated by the student and advisor.

Students and graduate advisors write a narrative evaluation of each course as it is completed and at the end of the semester include those evaluations in a larger packet of evaluative materials. Further evalua­ tion is done by other faculty members throughout the program, including: the core faculty, practicum supervisor, QP readers, and thesis readers. At no time and under no circumstance are letter grades given to a student in MAP. Students are asked to stretch their limits, to go beyond business as usual, beyond their familiar interests, values, and beliefs.

Three Primary Components MAP students are expected to complete two or three semesters in which the focus is a combination of theoretical and practical learning, followed by one or more final semesters that are devoted to the thesis.

Theory Theoretical work can be completed through any number of research means. Books, it seems, are the most obvious learning tool. A student might use three to five scholarly books, a popular text, and a selection of journal articles for one 3 semester hour course. MAP recommends that students use one to two standard scholarly texts or principal texts for each course. Other reading materials may be current journal articles, additional scholarly texts, contemporary or popular theory, a book which goes into more depth on a unique aspect of the general theory, or a text on an area which is specific to the student’s individual interests.

Other theoretical learning tools include professional conferences in the field; informational interviews; seminars, classes, or workshops presented by schools or professional organizations; hands-on, field, stu­ dio, or primary research; or any other method that supports a student in her graduate learning.

There is no specific requirement for how many theoretical credit hours a student completes. Six credits of the theory coursework must be allocated for the Core Foundations Course (3 credits) and Research Methods (3 credits); all remaining credits are to be determined by the student and approved by the grad­ uate advisor and core faculty.

Practicum The graduate practicum is a period of praxis relating to the theoretical work that the student is complet­ ing for the MA degree. Praxis, the practical application of one’s learning, therefore requires not only that the work be hands-on or practical, but also that it be a clear demonstration of the theoretical learning car­ ried out during the coursework.

MAP requires a minimum of 6 semester hours of practicum from every student. There are no set require­ ments 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). Generally, 125 – 150 clock hours is the equivalent of a 3 semester hour practicum.

Thesis Each MAP student writes a master’s thesis combining theory and praxis and constituting a relevant con­ tribution to her area of study. In every case the thesis is expected to combine theory and praxis, to docu­ ment the literature review, to present the research (including defining/describing the methods) that the student completed, to reflect the student’s unique combination of interests and studies, and to make a socially and/or ecologically responsible contribution to the field.

MAP students enroll for thesis development credits to carry out any preparation, planning, research, data gath­ ering or crunching, documenting, and so on that are necessary to complete the master’s thesis. Students must have a minimum of 12 semester hour of thesis development to graduate from MAP. In most cases the thesis is carried over the final two semesters and is generally the only work being completed during the final semes­ ter. 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 (textual), qualitative, or empirical (quantitative) in form.

Additional Program Components and Requirements The Study Plan Students create a unique plan of graduate study as part of the admission process; once admitted the student will work with her graduate advisor to develop the plan according to standards in the discipline and the student’s specific passions and interests.

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Core Foundations Course MAP requires a 3 credit core foundations course of all first semester students. This course covers a topic that is required of all MAP students, but which may be unique to the specific degree program. For exam­ ple in the humanities program this course covers general graduate level scholarship and research design and meets 2 of the 3 required credits for research methods; in the counseling psychology program the course focuses on foundations in mental health counseling and meets state the requirements for licensure as a professional counselor.

Qualifying Packet Each student is required to submit to the MAP Office one of the first five study packets for review by fac­ ulty readers.

Study Packets All work completed in MAP is documented by study packets sent to the graduate advisor. The only excep­ tion to this is the work assigned for the core foundations course in the first semester. In addition, some work, such as the qualifying packet, practicum, and thesis, is also reviewed and evaluated by additional faculty. Information about the study packets, which are the heart of the MAP model of learning and inter­ action between students and advisors.

Competence in Research Methods All students are required to demonstrate competency in the basic research methods and terminology that are traditionally used in their fields of study before beginning their thesis. This is generally done through the completion of a Research Methods course (minimum of 3 credits). For students working in the human or social sciences (counseling, education, anthropology, etc.) this means some familiarity with quantitative and qualitative approaches to research, as well as in-depth knowledge about the method that will be used in completing the thesis. Students in traditional humanities disciplines (literature, history, art, language, and culture) are expected to be familiar with the textual or theoretical research methods most common­ ly used in their specific disciplines. Students in the natural sciences will need to develop a background in various field methods as well as interpretive processes that are commonly used in the particular research they are conducting. This requirement is meant to provide students with fundamental knowledge about the area of research methods and design in their particular field. After demonstrating this competency, students should be versed well enough in research methods to 1) read and critically review current research in their particular field and 2) design and implement a research project.

Research Component/Graduate Level Research Each MAP student is responsible for completing graduate level research in her field of study. This may be extensive textual research with a new hypothesis, a traditional quantitative or empirical research proj­ ect, a qualitative field study, or any number of other options approved by the student’s advisor and CF. Each student’s thesis must document graduate level research regardless of the form of the results of the research. Students are required to include a comprehensive literature review from their field of study as a component of their final thesis.

Social and Ecological Literacies MAP students are required to develop and demonstrate social and ecological literacies as part of their pro­ gram of study. The concept of social and ecological responsibility is inherent within the mission of Prescott College and MAP, and will be a major consideration for Prescott College’s graduate students. Development of these literacies can be as broad or as specific as the student and her graduate advisor agree is appropriate, but should be approached as a significant factor in the student’s thinking throughout the entire program.

Presentations Every student in MAP will give two oral presentations of her work in progress during their tenure with MAP: a qualifying presentation and a presentation of the thesis. These presentations are designed in con­ sultation with the graduate advisor, and approved by the advisor and core faculty before being convened.

End-of-Semester Materials At the end of each semester students will complete a packet of materials that document and evaluate all of the work completed that semester. Parts of this packet of materials are for the student, advisor, and core faculty to process the semester’s work, and one part, the course evaluation pages, will be added to the stu­ dent’s official Prescott College transcript.

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Professional Preparation Programs Policies and Procedures The MAP Handbook is written primarily as it applies to enrollment in MAP without consideration of out­ side agencies that govern programs in Counseling Psychology (CP) and Education (ED). There is a unique handbook for the CP Program and a handbook for the ED cert program, which are maintained and provided by the chairs of CP and ED. The CP Handbook and ED handbooks address specific requirements and guidelines of state and profes­ sional agencies, relating to coursework, practica, and other program components. Except for those differ­ ences noted in the CP and ED handbooks, all academic procedures and polices remain the same.

Conclusion That should be enough to ensure that you understand what this program has ahead for you. You may read the more detailed information online as you are feeling the need for greater depth of understanding, and for certain when it is time to begin to carry out each aspect of the program.

In MAP we often say: “Trust the Process.” This outlook is not meant to discount genuine questions or con­ cerns. It means that we recognize that this is a new approach to education for many of us. Trust the process means to the faculty and staff of MAP that some parts of the process really can’t be explained because they need to be experienced. They tend to be organic and highly affected by the input and pas­ sion of each student and advisor. Trust the process also means that you can adjust our model in some ways that will allow the process work for you. We believe that our materials tell you what the absolutes are – the requirements and expectations that cannot be changed and the procedures that we have found best support our students, faculty, and staff in getting the work completed and processed. Beyond that we hope you will enjoy and trust your process of learning, MAP style.

Areas of Study Because each student’s situation is unique, the Master of Arts Program provides each one a great deal of flexibility in designing his or her own community-based graduate program. Prescott College is accredited to grant the Master of Arts degree in five broadly defined programs of study: Adventure Education, Counseling and Psychology, Education, Environmental Studies and Humanities. Students are able to design individualized programs (concentrations or emphases) within each degree area.

Below are examples of concentrations and emphases that Prescott College MAP students have com­ pleted. Many more are possible; the options are extensive. The MAP faculty will work with the student to find a suitable graduate advisor for each individualized program of study. MAP students are expect­ ed to take an integral approach to graduate study and to consider the relevance of social and ecological issues within their field.

• Adventure Education o Therapeutic Applications of Adventure Education o Integral Adventure Education • Counseling and Psychology o Adventure-Based Psychotherapy o Counseling Psychology o Expressive Art Therapy o Equine Assisted Mental Health o Somatic Psychology • Education o Experiential Education o Multicultural Education o School Guidance Counseling o Teacher Certification (Fast Track) • Environmental Studies o Environmental Education o Conservation Ecology and Planning o Sustainability Science and Practice o Social Ecology • Humanities o Visual Arts o Literary Arts 256

o Social Justice o Sustainability o Spirituality

Adventure Education The Adventure Education program provides students the opportunity to pursue studies that cover a range of outdoor and adventure-based programming opportunities. Areas of study may include: • • • • • • • • • •

school and college curricula community recreation programs social action guiding and outfitting corrections and therapeutic adventure earth-based studies rites of passage ecopsychology integral studies nature spirituality

Adventure Education (AE) students create study plans according to their specific interests and back­ grounds, emphasizing technical skills, program design, and administration, or focusing on specific popu­ lations, processes, or environments. Coursework may include experiential and adventure education, lead­ ership training, wilderness travel, safety and risk management, environmental education, special educa­ tion programming, challenge course facilitation, and corporate teambuilding. Students may also wish to take coursework in counseling theories, group facilitation, human growth and development, adventure therapy, ecopsychology, and ecotherapy to more ably bring these perspectives and approaches into their work with diverse populations and different educational or therapeutic settings. These courses could lead to a concentration in therapeutic applications of adventure education.

Students in this program should have several years of experience in wilderness backpacking and, prefer­ ably, competence in at least one technical activity-based skill such as mountaineering, rock climbing, kayaking, canoeing, ropes course facilitation, or sailing. Experience working in the field and strong skills in interpersonal communication and group facilitation are recommended. Students are expected to con­ tinue their skill development and expand their experience base while engaged in MAP. First aid training and certification is required for all leaders in this field.

Concentration in Therapeutic Applications of Adventure Education MAP 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 adven­ ture 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 combina­ tion with their academic and career goals. Therapeutic applications of adventure education is not a clini­ cal licensure degree path.

Concentration in Integral Adventure Education An integral approach to Adventure Education seeks to bring the broadest range of perspectives, inten­ tions, and strategies to the transformational learning potential of adventure experiences. Examining these situations through the reflective filters of individual development, social interaction, and external behav­ iors and expressions, unfolds and probes the relationship among humans and between humans and nature. This combination of inner and outer realms of being is a primary focus of this concentration. Each adventure encounter or connection has multiple levels of interpretation that help identify the physical, mental, emotional, and spiritual components to provide a more holistic, integrative, transformative, and transmodernist understanding of its potential value.

Adventure experiences provide a practice ground and reflective context in which to explore the four dimensions of human experience – the individual or collective, the internal or the external – to more effectively address issues and needs through programs or approaches that support integral sustainable 257

developmental structures. The works of Ken Wilber, Robert Kegan, Andy Fisher, Don Beck, Christopher Cowan, Jenny Wade, Chris Bache, and others provide a rich context for this exploration.

Counseling and Psychology The 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 semestercredit program is aligned with the 2009 Standards for training in mental health counseling that are dis­ seminated 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. This diverges significantly from the rather 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.

This distinctive and radical approach, with its focus on experiential awareness as essential to authentic men­ tal health and healing, impacts every student who progresses through Counseling Psychology program.

Within the context of the CACREP aligned curriculum, students at Prescott College may optionally enhance and direct their education by choosing from a variety of distinctive concentrations, all of which are offered exclusively by Prescott College and a select handful of other programs in North America. Students seeking to complete the degree with a specific concentration complete additional coursework beyond the 60 credits required for the Master of Arts Program. Each concentration usually requires the completion of five 3-semes­ ter credit concentration courses, in addition to the standard 60-credit Master’s degree (this requirement may vary for the Expressive Art Therapy program) and requires an additional semester of enrollment. Attendance at one or more fee-based concentration “Institutes” or “Residential Intensives” organized by the College are also required in addition to colloquia.

Concentrations are offered in: Adventure-Based Psychotherapy Ecopsychology/Ecotherapy Equine Assisted Mental Health Expressive Arts Therapy Somatic Psychology Students seeking to further personalize their academic program have the flexibility to consult with the Chair of Counseling Psychology and co-design a student directed concentration within the framework of the 60-credit hour Master of Arts program.

Program Features • A vision of mental health that is founded in the concept of experiential awareness.

• Learning that is grounded in a holistic approach to the client’s personal growth. Mind, body, spirit and cultural context are honored so clients can come to realize their potential for happiness.

• Integration of personal learning goals within state-required courses in Counseling Psychology sup­ port a professionally credible, student-directed educational experience.

• Low-residency format that allows students to pursue their programs of study where they live and work without interrupting jobs, family life, or connections to their own communities.

• Core courses are infused with the distinctive Prescott College values of ecological stewardship and social justice, incorporating an awareness of and sensitivity to the environmental and cultural con­ texts in which learning and the application of learning occur.

• The program is geared toward licensure. We aim to prepare every graduate for a career as an inde­ pendently functioning Mental Health Counselor who can contribute powerfully to the promotion and facilitation of health and healing.

Core Curriculum The curriculum consists of ten well-structured and carefully crafted courses that are delivered online and are aligned with the highest national standards promulgated by the Council for Accreditation of Counseling and Related Educational Programs, and that ensure that every student has a thorough immer­ sion in the most up-to-date foundational knowledge that constitutes the field of mental health counseling.

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The online format assures students that they are learning everything they need to know to master the foundational knowledge required of a Mental Health Counselor and required to pass licensing exams in this field. The online interactive classroom also helps students to know the academic areas in which they are strong and those in which they need to focus their efforts toward improvement.

The Counseling Psychology Core curricula differs in two important ways from those taught in most state universities, private colleges, and other graduate institutions.

First, the College is committed to the vision of social justice together with ecological stewardship, or sus­ tainability. Every course reflects this commitment. In many ways this means that students not only learn the mainstream practices of contemporary psychology and psychiatry, but also develop a critique of the extent to which some of these practices have occasionally been used by dominant social groups to oppress those who are weak, poor, or just different.

For example, the curriculum examines how the distinction between “normal” and “abnormal” has often been used as a means by which to contain and constrain dissidents. Whereas many other programs treat The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) psychiatry as if it were gospel, at Prescott College students learn DSM-IV diagnoses, but also try to develop an understanding of the way in which mainstream psychiatry has often been governed by the interests of the pharmacological indus­ try, the insurance industry, and the ruling class.

Second, the College is committed to the value of experiential awareness as the essential quality of all authen­ tic health and healing. This is significantly different from other programs that teach students to diagnose clients according to the precepts of DSM-IV psychiatry and then to treat them with techniques that are some­ what manipulative and mechanistic. By contrast, the College emphasizes a humanistic, transpersonal, and spiritual approach to the human condition that holds experiential awareness to be the key to personal empow­ erment and transformation. Both Core and a wide range of elective course options reflect this emphasis.

The Counseling Psychology program offers optional concentration programs in Expressive Art Therapies, Equine Assisted Mental Health, Somatic Psychology, Ecopsychology/Ecotherapy, and Adventure-Based Psychotherapy. Every student is exposed to these approaches in the coure of the program - even those who choose not to take their coursework – and they express the same humanistic, transpersonal, and spir­ itual, approaches that characterize the entire 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 in Counseling Psychology – theory (coursework), practicum and internship, and a thesis capstone project. Full-time students (15 credit hours per semester) complete the 60 semester-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 is typically structured as follows: • Ten, 3-semester credit core courses (30 total credits) • Seven, 3-semester credit Elective Courses (21 total credits) • One, 3-semester credit Practicum (3 total credits) • Two, 3-semester credit Internship Courses (6 total credits) • Completion of a Thesis/Capstone Project as well as Residency Requirements 259

Transfer Credit The Chair of Counseling Psychology will review any request of transfer credits made by an applicant to the program. Up to fifteen semester credits of state-required courses or electives may be transferred from prior graduate work. Students must complete a minimum of 45 semester credits at the College.

Additional Requirements Students enrolled in the Counseling Psychology program are required to 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 Mental Health Counselors by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Students are also required to participate as clients in a therapeutic process with a licensed Mental Health Practitioner while completing their graduate degree at the College. The minimal requirement is 20 full sessions, which must be documented prior to graduation by a letter from the Practitioner. This letter should not give details of the therapeutic process, but simply state that the student participated for the required 20 sessions. It should also indicate the Practitioner’s credentials.

Residency Students are required to attend two colloquia per semester for a total of eight colloquia in the course of the degree program. For all students, one colloquium may be replaced by documented attendance at a professional conference or appropriate training program, but this can only be done with prior faculty approval. For students actively involved in one of the concentrations, attendance at one of the College's specialized training programs may be substituted for one additional colloquium, with prior faculty approval. If a colloquium is missed without prior approval – for example, due to an emergency – students are required to make special arrangements with the Chair of Counseling Psychology.

Practicum and Internship Students are required to complete a supervised practicum and internship that meets the requirements of the licensing board of the state in which they intend to practice professionally. The practicum is a clinical train­ ing experience typically no less than 100 hours, but often 300 or more (depending on the licensure require­ ments of the state in which the student intends to practice). At least 40% of these hours must involve direct client contact under supervision. Typically, the internship consists of a more advanced clinical training expe­ rience of at least 600 hours, with at least 40% of these hours involving direct client contact under supervision.

Clinical training experiences are generally carried out under the direction of an on-site, licensed clinical supervisor assigned by the agency offering the training. Clinical training experiences are also covered by three, 3-credit courses (1 credit for each 100 hours of training) in which a member of the Core Faculty monitors the quality of the student’s training and offers additional group supervision.

Employment at Clinical Training Sites Students are permitted to complete their practicum/internship experiences at their place of employment so long as the goals and objectives of the experiences are clearly and demonstrably related to new learn­ ing. Students may also seek paid practicum/internship experiences if available.

Thesis or Capstone Project Students in Counseling Psychology are required to complete a research-based or project-based Thesis or Capstone Project. This experience is intended to facilitate integration of the learning that has occurred throughout the program. It also demonstrates mastery of a special topic, research question, or area of inter­ est. The Thesis or Capstone Project may report on a small research investigation (qualitative or quantitative), or it may be a report of a project the student has undertaken - developing and delivering a workshop, for example. The report of this work does not usually exceed 40 pages written in APA format and style.

Students are encouraged to consult early and often with their Graduate Instructors and Core Faculty about potential Thesis topics/Capstone Projects. At least a semester in advance of beginning work on the Thesis or Capstone Project, students are required to submit a brief but specific “Thesis or Capstone Project Plan”. This plan must be accepted by the Chair of Counseling Psychology or a designated faculty member before the student is permitted to embark on the project or the research.

Study Plans Study Plans are reviewed and refined by Core Faculty at the beginning of each semester. They are essen­ 260

tially syllabi, but also constitute a signed agreement between the student and the Core Faculty regarding semester expectations. Core Faculty are also expected to require students to render their study plans in conformity with state licensing requirements.

Mandatory Insurance Requirement for Counseling Psychology Students Counseling Psychology students must maintain malpractice insurance throughout their entire graduate program. A copy of their insurance policy or verification of coverage (the “Declarations” page) must be submitted to the Counseling Psychology] Program Office within fifteen days of New Student Orientation.

Malpractice/liability insurance may be obtained through the American Counseling Association or anoth­ er private agency for a minimal cost. If the American Counseling Association is chosen as the insurance provider, applications may be obtained by contacting Healthcare Providers Service Organization at 1-800­ 982-9491 or by email at service@hpso.com.

Concentrations Several specific concentrations for consideration in addition to Counseling and Psychology certification/licensure are offered. Many students include their special interests in their degree design for counseling and psychology. By combining the following concentrations with the state certification cours­ es, a student will be well prepared to enter into several fields. We have Associate Faculty with expertise in each of the following areas that oversee these concentrations. Please do not hesitate to get in touch with them to discuss your personal interest and degree design. In addition, if you have any other concentration that you are looking to pursue, please contact admissions with your proposed ideas and we can discuss how to implement them into a Prescott College Master's degree.

Concentration in Adventure-Based Psychotherapy The Adventure Based Psychotherapy program is designed for self-directed learners with some background in either mental health or outdoor/experiential education who wish to specialize in adventure-based interven­ tion. This is one of the very few, if not the only academic program in the US that incorporates the experience of the wilderness in modalities designed to heal clients and facilitate their personal exploration. Graduates possess competencies in both conventional psychotherapy and adventure therapy, including wilderness lead­ ership (as desired), and are employable in a range of settings, from educational to clinical.

Students are required to pursue the appropriate state licensure for professional counseling or marriage and family therapy as an integral aspect of their whole study plan. Students should obtain a current copy of requirements from their respective state’s Licensure Board early in the first term of the Master of Arts Program (if not before), and plan to consult them regularly during their course of study.

Due to the interdisciplinary nature of this emerging area of study, most students should expect to spend a minimum of five terms (two- and-a- half years, full time) completing this degree concentration.

Graduates of the Adventure-Based Psychotherapy concentration will receive a one-page Concentration Endorsement, included in their official transcript. The endorsement is a detailed summary of the train­ ing standards set forth by Prescott College and achieved by the graduate. As the graduate applies for pro­ fessional positions and the field of therapeutic adventure becomes increasingly standardized and regulat­ ed, Prescott College anticipates this achievement will distinguish our graduates from other practitioners with less intentional training.

A Unique Blending of Coursework Self-directed coursework requirements may include (depending on state licensing requirements): human development; group dynamics; theories of counseling; counseling skills; multi-cultural foundations; pro­ fessional ethics; helping relationships; career counseling; social and lifestyle issues; psychopharmacology; trauma and addiction; psychopathology; diagnosis and treatment planning; and research and evaluation.

Additional course content areas for this concentration include history and theory of adventure-based psy­ chotherapy, therapeutic facilitation skills, risk management, in-depth study of theory, and wilderness as a healing place.

The Practicum Qualifying Adventure-Based Psychotherapy practica are recognized in the professional community as 261

delivering clinical psychotherapeutic treatment primarily (or at least partially) from a philosophical and methodological base grounded in adventure and experiential learning. A 700-hour (minimum) applied practicum encompassing both clinical (traditional) and outdoor settings interweaves throughout the ongo­ ing coursework. The practicum focuses on experiential development of outdoor activity skills and includes Wilderness First Responder first aid training for students who are not already certified.

The practicum is not theoretical learning; nor is it skills training. A practicum must consist of work in which the student is applying the previously learned theory in actual counseling with clients.

The total number of practicum hours required varies from state to state. However, a minimum of 400 hours must occur in a qualified Adventure-Based Psychotherapy practicum setting, and a minimum of 300 must occur in a “traditional” counseling setting.

Students receive a fixed amount of academic credits (12 semester credits) for the entire practicum. If a state requires more than 700 hours, students are eligible for more than 12 semester credits.

Of the 400 hours required for the Adventure-Based Psychotherapy practicum, no less than 250 of these must be in direct supervised client contact. No more than 150 may be spent on other clinical duties. Of the 300 hours required in the traditional counseling setting, no less than 200 of these hours must be direct supervised client contact. No more than 100 may be spent on other clinical duties.

The practicum may begin in the second or third term, depending on the student’s needs, and can contin­ ue into the fourth or fifth term. Students are encouraged to begin exploring sites and arrangements for the practicum from the earliest possible stage in their program.

It is unlikely that the entire practicum (especially the 450 direct contact hours) will be completed in one term. Students can expect to accumulate practicum hours over the span of at least two semesters and pos­ sibly a summer.

A qualified practicum will, ideally, offer an on-site supervisor who is a master or doctoral-level, licensed clinician with an extensive background in Adventure-Based Psychotherapy. If such a combination is not available in one such supervisor, a Master of Arts Program honorarium may be used to pay for a second off-site supervisor (to be arranged with support from Core/associate faculty).

If the student’s state/province does not accept Adventure-Based Psychotherapy practice for practicum credit, the Master of Arts Program student needs to meet the state/province hours in a “traditional” coun­ seling setting in addition to completing the 400 hours. This may result in the need to consider a sixth term in the Master of Arts Program.

Adventure Skills Training (AST) In order to meet graduation requirements, Adventure-Based Psychotherapy students must demonstrate min­ imal competencies in backcountry travel/living, and at least one area of skill concentration, e.g., rock-climb­ ing, paddling, challenge course, skiing, etc., as well as Wilderness First Responder (WFR) training in first aid.

The student’s chosen practicum site may expect a specific level of prerequisite training in one or more areas.

Students in need of Adventure Skills Training (AST) should arrange to gain these skills during summer or winter breaks. Documentation of this learning (completed in coordination with Core Faculty) is due and semester credits assigned the term immediately following summer or winter break training experiences.

Some shorter trainings may be interwoven into related courses during a term.

While students have the option of receiving academic credit for their Adventure Skills Training, this cred­ it qualifies as ‘theory’ in the Master of Arts Program, not towards the practicum. Some may elect to decline credit for this training if they have enough credits to meet the program requirements. To obtain credit, the student will plan with faculty guidance to incorporate scholarly literature, reflection, writing, and the training experience to be submitted in a regular study packet.

Wilderness First Responder (WFR) Students should plan to complete an 80-hour Wilderness First Responder course through a nationally established program prior to completion of their practicum experience.

262

Students can receive up to three ‘theory’ credits for documented completion of the WFR course.

Suggested (though not endorsed) sources for specific Adventure Skills Trainings include, but are not lim­ ited to: National Outdoor Leadership School (NOLS); Outward Bound; Project Adventure; American Mountain Guides Association; American Canoeing Association; Wilderness Education Association; Tom Brown Jr. Trackers School; Animus Valley Institute; School of Lost Borders; Wilderness Awareness School; Boulder Outdoor Survival School, and outdoor leadership and training seminars.

Ecopsychology/Ecotherapy The Ecotherapy program is a five course concentration that integrates perspectives from ecopsychology, deep ecology, ecofeminism, ecology, nature-based experiential learning, historical and current perspectives on indigenous people’s world views, earth based traditional healing practices, eastern philosophy, anthropologi­ cal study of ritual and rites of passage, transpersonal psychology and consciousness theory as a theoretical underpinning for an approach to practicing counseling within the larger counseling profession. The applica­ tion of this integration of perspectives is considered in the context of current wilderness therapy and ecother­ apy practices. An emphasis on experiential learning, group work and facilitation of insight as therapeutic tech­ niques, as well as an examination of issues of transfer of learning will be included.

Unlike other ecopsychological educational approaches this program requires a commitment to application as a portion of practicum and internship, and as evidenced by records of the student’s practice and experiences in the field. Students will be required to document competence in the practice of ecotherapy skills under clin­ ical supervision in a clinical setting as a portion of their training. As this program is low residency, accessing opportunities for application of these skills is a significant expectation to be fulfilled by the student.

Emphasis is placed on the transpersonal nature of ecotherapy and the significance of attachment theory in explaining pathology in an ecopsychological model.

Students interested in wilderness; adventure venues; horticultural; broad based animal assisted situations,

or nature-based settings; and counselors aspirering to consult to industry in the area of ecopsychological

health and environmental design will find this program worthy.

Courses (15 semester credits)

• Foundations of Ecopsychology/Ecotherapy • History and Principles of Ecopsychology • Wilderness as a Healing Environment • Risk Management in Ecotherapy Practice • Standards of Practice and Ethics in Ecotherapy Post-Master’s Certificate in Ecopsychology/Ecotherapy Students who have already attained a Master’s degree in a field of mental health practice may apply to join the program and work toward a Certificate in Ecopsychology/ Ecotherapy. This requires completion of five, 3-credit courses, attendance at four colloquia at Prescott College, and successful participation in at least two intensive workshops.

Courses (15 semester credits) • Foundations of Ecopsychology/Ecotherapy • History and Principles of Ecopsychology • Wilderness as a Healing Environment • Risk Management in Ecotherapy Practice • Standards of Practice and Ethics in Ecotherapy Concentration in Expressive Art Therapy The Expressive Arts Therapy blends a passion for art with the skills of counseling psychology. The pro­ gram meets the educational standards for the American Art Therapy Association (www.aata.org) and the International Expressive Art Therapy Association (www.ieata.org) for becoming a registered expressive art therapist, and the requirements for licensure with the Arizona Board of Behavioral Health. Students seek­ ing licensure in other states must make sure that their degree program covers the necessary requirements of the licensing board in their state. Depending on the state licensure requirements, the Master of Arts in Expressive Arts Therapy will take two and half to three years to complete.

In combination with the core courses required for professional licensure the student will engage in study 263

of the history, ethics, and practice of expressive art therapy. Expressive art therapies involve the use of visual art, music, movement, poetry and performance, as well as the inter-modal application of these in therapy and healing.

Students have the option of seeking registration as an Art Therapist (ATR) through the American Art Therapy Association or registration as an Expressive Arts Therapist (REAT) through the International Expressive Arts Therapy Association. The Prescott College model allows for flexibility of design to meet either or both registration requirements as far as course content and area of focus, which can be either art therapy or multi-modal expressive arts. Students will be paired with an advisor or mentor who is a licensed Behavioral Health Professional and either an ATR or REAT. Program Requirements The Master of Arts in Counseling Psychology with a concentration in Expressive Arts Therapy is an 84 semester-credit-hour program. This includes coursework, a supervised counseling practicum (in some cases a separate Expressive Arts Therapy practicum), attendance at all colloquia, attendance at two Summer Institutes, and a thesis. Descriptions of the required courses are listed in this catalog.

Some states allow the imbedding of specialized Expressive Arts Therapy material into licensure courses.

It is the student’s responsibility to research if that is the case in her or his state. The state of Arizona does not allow imbedding.

Students may transfer up to 15 prior graduate semester credits of the state-required courses into the pro­ gram. If the course has a different title, it can be reviewed to see if it qualifies as comparable.

Expressive Arts Therapy Summer Institutes Since 2002, students and mental health professionals from around the world meet at Prescott College for two weeks in July/August to take part in this annual event. The goal of the Institute is to provide partici­ pants with a residency experience and the ability to study with internationally renowned educators such as Lucia Cappachione, Anne Parker, Dariah K. Halprin, Pat Allen, and Janice Timm-Botos. The Institute is very hands-on and a perfect venue in which educators, counselors, and students can learn in a super­ vised experiential learning environment.

Questions and information about available Summer Institute Scholarships can be directed to Camille Smith via email at csmith@prescott.edu.

Concentration in Equine Assisted Learning This concentration allows students to develop competence in the field of education and learning, as well as other non-mental health areas such organizational development, experiential facilitation among others.

Students build upon their existing relational skills with horses, as well as learning theories, to seek profession­ al training opportunities as a means of developing an appropriate curriculum that is based on socially and eco­ logically responsible processes. This concentration focuses on human and nonhuman systems and patterns that enhance transformative learning experiences for others. In addition to the established core requirements designed for professional practice, this coursework explores the theoretical understanding, ethical issues, facil­ itation skills, and relational equine skills crucial for mastery. In addition to the MAP required residencies, equine assisted learning students also attend two four-day residential intensives per semester following regu­ larly scheduled colloquia. These workshops are imbedded with a learning cohort and are an opportunity for the students to gain hands-on experience in equine assisted learning. The cost for each workshop covers room and board for Sunday through Wednesday is coordinated with the required colloquia to reduce travel expens­ es for students. Workshop fees can be covered by financial aid and are in addition to the MAP tuition.

Post-graduate Concentration in Equine Assisted Learning This is a one-year, 15 credit, limited residency program comprised of four courses, a practicum, and four residential colloquia and post colloquia residential intensives. The coursework explores the theoretical understanding, ethical issues, facilitation skills, and relational equine skills crucial for mastery in the fields associated with EAL. Helping students to sort out the complexity of existing theory and work being done and encouraging thoughtful exploration over judgment enables them to learn and develop critical think­ ing and an informed basis for their own opinions. In doing so each student can develop a professional ori­ entation to the work that resonates with h/her own values, beliefs, and strengths. The program stands by the ethical standards inherent in the field and approaches the work with horses as co-facilitators and part­ 264

ners in the process. The faculty and advisors are relationally-oriented with an emphasis on social, ecolog­ ical, and ethical concerns.

Concentration in Equine Assisted Mental Health Prescott College’s pioneering Equine Assisted Mental Health (EAMH) program blends a passion for interaction with horses and other equines with the skills of counseling and psychology. Graduates in this rapidly evolving field are prepared to pursue licensure or certification in their home state as a psychother­ apist or in counseling and psychology. Faculty assist students with the design of their self-directed, 75 semester-credit hour program.

In addition to the core requirements for professional licensure, the EAMH curriculum explores the the­ oretical understanding, ethical issues, facilitation skills, and relational equine skills crucial for profession­ als in this area of counseling.

Practitioners seeking the Master of Arts degree with a concentration in EAMH must possess technical and academic competence in both counseling psychology and horsemanship. Students with strong under­ graduate or personal work experience in both areas can complete the program in five semesters of full time study. Those with less experience in their area should plan on a longer program. The estimated length of this program is two and a half years (five semesters).

Students seeking professional certification as equine professionals through the Equine Growth and Learning Association (EAGALA), North American Handicapped Riding Association (NAHRA), or the Equine Facilitated Mental Health Association (EFMA), can partially meet the requirements of these organizations through the Prescott College program.

Coursework (15 semester credits) • Explorations in Equine Assisted Mental Health • Relational Horsemanship: Facilitating with the Help of Horses • Group Process and Facilitation Skills for EAMH • Best Practices in Equine Assisted Mental Health • Practicum in EAMH (300 supervised hours) Practicum Requirements Counseling licensure in all states and provinces requires a supervised counseling practicum. In Arizona, this consists of a minimum of 900 hours. To develop and demonstrate applied skills specific to EAMH, Prescott College requires at least 300 hours be completed in a qualified EAMH setting. Depending on the state, students may be able to combine these requirements and fulfill the 900 hours in the same practicum setting. Arizona students will need to complete two separate practica, one for the state (900 hours) and one in an EAMH setting (300 hours).

In addition to required attendance at colloquia, equine-assisted mental health students are also required to attend at least one four-day Residential Intensive each semester at the Prescott College equine facili­ ty, Chauncey Ranch. Residential Intensives are held immediately following the required Master of Arts Colloquia in order to reduce the cost of travel.

In addition to learning and networking with a rotating group of experts in their field, required EAMH courses are launched during a Residential Intensive. Students pay a nominal fee of $450 for food, care and feeding of the herd, and facility use. The fee can be covered through financial aid.

Applicants seeking a similar educational experience but are not seeking professional licensure are encour­ aged to apply to the Equine Assisted Learning concentration through the Education department.

Post-Master’s Certificate in Equine Assisted Mental Health (EAMH) This hands-on program combines counseling skills training and horsemanship. Students network with leading experts in this emerging field while sharpening their skills on horseback in the Arizona high desert. This program can be completed in one-year and is comprised of four courses, a practicum, and attendance at four colloquia and four residential intensives.

Students work with faculty to customize coursework according to the students’ interests. Areas of focus might include: special populations (eating disorders, trauma survivors, addictions, personal growth, work 265

team silos, etc.); advanced theoretical perspectives (family systems, personality theories, emotional intel­ ligence, etc.); ecopsychology; or other areas of concentration.

Post-Master’s Certificate Coursework (15 semester credits) • Explorations in Equine Assisted Mental Health: History, Theory and Practice • Relational Horsemanship: The Role of the Horse. Effective Consideration and Horsemanship Skills • Group Process and Facilitation in EAMH • Best Practices in EAMH • Practicum in EAMH (300 supervised hours) Students are also required to participate in four Equine Assisted Mental Health Residential Intensives.

Scheduled from Sunday to Wednesday following the Master of Arts Colloquia, these special gatherings serve as the beginning point of each required EAMH course. Students live on-site and have access to the Prescott College herd of horses. Students pay a nominal fee of $450 to participate in each Residential Intensive. This fee covers the cost of food, care and feeding of the horses, and facility use.

Students expand their base of theoretical knowledge through coursework, gain hands-on experience in equine assisted mental health, and work side-by-side with the most influential practitioners in the field.

Previous guest presenters include Barbara Rector, Leif Hallberg, Greg & Lorraine Esquibel, Shannon Knapp, Pam McFee and Tracy Webber.

Completion of a regionally accredited Master’s degree in a field of mental health practice (e.g., a Master’s in Counseling Psychology, Clinical Psychology, Marriage and Family Therapy, or Social Work) or a doc­ toral degree in a relevant field (e.g., Allopathic Psychiatry, Naturopathy, etc.) is a requirement of admis­ sion. See page 45 for a complete list of application requirements.

In 2009, Prescott College will introduce similar Post-Master’s Certificates in Adventure-Based Psychotherapy.

Please contact the Chair of the Counseling Psychology department for additional information.

Concentration in Somatic Psychology Somatic psychology and bodymind therapies are the wave of the future, approaching health and healing as a holistic venture that involves body, mind, soul, as well as the social and natural ecosystem in which the per­ son conducts his/her life’s journey. This approach is grounded on the experiential awareness of our embodi­ ment, and thus remedies the shortcomings of most Twentieth Century psychologies that ignore the meaning­ fulness of our body and its interconnectedness with all that is around it. Somatic psychology teaches us to lis­ ten to the way in which our embodiment speaks our stories and our history. Bodymind therapies recruit our whole being in the service of health, healing, and the fullest realization of our life’s potential.

In addition to preparing graduates for licensure as a Mental Health Counselor (Licensed Professional Counselor, or Marriage and Family Therapist), this concentration requires the student to become famil­ iar with bodymind modalities of healing, such as Somatic Experiencing, Hakomi, Rubenfeld Synergy, Process Psychology, etc.

The concentration involves up to five courses in addition to the 60-credit Master of Arts degree, includ­ ing a required course on the “Foundations of Somatic Psychology.” Other courses are designed according to the needs and interests of the individual student.

Students work with faculty to customize the following coursework according to the students’ interests.

Core courses (15 semester credits): • Foundations of Somatic Psychology and Bodymind Therapy • Somatic Psychology and Contemporary Science • Survey of Bodymind Therapies • Practices of Bodymind Therapy • Standards of Practice and Ethical Issues in Bodymind Therapy Other possible concentrations • Marriage and Family Therapy • Eco-Psychology 266

• • • • •

Hypnotherapy Grief Counseling Child Development Lesbian and Gay Issues in Counseling and many more

Education Students interested in the broad interdisciplinary field of Education will design programs enabling them to gain general knowledge and experience in both educational theory and practice in formal and non-for­ mal settings, and in a particular area of special interest. Many students pursue interests in broad non-for­ mal aspects of education, such as experiential education, environmental education, adult learning in edu­ cation, multicultural education, and global/international education. Alternatively, some students elect the Master of Arts Program’s well-developed and state-approved certification programs that include stan­ dards-based Pre-K-12 teacher certifications and guidance counseling.

Education students are expected to expand their learning beyond what has been considered traditional education toward successful experiential, holistic, transformative, or community-based models. Students in this field seek degree foci with a wide variety of emphases, including the following: • border issues in education • environmental education • community-based leadership and education • interdisciplinary, academic, and creative writing • social justice in education • expressive arts in learning • nonprofit education • sustainability education • critical pedagogy • literacy • curriculum design • education leadership in institutions of higher learning

• organized development and education

• English language instruction (both within the U.S. and abroad) • bilingual education • early childhood education • place-based education Concentration in Experiential Education This concentration is for students who wish to become innovative educators who ground their education­ al philosophy in John Dewey’s classical belief that all genuine education comes through experience.

Students concentrating in experiential education come from a variety of backgrounds as counselors, pro­ gram specialists, corporate trainers, education directors in nonprofit and government agencies, potential or current teachers, and administrators. The experiential education concentration is transdisciplinary in nature and mirrors the Prescott College philosophy that assumes students understand that experience is the origin and test of all knowledge.

Students build upon their previous knowledge and background of theories, epistemologies, and method­ ologies within the field of experiential education. Students research the underlying concepts of experien­ tial education and demonstrate how experiential education can be applied in a wide variety of non-formal and formal educational situations.

Concentration in Multicultural Education This concentration relates the field of education to the intricate systems of socially constructed identity, as they exist within the U.S. paradigm. Students will be expected to examine theoretical foundations with­ in multicultural education as they relate to the dominant culture within the U.S. educational landscape.

This concentration would be appropriate for those students who see themselves activating change in an educational context within the United States. It is designed to prepare teachers and other professionals to assume leadership roles in classrooms, school districts, colleges, universities, and other institutions that have projects, course, and programs related to multicultural education and race relations. Current and 267

prospective educators focusing on this concentration should have a foundation in educational theory and methods as well as some experience in the field of Education. Practicum work is encouraged in a cultur­ al demographic within the U.S. that is substantially different from that of the student. Educators involved in helping school districts move from segregated to effectively integrated educational environments will also benefit from the concentration.

Concentration in Global and International Education Students pursuing this concentration may envision their future work occurring in international schools, overseas immersion programs, educational start-ups outside the U.S., or numerous other teaching venues outside the United States. This concentration examines many of the numerous complexities involved in working in an international educational context. Students are expected to gain skills in developing, ana­ lyzing, implementing, and evaluating new educational programs and policies at educational institutions/organizations or private sector jobs by using cross-cultural perspectives in training employees and researching curriculum development. Students in the global and international education concentra­ tion are encouraged to pursue a practicum experience in a country other than their own.

Concentration in Equine Assisted Learning Students having an interest in working with horses to enhance the learning of people in non-therapeutic contexts will be interested in this area of concentration. Students will build upon their previous experi­ ence in relational skills with horses as well as learning theory to develop an appropriate curriculum that is based on socially and ecologically responsible processes. This concentration will focus on human and non­ human systems and patterns that enhance transformative learning experiences for others. Specific course and practicum requirements will apply.

Education Certification Students intending to earn education certification as Pre-K-12 teachers or school guidance counselors are encouraged to follow the Prescott College Arizona Department of Education approved program.

Credential requirements for various state certifications and endorsements may be incorporated into the student’s individualized program as well.

All certification students may also decide to include research in related areas as part of their credential program. Examples include: multicultural education or global and international education, social justice in education, critical pedagogy, literacy, information technology, student services, environmental educa­ tion, and experiential education. The Education program is ideal for students who want to focus on a very specific research area that relates to their classroom practice ,administrative focus, or content area, as well as school reform and holistic management perspectives. Teachers who want to advance their credentials in leadership may seek further knowledge in teaching methods, literacy, or standards-based assessment.

Graduate and postgraduate students may earn education certifications through Prescott College’s stateapproved standards-based Education Certification Program.

Certification areas include: • Early Childhood Education • Elementary Education • Secondary Education (e.g., English, History, Biology, Art) • Special Education o Early Childhood o Emotionally Disabled o Learning Disabled o Mental Retardation • School Guidance Counseling Concentration in School Guidance Counseling Post Graduate Certificate in School Guidance Counseling This state-approved program is designed for students seeking a School Guidance Counseling credential to work in either Elementary or Secondary school (K-12) settings. Students may fulfill these requirements while earning their master’s degree; or, if already possessing a graduate degree, may complete the requirements for School Guidance Counseling certification as a postgraduate certification. All coursework, field experiences (minimum of 600 clock hours), and assessments are aligned with standards established for School Guidance 268

Counseling. Students are expected to demonstrate academic excellence in educational and guidance counsel­ ing principles and experiential strategies involving the K-12 greater learning community (students, parents, teachers, administrators, paraprofessionals and non-school community members).

Imagine Education ”Let teaching be your classroom.” Imagine Education is an experiential and standards-based teacher cer­ tification graduate program option for students wanting to study theory and methodology in a real world context. This place-based teacher education program requires a foundational year taking courses in Taos, New Mexico while completing an internship with a mentor teacher in schools implementing Expeditionary Learning. Graduate advisors, Stephanie Owens and Scott Laidaw, guide the Imagine Education students as they are immersed in the best practices of teaching at local Taos area schools, implementing the innovative Expeditionary Learning Schools Outward Bound™ model.

Teacher Certification (Fast Track) Teacher certification students are encouraged to consider combining post-baccalaureate coursework in the Prescott College Adult Degree Program with their graduate study in MAP to earn certification and a master’s degree. This combined program will reduced the cost of earning certification as a part of the graduate degree and will help students to build a professional network that they can draw upon through­ out their graduate research.

Fast Track students start with one or two enrollment periods in the Adult Degree Program, completing foundational courses through mentored undergraduate study. Students may then enroll for three addi­ tional terms (1 ? years) in the Master of Arts Program. Students incorporate into their graduate program a specific focus or area of interest within the field of Education.

Environmental Studies Environmental Studies is by definition multidisciplinary and interdisciplinary in its approach to problemsolving; it acknowledges that environmental concerns crosscut the boundaries of traditional disciplines and require the integration of a broad range of ideas, concepts, practices, and research. Environmental Studies engages students in discovering and understanding Earth’s natural systems and the role of humans who both influence and depend on these systems.

The ultimate aim of the Environmental Studies program is to help develop compassionate, informed, and responsible citizens and scholar-practitioners who are prepared to offer constructive solutions to environ­ mental problems, and to help develop sustainable relationships between people and nature.

First, students are asked to advance their understanding based on a variety of disciplines – from the bio­ logical and physical to the psychological and social sciences as well as the humanities – and to utilize these insights to illuminate the interrelationships between humans and non-human nature.

Second, students learn specific skills in critical thinking, in research methods, and in oral and written com­ munication.

Third, students are encouraged to cultivate a philosophical understanding of, and an ethical position regarding, human-nature relationships.

Fourth, students develop their abilities to apply their knowledge to “real-world” situations to prepare them for further learning and meaningful employment.

Finally, Environmental Studies students are invited to continue on their personal path toward integration of the aesthetic, emotional, intellectual, and spiritual facets of their lives.

Most students who enter the Environmental Studies track have a background in the natural sciences, social sciences, humanities, environmental advocacy, environmental education, or conservation and/or natural resource management. Environmental Studies students are invited to pursue studies of any aspect of the human-nature relationship. Graduates have completed many individually designed programs in such diverse fields as: • conservation biology • ecology • earth sciences 269

• • • • • • • • • •

agroecology natural history natural resource management environmental education marine studies environmental ethics and philosophy environmental history ecological restoration ecological design ethnobotany

Concentration in Conservation Ecology and Planning The focus of this concentration is the study and practice of on-the-ground efforts to protect our planet’s remaining biophysical diversity. Scholar-practitioners with an interest in 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 eco­ logical science with environmental education, environmental decision-making processes, and natural resource management. Possible focused areas of study and research include biogeography, community-based conser­ vation, riparian and wetland ecology and restoration, conservation and environmental planning, conservation, ecological restoration philosophy, landscape and ecosystem ecology, historical ecology, conservation and envi­ ronmental policy, wildlife ecology and management, and wilderness and protected-area management.

Concentration in Environmental Education Students in either Education or Environmental Studies may pursue a concentration in environmental educa­ tion. A student’s choice of degree program for this concentration will depend on personal interests, career goals, study plan emphasis, and degree of interest in curriculum development. This concentration is intend­ ed for traditional and nontraditional educators who wish to help others develop ecological literacy and explore human and environment interrelationships. Environmental education students have grounded their graduate research in various organizations and programs: public, private, and charter schools; residential nature cen­ ters; adventure-based programs: government agencies; and various public education endeavors. Current and prospective 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 concentra­ tion in MAP includes at least four components that can be given varying degrees of emphasis depending on the students learning and vocational goals: • education (e.g., learning theories, curriculum design and implementation, experiential methodolo­ gy, multicultural issues, and assessment praxis); • natural sciences (e.g., ecology, earth sciences, and natural history); • human-environment interactions (e.g., environmental history and ethics); and • environmental stewardship (e.g., ecological conservation and restoration).

Concentration in Sustainability Science and Practice Perhaps the greatest challenge facing us in the twenty-first century is to learn how we can transform human civilization to reflect patterns of sustainability naturally occurring on Earth. A tremendous com­ munity-based response has already begun to unfold in a way that spans the disciplines and integrates phys­ ical and natural sciences as well as the humanities.

The Master of Arts Program was designed to give students the opportunity to design their own program for studying sustainability from within their own community. Our unique style of experiential education helps students combine scholarly research, appreciative and critical inquiry, and collaborative learning.

Students are also 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 particularly impor­ tant for students of sustainability because local communities are increasingly in need of information, tools, skills, and leadership for creating a sustainable future.

Students with a concentration in sustainability science and practice can study in many areas: • ecological economics • sustainable community development 270

• • • • • • • • • • • • •

permaculture and agroecology environmental management and planning alternative energy and renewable resources natural resource management earth systems science environmental justice integral studies globalization studies community and sustainable forestry general and living systems theory education for sustainability participatory research planning

Sustainability is about ensuring long-term human health and equitable resource use while also preserving healthy ecosystems, both for the services provided and the intrinsic value of biodiversity sustaining life on Earth. Sustainability integrates complex economic, social, ecological, and even broader perspectives on our relationships with each other and the natural world. It brings together the interests of all plants, ani­ mals, and people within any community.

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.

The College has strong connections to the larger sustainability movement – many of our students and fac­ ulty are active participants in the Association for the Advancement of Sustainability in Higher Education, the U.S. Partnership for the U.N. Decade of Education for Sustainable Development (2005-2014), and other organizations dedicated to sustainability.

Concentration in Social Ecology This innovative collaboration allows students to work with faculty members from the Institute of Social Ecology (ISE) and participate in the Institute’s activities as a part of their graduate program in Environmental Studies or Humanities at Prescott College. Students design an individualized program of study in consultation with the Environmental Studies or Humanities faculty and a graduate advisor cho­ sen from the ISE faculty.

Possible areas of study may include: • ecological land use, design, and planning • ecological and social activism • social theory, • ecofeminism and other ecophilosophies • science and technology studies • globalization • community development • food systems and agricultural policy • ecological alternatives in education • environmental issues and politics • many others, including a broad range of individually-designed interdisciplinary studies Students will attend the MAP colloquia along with their ISE advisors, and will also have the opportunity to participate in colloquia, conferences, and courses offered by ISE, incorporating these activities into their grad­ uate studies. Student study plans will incorporate key works in the philosophy, science, politics, and praxis of social ecology, which have been central to the ISE’s own curricula over the past three decades.

Teton Science School’s Graduate Program The Teton Science School (TSS) is a residential environmental center located in Grand Teton National Park near Jackson Hole, Wyoming. TSS’s Graduate program guides a select community of students 271

through a year-long program in place-based teaching, field science, and outdoor leadership. This innova­ tive 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 strate­ gies. TSS students are also regularly exposed to visiting scholars and writers. Through a collaborative agreement between the Master of Arts Program and the TSS Graduate Program, TSS graduates are able to transfer up to 15 semester credits toward an M.A. from Prescott College in either Environmental Studies or Education. The TSS enrollment begins in August.

Humanities The Humanities program provides opportunities for students to develop individually designed, interdiscipli­ nary or multidisciplinary studies in four major academic areas: the traditional humanities (arts and letters); cultural studies; business and management; and other 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. There are extensive possibilities for academic disciplines within which the humanities degree can be focused, and is true in all MAP degree programs, any disciplinary focus can include a specific concentration or emphasis. Following is an overview of the academic disciplines within which one could focus a humanities degree, as well as possibilities for areas of concentration or emphasis.

Students in traditional humanities can complete individualized programs in a wide range of disciplines. A cre­ ative writing concentration might emphasize fiction, poetry, creative non-fiction, journalism, technical writ­ ing, or environmental writing. Literature students might choose to study an era or genre of literature or a crit­ ical focus such as eco-literacy or postcolonial literature and criticism. In the visual arts, students can concen­ trate in art history, art education, or art theory; any of these areas might include a studio focus such as pho­ tography, sculpture, or painting. In addition, students can 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 rela­ tionships. Cultural studies often concentrate on a specific people, place, or time, such as popular culture, African-American studies, Dine' culture, language preservation, history of the Southwest, Spanish, inter­ national 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-les­ bian-bisexual-transgender, or sexuality studies; or women’s or men’s studies. Many Prescott College stu­ dents focus on one of the disciplines within cultural studies that are based on social and ecological respon­ sibility, such as political science, international development, sustainable community development, global­ ism and economics, social sustainability solidarity studies, conflict resolution, social ecology, dialogical ecology, justice and activism studies, or peace studies.

A humanities focus on business and management can include an emphasis on organizational development, human resources, marketing, health care administration or management, public or business administration, economics, international development, globalism and economics, or sustainable business practices.

The Humanities program is rounded out with its inclusion of the social sciences. Students can concen­ trate 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, cos­ mology, 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.

Concentration in Justice, Activism, and Solidarity Prescott College requires its graduate students to develop social and ecological literacies, which results in stu­ dents considering how their particular discipline specifically and responsibly engenders social justice, solidar­ ity, or environmental justice. Students with 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 dynam­ ics of culture and power, or the social constructs of race, gender, and class. Students can also pursue an inter­ est in environmental justice as it relates to the intersections of the natural and non-human environment with human and social environments. Students in MAP 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 to social justice, environmental justice, coalition building, and solidarity. This emphasis can be completed as 272

a specific academic discipline within a cultural studies framework, for example a Humanities degree in jus­ tice and activism or solidarity studies. It can also be the emphasis given to a program within any discipline, for example a Humanities degree in U.S. history with an emphasis on social justice movements.

Concentration in Green/Sustainable Business Sustainability, which originated in response to a historical conflict between economic development and envi­ ronmental conservation concerns itself with developing systems that sustain life. The matter of sustainability is at the heart of all life, and students can develop a curriculum framed by ideological, philosophical, or prac­ tical applications of sustainability in any aspect of humanities, cultural studies, philosophy and religious stud­ ies, social sciences, and business. A focus on green or sustainable business practices is for those individuals working in the corporate or small business world who want to balance business success with environmental responsibility. Successful business leaders in the future must integrate environmental and social responsibili­ ty. Successful business leaders in the future must integrate environmental and social responsibility into their operations using approaches that support healthy and profitable business practices. A business management student might construct a business plan that would integrate organizational models and systems based on a solid theoretical understanding and application of sustainability. Students with a concentration in green or sus­ tainable business commit a portion of their theoretical coursework to gaining an understanding of the ongo­ ing work on environmental sustainability and existing theory and practice.

Concentration in Visual Arts The visual arts concentration is intended for technically proficient artists; successful applicants have solid grounding in the materials and techniques of traditional or non-traditional media. Students commit to bring­ ing depth to their work through advanced study and application of art criticism, art theory, and art history. The concentration focuses on the study of historical, theoretical, and critical concepts, integrating them with ded­ icated studio work through the development of personal vision, creativity, and expression. Visual arts students give attention to the development and verbal and visual articulation of content inspired by social, cultural, or environmental concerns. As a low-residency program, the MAP visual arts concentration differs from the Master of Fine Arts degree in that it is not a studio-based degree, but rather a theoretical degree with a stu­ dio emphasis. Students wishing to pursue a degree with a visual arts concentration must have access to a stu­ dio where they can create art and practice all techniques or media studied. Students are encouraged to par­ ticipate in art institutes, residencies, and apprenticeships. The heart of this concentration is the expectation that students focus on art theory while delving deeply into the actual content of their work and integrating concepts as visual statements in a chosen art form or medium.

Concentration in Creative or Expressive Arts The concepts and practices of expression and creativity extend 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 an inte­ gral and integrative component of life and community. The study of expression, creativity, and art is encom­ passing myriad outlets that range from the traditional visual and literary arts as well as dance, music, and per­ formance, to include aesthetic considerations such as architecture, landscape, and community development and planning. The expressive arts are used therapeutically and in non-therapeutic manners 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 pro­ fessionally. 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.

Concentration in History 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 envi­ ronmental history might study the changes and continuities over time in the metaphors that various peo­ ples 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.

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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 ecofeminism to sacred geography and from nature mysticism to the green future of reli­ gions. 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? The goal of this concentration is to bring into conversation with one another three topics usually studied separately in order to gain tools for living sustainability while practicing social justice and engaged spirituality.

Concentration in Spirituality MAP 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 sociol­ ogy, by examining issues of social justice or spiritual direction in conjunction with a combination of glob­ al 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 com­ parative study of yoga or tai chi, various forms of meditation, and transpersonal psychology. 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 MAP studies with a residential program such as an inter­ faith or non-denominational seminary. MAP students can apply to and work with the School of Spiritual Psychology concurrent with MAP to earn a Humanities degree in spiritual psychology.

Concentration in Border Studies The U.S.-Mexico border is a dynamic, transnational region experiencing the direct impacts of global change. Border regions offer cutting edge learning environments for students interested in understand­ ing connections between local cultures, economies, environments, and processes of globalization. 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 U.S.­ Mexico border region. With bio-regional centers in Tucson, Arizona and Kino Bay, Sonora, 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, envi­ ronmental, 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.

The Martin Buber Institute for Dialogical Ecology Dialogical ecology is a concept that describes the confluence point between the philosophies of Martin Buber, Zen Buddhism, aspects of Indigenous spiritual traditions, and religious Existentialism. When it comes to issues in environmental philosophy and ethics, Buber’s I-Thou philosophy and some aspects of Zen relate with each other in a variety of intrinsic and interconnected ways. What emerges from this is an ecological approach rooted in dialogical relationship with the whole of being. A dialog between these philosophical and religious traditions yields a new and profound approach to understanding, ethical approach, and global relationship with nature and the whole of being. The Martin Buber Institute for Dialogical Ecology (MBIDE) offers a number of core courses that can be taken in residency. Through an agreement between the Master of Arts Program and MBIDE, students can attend courses offered by MBIDE and then transfer up to 15 graduate credits into the College’s Master of Arts Program for a degree with a concentration in dialogical ecology.

Master of Arts Program Admissions • Getting Started – Individuals considering applying to Prescott College should first attempt to gain a thorough understanding of the MAP by reading this viewbook and speaking with an admissions counselor • Academic Conference Call – A prospective student may participate in an optional conference call to speak with core and associate faculty, an admissions counselor, and other prospective students to have aca­ demic or content-focused dialogue • Conversation with Core or Associate Faculty Member for Academic Advising – A prospective student may elect to speak with a faculty member once he/she has begun designing and developing the study plan • Transcripts and Letters of Recommendation – The applicant must request official transcripts and let­ ters of recommendation be sent to Prescott College Admissions 274

• Application – The prospective student sends the application form, résumé, academic focus essay, per­ sonal statement, and $40 application fee. (Emailing the résumé, academic focus essay, and personal state­ ment in a Word format document is recommended.)

• Student Files for Financial Aid – Applicants access online at www.fafsa.ed.gov and lists Prescott College’s school code: 013659 • Admissions Decision Letter – Prescott College Admissions sends decision letter after committee review • Tuition Deposit – Student submits Enrollment Agreement Form along with a $100 tuition deposit • Core or Associate Faculty – After the Enrollment Agreement Form and tuition deposit are received, the faculty begins the graduate advisor-student matching process • Graduate Advisor – The student is matched with a graduate advisor, and with the advisor’s support, begins to expand and further revise the proposed study plan into a thoroughly developed curriculum for the entire graduate program • Orientation and Colloquium – The student attends the required orientation and the first colloquium into a thoroughly developed curriculum for the entire graduate program.

Admissions Criteria The admissions committee carefully considers all complete applications to the College. The College’s aca­ demic programs are rigorous and writing intensive and the admissions process is selective. Successful MAP students desire to advance their education for personal and professional purposes. Most students have not participated in distance learning or developed a study plan before. The Admissions Office and MAP faculty provide support and guidance through the admissions process.

Admissions criteria include, but are not limited to: • Completion of a regionally accredited undergraduate degree by the time of enrollment • Demonstration of readiness to engage in advanced study • Demonstration of the applicant’s writing at its best in the personal statement and study plan • Demonstration of the ability to develop clearly articulated academic goals through a well-developed proposed study plan • Evidence of self-direction and previous academic success Adventure Education, Education, Environmental Studies and Humanities Applicants The application process is considered complete when the applicant has submitted all the required items.

Required Application Items • Application Form • Two Letters of Recommendation (from academic or professional sources addressing your capability to complete graduate level work). Include the writer’s contact information and relationship to you.

Letters may be emailed to admissions@prescott.edu.

• Personal Statement • Academic Focus Essay • Official Transcripts (submitted directly to the admissions office in sealed envelopes from the issuing institution.)

• Resume • $40 Application Fee non-refundable Transcripts Applicants must submit the official transcripts of the college or university that conferred their undergrad­ uate degree. Education applicants seeking to transfer credits are required to submit official transcripts from institutions where they completed coursework relevant to this program. Applicants for a Post-grad­ uate concentration must submit the official transcript from the college or university that conferred their master’s degree. Applicants seeking to transfer credits from the Teton Science School or any partner insti­ tution are required to submit official transcripts from those institutions.

Personal Statement In three to five pages, integrate your thoughts around the following themes into a comprehensive person­ al statement. Address each bullet within each theme.

Your educational goals.

• The events that led you to want to earn a graduate degree in a specific area of study.

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• 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 education­ al experience.

Write about your readiness to thrive in a graduate program in which you work independently with 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 while completing these projects.

• 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 Write three to five pages about your vision for your studies in your proposed academic focus. If it helps you to frame your response within the context of a proposed thesis topic, then take this path.

If you have questions about your proposed area of academic focus and whether it is supported by the Master of Arts Program, contact the Office of Admissions prior to completing this essay.

Address the following: • Briefly discuss your research and study interests. Include discussion about the broad discipline under which your study will fall, the interdisciplinary aspects of your program, and the specific emphasis or concentration you will take.

• In addition to the required foundations course that you will take with your peers in the first semes­ ter, name and describe three other courses you would like to design and carry out. Include thoughts you have had about theorists or texts that might be central to your studies and research. Courses should reinforce your theoretical knowledge about the thesis topic and the related practicum. If you are seeking certification in teacher education, school guidance counseling, or equine assisted learn­ ing, discuss the personal academic focus you intend to take in the required certification courses.

• Share your thoughts about a practicum experience (internship, active project, clinical work, teach­ ing, or field based research) you might complete during your program that will allow you to explore the theories and demonstrate your learning in your field of study in a practical, real-world context.

• Include your thoughts about a potential thesis topic and how you might begin to cover it.

• Share your ideas about how issues of social and ecological awareness and justice might be relevant to your studies and research.

Counseling Psychology Applicants The application process will be considered complete when the applicant has submitted all the required items and completed the requisite interview.

Required Application Items • Application Form • Resume • Two Essays • Personal Interview • $40 Application Fee non-refundable • Two Letters of Recommendation (see instructions) • Official Transcripts (submitted directly to the admissions office in sealed envelopes from the issuing institution.

Admissions Essay #1 Write in 500 words or less, an account of what you anticipate will be the most challenging aspects of a career as a mental health counselor, and why.

Admissions Essay #2 Write in 500 words or less, an account of experiences you have had with mental health practitioners, assessing the impact these experiences have had on your personal growth.

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Instructions for the Recommender Share your opinion in regards to the following qualities of the applicant: • Intellectual and academic readiness for graduate work.

• Capacity for self-reflection and readiness to receive critical feedback.

• Ability to thrive in a self-organized and self-directed context.

• Emotional maturity, quality of personal relationships, and understanding of professionalism.

• Interest in the special features of Prescott College’s program.

One letter should come from a person who has known the applicant well during the past six months and the second should be from a person who has known the applicant well for over five years. If possible, one letter should come from a mental health practitioner (who is not providing treatment to the applicant).

Letters may be emailed to admissions@prescott.edu.

Transcripts Applicants must submit the official transcript from the college or university that conferred their under­ graduate degree. Applicants seeking to transfer credits are required to submit official transcripts from institutions where they completed coursework relevant to this program. Applicants to a Post-graduate concentration must submit the official transcript from the college or university that conferred their mas­ ter’s degree.

Application Schedule The College enrolls students two times per year, in February (spring) and August (fall). Prospective stu­ dents may apply online, download an application from our web site (www.prescott.edu/admissions), or use the enclosed application.

Students may submit an application up to the deadline noted below, but are strongly encouraged to sub­ mit completed applications by the Application Priority Due Date (September 15 for spring or March 15 for fall) for the term in which they hope to enroll.

To be considered for Admissions scholarships, all application materials must be received by November 15 for spring and May 15 for fall enrollment. After the Priority Due Date and Scholarship Date have passed, applications are still accepted and complete files are reviewed on a rolling or first-come, first-served basis until December 15 for spring and July 1 for fall.

Official transcripts ordered from previously attended colleges may take several weeks to arrive at the Prescott College Admissions Office, so applicants should order transcripts early in the admissions process or plan to request expedited transcripts if they are applying later.

Admissions Decision After all application materials are received, the Admissions Committee reviews each prospective student’s file. Generally, applicants need to allow for a minimum of four weeks to have their completed application materials processed. Applicants are typically informed of acceptance status by mail. Once students are offered admission to an incoming class, they must submit a tuition deposit to give evidence of intention to enroll and reserve a space in that class. Tuition deposits are non-refundable and applied to tuition.

Students should make arrangements to attend new student orientation and the first colloquium once they have been officially accepted and have confirmed their intention to enroll.

Deferred Matriculation Students wishing to defer matriculation may do so by sending a written request to the Director of Admission and paying a $200 non-refundable deposit. Matriculation will be postponed for up to a full aca­ demic year, subject to successful completion of any academic work undertaken during that time.

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 the College for the first year (see page 43). This is called “financial certification.” (Students living in Canada and 277

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 sup­ port 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, person­ al 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 Student Transcripts International students are required to have non-U.S. school transcripts evaluated by a professional cre­ dential evaluation service. The student is responsible for all costs associated with this service. Bachelor of Arts students with transfer credits from a community college or university will need a course-by-course equivalency; Master of Arts and doctoral students will need a basic statement of comparability.

Recommended credential evaluation service:

International Education Research Foundation (IREF)

PO Box 3665, Culver City, CA 90231 • (310) 258-9451 • http://www.ierf.org/SFstandard.asp

Course-only (non-degree seeking) Applicants An individual who has been awarded a master’s degree from a regionally accredited college or university may apply to the Master of Arts Program as a non-degree seeking student to complete the courses need­ ed. Accepted course-only students must enroll for a minimum of six semester hours during any given semester. Interested individuals are to complete the following application requirements and adhere to the same application deadlines as degree seeking students. Note: Course-only students are not eligible to receive federal financial aid.

Application Requirements: • Completed Master of Arts Program Application • $15 application fee • Official transcript from the Master’s degree granting college or university • Submit a 1-2 paragraph description of the proposed courses and a short statement why you want to complete coursework as a non-degree student.

Admissions and Academic Calendar

Fall Term 2009 (August 21 – December 19, 2009)

Priority application date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 15, 2009 Scholarship application date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April 15, 2009 Final date to apply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 15, 2009 Orientation for new students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 20, 2009 Tuition due date for new students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 14, 2009 Colloquium I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .August 21-23, 2009 Colloquium II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .November 20-22, 2009 Spring Term 2010 (January 22 – May 22, 2010) Priority application date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 15, 2009 Scholarship application date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 15, 2009 Final date to apply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .October15, 2009 Orientation for new students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 21, 2010 Tuition due date for new students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 15, 2010 Colloquium I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .January 22-24, 2010 Colloquium II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .TBD

MAP Process Introduction Protecting Our Natural Resources – Do Not Print the Online Handbook Prescott College is committed to protecting and conserving natural resources. This is demonstrated in many ways, including the ongoing development and enforcement of paperless procedures. One step in our commit­ 278

ment to a paperless program is the fully online MAP Handbook.

We ask that users do not print the online handbook.

If a copy of a handbook section is needed that can be accessible when offline, users are asked to create and store an electronic copy of the needed page for later reference. Many internet browsers now provide a tool that can convert a web page to a PDF file and information can always be cut and pasted in to a Word document.

Current Information and Procedures – Do Not Print the Online Handbook That said, even more important is the currency that the online MAP Handbook provides. By referring to the online version as each item is needed students and faculty are guaranteed to be working with the most current framing or language, as well as the most current set of instructions and procedures.

Responsibility for Knowing the Policies and Procedures MAP students are responsible for obtaining, through an online handbook or by contacting the MAP Office, the academic expectations and requirements, policies, due-dates, and specific procedural requirements of the Master of Arts Program.

The primary responsibility for attaining this information rests with each MAP student. It assists the process sig­ nificantly for MAP Graduate Advisors to become as familiar with the policies and procedures as is individually practical for them; however, advisors are selected for their content expertise in their academic discipline.

All procedures and academic policies are included in these pages, yet more importantly MAP advising assis­ tants and faculty are available any time a student has any question about program requirements or the contents of this handbook.

Flexibility and Academic Policy This handbook describes the philosophy, educational model, and process of the Master of Arts Program. In the interest of ensuring sufficient flexibility to meet each student's educational needs, advisors and students may alter the specific processes to meet their particular needs. Any adjustments must maintain the integrity and essence of the specific process (students should contact their core faculty if there are any questions).

On this web page is a list of items that are specifically Academic Policy; based on valued practice, exceptions to academic policies are not made. If a student wishes to request an exception none-the-less, written request must be made to the graduate program council by the student or the student’s graduate advisor according to these procedural guidelines.

Part-Time Enrollment This handbook is written primarily as it applies to fulltime enrollment. Part time students adjust the number of study hours and study packets to correspond to their course work. All other academic procedures and polices remain the same, including residency requirements, meeting hours with the graduate advisor, due dates for the qualifying packet, thesis plan, etc.

Counseling Psychology and Education Programs The MAP Handbook is written primarily as it applies to enrollment in MAP without consideration of outside agencies that govern programs in Counseling Psychology (CP) and Education (ED). There is a unique hand­ book for the CP Program and a handbook for the ED cert program, which are maintained and provided by the chairs of CP and ED. The CP and ED handbooks address specific requirements and guidelines of state and professional agencies, relating to coursework, practica, and other program components. Except for those dif­ ferences noted in the CP and ED handbooks, all academic procedures and polices remain the same.

Calendar (see calendars on next page) • Enrollment Calendar • MAP Academic Calendar Enrollment Calendar The Enrollment Calendar and list of all college holidays is maintained by the Prescott College Office of the Registrar. There will be changes to the Prescott College calendar as of Summer of 2009.

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MAP Academic Calendar This calendar includes all academic dates, such as the due dates for study plans, colloquium narratives, and other items that must be submitted to the MAP Office; the recommended mailing dates for study packets; dates for residencies; etc.

It is of utmost importance that students stay on top of the qualifying packet, thesis plan, and thesis deadlines, since each one must be completed before the next can be undertaken. Deadlines and procedures for each graduation requirement are explained in the student handbook as appropriate. Using this visual calendar can make it clearer how these requirements have an impact on each other. The end result is that in order to enroll for the final semes­ ter of thesis development, the student must have an approved qualifying packet and thesis plan in the MAP Office.

The MAP faculty are flexibile and try to meet the individual needs of students and advisors, however, it is impor­ tant to remember that extreme fluctuation from suggested timelines can result in the student needing to take no credit or take an incomplete to complete the program requirements or the thesis, or may delay the planned grad­ uation. Students are encouraged to review and discuss an individual and appropriate timeline with their advisors and to have regular check-ins, which ensures that all work be completed in the time expected.

For questions or concerns about meeting these deadlines, students should contact their MAP advising assistant.

Residencies Colloquium Intent At the Prescott colloquia students and faculty from diverse cultures and different areas of study and expertise come together 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 reducinf the isolation of the adult independent learner.

Colloquia may include extended conferences between students and their graduate advisors; presentations by students of their work-in-progress; discipline-specific workshops by faculty; brainstorming and networking ses­ sions; panel discussions; and interdisciplinary seminars that supplement and cross the lines of individual learn­ ing programs. Colloquia also include workshops that address the nuts and bolts of MAP, such as instruction on the qualifying packet, thesis plan, thesis, and social and ecological literacies. Resource faculty members are also available for consultation, including the reference librarians and the MAP faculty.

It is expected that any residency option that a student chooses will include the following: the full participation of the student, the kind of interdisciplinary networking that occurs at a colloquium in Prescott, and a scholarly experience that the student and faculty agree is relevant to the student's learning/field.

Weekend Colloquia in Prescott, Arizona This residential requirement consists of attending orientation and a certain number of days in residency (see Attendance Requirements below). Some of these days must take place at weekend colloquia that are held at the Prescott campus of Prescott College. Orientation for first semester students begins on a Thursday morning and each Prescott colloquium begins on Friday morning and ends on Sunday afternoon. The first weekend colloquium signals the beginning of the semester and the second occurs two-thirds of the way through the semester.

Students must plan their schedules to accommodate Prescott colloquia from start to finish. Students are expected to be on time and ready to begin at the time designated on the specific colloquium schedule. Each student must personally sign in at both the opening and closing circles and participate in the circles in their entirety.

Orientation Immediately prior to a student’s first Prescott colloquium, all new students must attend a 1 1/2 day orientation. No student will be enrolled into MAP who has not participated in this orientation. Should a situation arise where an individual who has been accepted to MAP cannot attend the orientation, he/she will need to defer enrollment to the following semester. This orientation consists of several required sessions, which include: academic sessions with the faculty for each degree program; administrative sessions with the registrar and financial aid offices, including registration and enrollment in Prescott College; and library orientation with the library faculty.

Attendance Requirements Each semester of enrollment (halftime or greater), each MAP student must attend the required residential components of MAP. Residencies in Prescott and residency requirements for enrolled MAP students include: • Prescott College offers 4 colloquia per academic year in Prescott, Arizona.

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• First semester students (full or part time) will be required to complete orientation plus 6 days of residen­ cy. All 6 days of residency must be completed at the Prescott College colloquia.

• Students in their second and later semesters who are enrolled for 9 or more credits are required to com­ plete six days of residency per term. Three of the days must take place at a Prescott College colloquium in Prescott, Arizona. The three remaining days may take place either at a Prescott colloquium, at one of the GPC-approved residency options, or at an alternative conference that is approved by the student’s advisor and CF based on the residency intent or criteria.

• Students in their second and later semesters who are enrolled for 6-8 credits will be required to complete three days of residency per term. All three of theses days must take place at a Prescott College colloqui­ um in Prescott, Arizona.

Choosing which colloquium in Prescott to attend (after the first semester) will be up to the student, unless the advi­ sor or the faculty of the student’s particular department have communicated a specific requirement to the students.

Narrative Reflection and Evaluation In order to allow students ample opportunity to reflect on the learning of each colloquium, as well as to ensure accurate record keeping of this residential requirement, there is a narrative evaluation process for all colloquia.

At every colloquium or residency completed each student must complete the “Colloquium Attendance Statement” form. The student will note whether the colloquium was held in Prescott, Arizona, was one of the GPC-approved bioregional colloquia, a GPC approved residency (bioregional or otherwise), or a unique event selected by the student and approved by the graduate advisor and CF. On the form the student will list or describe the sessions attended and attach a narrative evaluation and reflection on the residency’s learnings. The form and narrative must be submitted to the graduate advisor and the MAP Office for CF review.

Procedures for Preparing the Colloquium Attendance Statement and Narrative Evaluation and Submitting it to the Graduate Advisor and MAP Office MAP students are provided with a master copy of the form used for submitting the Colloquium Attendance Statement and Narrative Evaluation online at the MAP Current Students web page under forms http://www.prescott.edu/students/map/forms.html#colloquium.

In addition, the same form with the current colloquium’s specific dates is available at the opening circle of each colloquium held in Prescott, Arizona.

The completed colloquium attendance statement and narrative evaluation for each colloquium or approved col­ loquium make-up activity will include the following items: The completed PART 1: STATEMENT OF ATTENDANCE. Students must complete the form, identifying the residency event that was attended and listing all events attended during each colloquium.

The student must attach to the completed form PART 2: NARRATIVE EVALUATION. The Narrative Evaluation is a 2-4 page (double-spaced) narrative reflection and evaluation on the content as well as the learning experience during the colloquium and that evaluates both the student's participation and the event.

Students must address what worked especially well; where they’d like to see improvement from the program; and what the student could have done to make the experience better. Citations of supporting literature are encouraged.

A series of questions are included on the provided form, which students are asked to consider in the narrative reflection. The MAP faculty encourage students to carefully consider the value of reflection in the learning process, as it has been said that there is no leaning without reflection.

Reflection assists in making connections between one’s experiences and one’s self; it is the step that can lead experience to transformative learning. Some learning does not become authentic or meaningful until one explains it verbally, to another person or to one’s self, in person or in writing. This process of reflection may help to expound the learning and obtain greater understanding regarding individual learning processes.

Paulo Freire established that the combination of action and reflection results in praxis. This type of problemposing learning allows students, observers, and teachers all to be critical co-investigators in dialogue with the action, information, material, etc. Reflective learners are in the process of becoming who they are, aware of their own incompleteness and the ongoing potential for learning. “Liberating education consists in acts of cog­ nition, not transferals of information” (79).

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The MAP faculty ask students to please consider the following for more information on the reflective process of learning: English, Leona M., and Gillen, Marie A., Eds. Promoting Journal Writing in Adult Education: New Directions in Adult and Continuing Education. San Francisco: Jossey-Bass, 2001.

Freire, Paulo. Pedagogy of the Oppressed. 1970. 30th Anniversary ed. New York: Continuum, 2000.

Moon, Jennifer. Handbook of Reflective and Experiential Learning. London: Taylor & Francis, 2004.

Submitting the Attendance Sheet and Narrative Within 30 days of the colloquium the student must submit to the MAP Office and to her or his graduate advi­ sor the colloquium attendance statement with the attached narrative evaluation.

The student’s core faculty will review the form and reflection paper, but will not generally respond individual­ ly to the narrative.

This form and the attached narrative are required in order to receive credit for each residency requirement. A

student’s end-of-semester materials are not forwarded to the registrar’s office for credit until all colloquium

attendance statements for the semester are in the student’s file.

Site-Based or Bioregional Colloquia MAP faculty will make site-based or bioregional residencies available whenever the need is present in a partic­ ular area and faculty conveners are available in that area.

MAP faculty currently offer a site-based program in Boulder, Colorado. Participating students are required to attend five monthly site-based colloquium meetings in the area. These short meetings are scheduled at the dis­ cretion of the faculty who coordinate this program. Attendance at the five meetings meets three of the six required days of residency for fulltime students. Halftime students who choose to attend the site-based collo­ quia must still attend the three required days in residency in Prescott, Arizona.

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 com­ munication with the 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 MAP faculty in attendance and is sponsored by the GPC, it can satisfy residency requirements. A proposal for graduate program council sponsorship of a site-based program may be submitted to the GPC by any MAP student or faculty.

Note: MAP students who are under the supervision of a faculty who convenes or participates in a GPC-approved site-based program may choose to become members of the site-based program (regardless of the degree program).

The student and the site-based faculty make this decision and commitment at the time of initial enrollment.

Keynote Speakers At each colloquium in Prescott the program provides a keynote speaker who is a prominent leader or scholar in a field that is of an interdisciplinary nature, or that relates to social and ecological issues, or any aspect of stu­ dent-directed learning. The principal purpose of these guest speakers is to give the MAP community an oppor­ tunity to come together in discourse around current issues in the world. The interdisciplinary design of a Prescott College education is one of the most unique and important aspects of the Master of Arts Program in general, and the colloquia in particular.

Family Participation and Child Care Due to the nature of the Master of Arts Program, many students and advisors are the heads of families. Many MAP students have family members, colleagues, or friends who are actively involved with and interested in the student’s learning journey. Family members and friends of MAP students and advisors are always welcome and encouraged to attend MAP colloquia for the value of the educational opportunities. The Prescott colloquium weekends are open to the Prescott College community and all individuals are welcome who will find value in active participation in the learning experiences.

Likewise, the value of the learning experience is heightened by respectful, attentive participation from all audi­ ence members. Children who are too young to appreciate the topic or who may be at an active age that might be distracting to graduate learners, or anyone who lacks adequate interest in the topic at hand, would certain­ 284

ly find more enjoyment participating in something other than the colloquium event.

Students and advisors are welcome to bring guests or children to any event that will be mutually beneficial (non-distracting) to the entire audience of graduate students and faculty as well as the guest.

It is expected that students and advisors who are parents will provide off-site care for infants, or any child who would be a distraction to the learning experience. Occasionally it is preferred by a student or faculty to have a small child with him/her. In these cases it is expected that the colloquium attendee provide someone who will supervise the child at all times. In the event that the child becomes disruptive, the child’s supervisor must remove the child.

Note: The following events are closed for everyone except current MAP students (this procedure/expectation cannot be changed or re-negotiated by a group of students): • Orientation sessions prior to the first colloquium (in order to ensure an optimal learning environment for students to learn how to embark on a very new kind of educational journey); • Opening and closing circles (in order to provide a mature, safe, and confidential community environment for each group and each group member); and • Meals (which must be ordered based on a known count of students).

Maintaining a Community-Friendly Environment Due to the limited space in classrooms where colloquia are held, as well as the long hours of the colloquia, all

in attendance are asked to be considerate of the personal comfort of the MAP community.

Attendees are kindly and specifically asked to:

• turn off cell phones and pagers before attending any sessions; • hold all personal conversations or discussions outside the meeting room; • abstain from wearing perfumes or strongly scented lotions; and • limit cigarette smoking to designated smoking areas which are located 25 feet from all doors and windows.

Your support of these guidelines is appreciated by everyone.

General Schedule for Prescott Colloquia Below is the general colloquium schedule. For the exact hours of a specific weekend it is necessary to refer to

the specific schedule for that weekend, which can be found at http://www.prescott.edu/students/map/colloqui­ um_about.html.

Dates of upcoming colloquia can be found at http://www.prescott.edu/administration/registrar/calendar.html.

All students must make travel arrangements in order to be present at the beginning and end of each colloqui­ um weekend.

Orientation colloquium for new students only: Thursday 8:00 a.m. - 6:00 p.m.

Friday 8:00 a.m. - 9:30 p.m.

Saturday 8:00 a.m. - 7:00 p.m.

Sunday 8:00 a.m. - 2:00 p.m.

Second colloquium of the semester for first-semester students: Friday 8:00 a.m. - 9:30 p.m.

Saturday 8:00 a.m. - 7:00 p.m.

Sunday 8:00 a.m. - 2:00 p.m.

All subsequent colloquia: Friday Saturday Sunday

10:00 a.m. - 9:30 p.m.

8:00 a.m. - 7:00 p.m.

8:00 a.m. - 2:00 p.m.

Residencies: Information for Graduate Advisors Advisor Attendance Graduate advisors are strongly invited and encouraged to attend any residency at any time. (All advisors have been given information about travel cost reimbursement for colloquia in Prescott, Arizona, or should contact the MAP office if needed.)

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Advisors are not required to attend any MAP residency. Many MAP advisors live outside of the Prescott area and commit to serve as an MAP advisor with the understanding that they will not be able to attend any Prescott colloquia. This should always be addressed when the student/advisor matches are first arranged so that it is clear that the student is agreeing to work with the advisor under these circumstances.

For advisors who can attend residencies it is recommended that they give priority to attending [1] the first col­ loquium of a new student (or the second in the first term if the first is not an option), and [2] the colloquium where the student presents her final master’s thesis.

Advisors who attend colloquia in Prescott are not expected to attend colloquia in their entirety in the same way that students are, rather there are specific sessions during each weekend that are specifically requested of or recommended for advisors: • If advisors are holding their meetings with their students during a colloquium (rather than at another time and location) the advisor will plan to be at each colloquium for three hours of individual meeting time.

• Advisors are asked to attend their students’ thesis presentation or assist the students in making arrange­ ments to have another faculty present who can give the student feedback. Even in the event that an advi­ sor is not present at the student’s thesis presentation, the advisor is still asked to debrief the presentation process with the student and review the audience feedback.

• Advisors are required one time only to either attend the new advisor orientation (held each February and August in Prescott) or to meet with their CF for one-to-one orientation to the MAP model of learning (this may take place via phone).

• Advisors are invited to facilitate a workshop or presentation on their own area of expertise one time dur­ ing their student’s tenure in MAP. • Advisors are invited to attend any and all sessions that may be of interest (note that new student orienta­ tion and opening and closing circles are limited to students only).

• Advisors are invited for dessert on Friday night to hear announcements and meet with their student(s).

• And finally, advisors are asked to attend the regular faculty meetings held Saturday at lunchtime during each Prescott colloquium or to be in touch with their core faculty regularly throughout each semester.

Graduate Advisor and Advisee Relationship The Graduate Advisor When a student is admitted to the Master of Arts Program the chair of her degree program will assign one of the degree program faculty serve as her core faculty. The core faculty for each student will work with the stu­ dents to choose a graduate advisor. The advisor is a person who is recommended by the core faculty, inter­ viewed by the student, and selected when an appropriate scholarly match is found. (This link provides more information on the faculty who serve each student.)

Advisors are hired first and foremost for their expertise in the student's area of study. Each new advisor is pro­ vided with infomration about MAP, including a document that describes the responsibilities of the graduate advisor. Core faculty are then responsible for ensuring that the advisor is thoroughly oriented in the MAP model and process. Advisors are not expected to be experts in the MAP process – they are hired to be experts in the student's content area.

Advisor/Advisee Meetings These meetings are intended to include dialogue that covers all aspects of scholarship and thinking relative to the student’s work. In addition, the focus of the first advisor-advisee meetings each semester tends to include discus­ sion about the study plan for that semester. For a new student this also includes finalizing the plan for the entire graduate program. Later meetings tend to include discussion about work in progress, advisor evaluation of the stu­ dent’s oral presentation and written work to-date, course descriptions and evaluations needed for the upcoming end-of-semester materials, and planning course titles and areas of study for the following semester.

The MAP model requires six hours of advisor and advisee in-person meetings each semester for all students enrolled halftime or more. The student and advisor negotiate the form of these meetings. In some cases these take place at each colloquium weekend. In some situations advisors may arrange to meet in person with local students. Some students and advisors carry out all of their meetings via telephone. In cases where the advisor and student do not live in the same country or otherwise cannot meet in person or via telephone, regular email contact can take the place of the meetings with approval of the CF. 286

Study Plans Following acceptance into MAP and continuing through orientation and the first colloquium, newly admitted students will expand the ideas and academic vision they described in their Academic Focus Essay submitted with the application materials into a thoroughly developed study plan for their entire graduate program. In addition, new students will create a very specific plan for the first semester.

Working with their advisor or core faculty, all newly admitted MAP students are required to have their study plans for the first semester developed so fully that they include course titles and an estimate of the number of credits stu­ dents are planning for each course. New students will also prepare the first study plan a plan for graduate study as a whole that lays out the student’s plans for all semesters and includes all graduate requirements (including Social and Ecological Literacies (SEL), research methods, practicum, presentations, and the thesis).

Students in subsequent semesters will also submit a new study plan for each semester through the very last.

These plans are to be completed with input from the student's advisor during the in-person meetings of the student and advisor and must be approved by the student’s advisor and core faculty.

Notes about Credits for Each Semester All semester hours must be recorded in whole numbers only; Prescott College cannot award half credits.

The total number of credits included on the registration form, the study plan, and the end-of-semester materials for each semester must match exactly. Specific titles of courses and numbers of credits allocated to individual cours­ es may change as the semester progresses. The Office of the Registrar uses the end-of-semester materials to record actual course titles and credit allocation for the transcript and all academic records.

In the event of a change in the study plan, it is not necessary for students to change course titles with the MAP Office. A change that results in an increase or decrease in the number of credits for the semester will affect tuition charges, potential refunds, and could require course status being changed to W (withdrawal) or NC (no credit). See changes in enrollment, tuition, and the refund policy.

A final copy of the study plan(s), signed by the advisor must be in the MAP Office by Monday, one week after the end of the first colloquium of each semester. Students are encouraged to do as much preliminary fine-tuning as pos­ sible so that when they arrive at the colloquium the study plan is very specifically detailed. Students should be in contact with their advisors as early as possible each semester to develop the study plan. The signed cover page doc­ uments agreement between the student, advisor, and core faculty regarding the upcoming semester’s work.

Students and advisors should keep in mind the total number of credits required to graduate when they are designing study plans for each semester. A minimum of 40 semester hours completed at Prescott College is required to graduate with the Master of Arts degree. Students planning to become state certified or licensed in counseling must have at least 60 completed semester hours upon graduation. Each semester should be planned in order to meet the applicable minimum requirement. In other words, if a student is enrolled halftime, or chooses to complete one or more semesters at 12 or 13 credits, it is important to plan accordingly so that upon completion the student has at least 40 semester hours (or 60 if seeking counseling certification or licensure).

Curriculum Committee The student’s curriculum committee will review each study plan submitted. The student’s core faculty and the student’s graduate advisor, make up the MAP Curriculum Committee. The CF will work in consultation with the graduation program council as needed. The CF will relay any thoughts, feedback, or concerns directly to the student and the student’s graduate advisor.

General Study Plan Guidelines Study Plan Cover Pages MAP provides students with study plan cover pages with space for student and advisor signatures. These forms can be found here http://www.prescott.edu/students/map/forms.html#studyplans. Students in Counseling Psychology can find the CP study plan cover page at http://www.prescott.edu/students/map/forms.html#psych.

Samples of study plans can be found here.

Amending a Study Plan It is expected that students will deviate in at least minor ways as they proceed along the path of learning – an amended study plan is not necessary in these cases. Minor changes would be such things as: changing course titles or topics but remaining within the same basic focus of the field; rearranging the order of planned studies within a semester or across semesters; changing the bibliography; eliminating an individual course and replac­ 287

ing it with something more appropriate to the student’s goals; reframing the thesis question; etc.

If the student and graduate advisor agree that a modification is major or substantive in nature, the changes must be written in an amended study plan, signed by the student and the advisor, dated, and sent to the MAP Office.

Major changes would include such things as: a change in academic discipline that requires a different core fac­ ulty or graduate advisor; a change in the balance of studies devoted to theory and practicum which results in the total number of theory or practicum credits falling significantly below the CF-approved amount; a change in the planned thesis project, problem, or method; elimination of a major area or aspect of study; addition of a major area or aspect of study which is outside of the discipline documented in the original study plan; or any other aspect of the program which raises considerable questions for the advisor and student or which they feel should be reviewed by their CF. Guidelines for Writing the Study Plan for Graduate Study as a Whole Content A student’s Study Plan for Graduate Study as a Whole will probably be an expansion of the proposed study plan that was used as a part of the application for admissions, though it doesn't need to be. Sometimes the challenge and stimulus of the first colloquium weekend leads a student to new ideas about what and how to study. The student will develop the study plans in conference with her or his graduate advisor, CF, and discussions with other students. The plan should say, as specifically as possible, what the student wants to learn and why, and how the student will go about learning it. It should include both a narrative overview of the program focus as well as specific course titles, descriptions, and bibliographies (documented in the appropriate professional writ­ ing style for the students discipline).

The study plan for the whole program, as well as individual semester plans, should relate to the Master of Arts Program outcomes of study; in addition, students should address the following components or Academic Policy requirements of Prescott College graduate education: 1. Theory: Develop broad competence in background materials and relevant theory, through a variety of coursework and activities, which include a search of the literature; compiling a bibliography; interviews or consultations; and written products. This will total approximately between 15 and 30 semester hours of theoretical coursework.

2. Practicum: Accentuate action, praxis, experimentation, through a supervised internship or placement (try­ ing out in practice what is being learned in theory); documentation through letters or papers to the advi­ sor in which the student summarizes activities and reflects upon them in light of the accepted knowledge and practice in the field. This will total between 6 and 12 semester hours of practicum work.

3. Thesis Development: Combine theory and knowledge with personally constructed understanding, experi­ ence, and practice, culminating in a thesis that will be of interest and use to others and that makes a contri­ bution to the field. As a student begins graduate study, it is not necessary to describe the thesis in detail, as it will evolve from ongoing learning. Students should discuss that evolution in each study plan and every study packet, by exploring where they are in their thinking about the thesis question at the moment. It may be pos­ sible to foresee other aspects of the thesis and its development that would be useful to acknowledge early, and include discussion in the study plan. Thesis development will total 12 semester hours.

The total credits to earn the Master of Arts degree must be at least 40 semester hours.

4. Social and Ecological Literacies: Include discussion of these issues as either the primary focus for the stu­ dent’s degree program (as in the case with Environmental Studies students or Culture, Language, and Literature students); throughout individual courses; in ongoing discussion of the ideas the student plans to explore; in a plan for including discussion or research on this topic in each study packet; or through any other demonstration that the student is thinking about the importance of the environment and the impact on the environment in the student’s field and issues of culture, diversity, and social justice or the lack of it in the student’s field.

5. Qualifying Packet: Consider this early because of the time frame of the Master of Arts Program. A stu­ dent cannot enroll for the final thesis semester unless a completed and approved QP is in the MAP Office.

Beginning this paper early will assist students in staying on track.

6. Core Foundations Course: Identify the 3 credit core foundations course that will be completed in the first semester.

7. Research Methods/Methodologies: Describe a course in Research Methods or Methodologies or an explanation of how this requirement will be completed and how the student will be prepared to do the research for the thesis should be included in the study plan.

8. Research Component/Graduate Level Research: Discuss how this component will be covered throughout the coursework in general and specifically in the discussion on the thesis. It is important to think carefully and early about the actual research that will be necessary to complete the thesis. This plan should begin to explore what type of research the student will carry out in preparation for, or in order to complete, the thesis.

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9. Advisor/Advisee Meeting Time: Consider whether the student and advisor have common plans for and view of the process. In a discussion of the six hours of meetings for each semester, include when and where they will take place.

10. Orientation and Residencies: Consider in the plan how the one and one half day orientation will influ­ ence the planning process. It is required that plans for the student’s qualifying and thesis presentations be completed with input from the advisor; the study plan is an obvious place to do that. The presentations must be prepared and described in detail in the study plan and thesis plan for feedback from the advisor, CF, and thesis review committee. The study plan may also include discussion of the interconnection between coursework/research and the graduate residencies.

11. Evaluation: All work completed in MAP will receive a narrative evaluation by the student and advisor, with further evaluation by the practicum supervisor and thesis readers as appropriate. Discussion of the MAP outcomes of study that will be evaluated should be included in the study plans.

Guidelines for Writing a Study Plan for an Individual Semester of Study (not the final thesis development semester) The first two to three semesters of graduate study will focus primarily on theory or a combination of theory and praxis. In as much detail as possible, each semester’s study plans should state the student’s objectives, the goals the student hopes to reach, the learning activities and resources planned to be used in order to acquire sufficient knowl­ edge and understanding of the key information and relevant theory in the field, and the outcomes of study that will be covered. What are the objectives for the courses and topics to be studied this semester? What are the specific goals for this semester's study? What products will emerge from this semester's study (for example, papers, research reports, annotated bibliographies, creative writing journal excerpts, case studies...)? How do these courses relate to the planned thesis question? Which of MAP’s outcomes are met by this course?

The plan should include potential course titles and number of semester credits planned for each – semester hours must be in whole numbers only; a preliminary bibliography prepared in the appropriate professional writing style (APA, MLA, etc.); information about a planned practicum and practicum supervisor; the names of agencies or insti­ tutions of which the student may be making use; the kinds of materials the student plans to send the graduate advi­ sor and the anticipated dates; the kinds of products the student plans to create during the semester; and so forth.

If applicable a practicum supervisor requisition form, along with the supervisor’s CV or résumé, should be sent at the same time as the study plan (but should not be stapled to the study plan).

Course titles and descriptions should be similar in tone and content to any standard academic course title and description. They should be concise and clearly describe what will actually be studied in the course. Students seeking certification must refer to the handbook for their field for important information about course titles and descriptions; these handbooks are available from the chairs of the Counseling Psychology (CP) and Education (ED) programs.

All courses described in study plans must fit the criteria of theory, practicum, or thesis. In other words, a course cannot be called “Qualifying Packet”; rather a qualifying packet is completed as a product of a theoretical course on a specific topic.

The student should be as specific as possible about the actual calendar for the semester. For most people, having deadlines to meet is a great spur to effort. A study plan calendar may note that by a specific date the student will complete a paper on some particular aspect of study, have made so many photographs, have carried out a certain number of interviews, etc. Students should keep in mind the fact that if fulltime they will be sending the graduate advisor a packet approximately every three weeks. Those mailing dates are often good markers for finishing up a particular piece of work or for reaching a particular goal or sub-goal. See our academic calendar which has recom­ mended packet mailing dates: http://www.prescott.edu/students/map/handbook/process/calendar.html#Academic.

NOTE: At the end of the semester the student and advisor will prepare the end-of-semester materials, which will include pages that have course descriptions and narrative evaluations of every completed course, and which will become part of the official transcript. At that time it will be necessary to look at the semester’s study plan and ask how well it was followed. The more specific the plan is, the easier it will be to compare with what was actually done during the semester; specificity will also facilitate ease in preparation of the end-of-semester sum­ mary. The course descriptions used in the study plan will be edited to reflect past tense and will be included in the end-of-semester materials.

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Guidelines for Writing a Study Plan that Includes Thesis Development With the approval of the graduate advisor and core faculty, a student may choose to include a small number of thesis development credits in any semester in which development, planning, research, or preparation of the thesis are completed. Before a student begins the major focused work on the thesis he/she must complete a thesis plan and obtain approval from the thesis committee. The thesis plan will serve as the study plan for the final thesis semester(s).

Core Foundations Course Background: In the spring 2008 semester the humanities program piloted a core course called Modes of Inquiry: Graduate Scholarship in the Humanities. The course instructor was the chair of the humanities program and all new humanities students participated as members of this cohort class. It was taught in a hybrid delivery model that included some meeting time during colloquia, some email work, and Moodle for posting of papers and asynchronous seminars.

As of fall 2008 all new students who enroll in MAP will participate in a similar core foundational course using a cohort model. The core course has been adopted by the GPC as a three credit course with the fol­ lowing criteria: It will provide an overview of the basics of graduate scholarship in MAP, a cohort class for students, and a focus chosen by the faculty of each program. It will be designed in a way that it does not add any length to the overall program graduation requirements and does not tie-up more than one of the credits available for electives.

The specific focus of the course will vary among each of the five academic degree programs; for example, in our professional preparation programs such as counseling psychology, the course will cover required foundational content, while in humanities the course will cover research design and methods. The prod­ ucts for the course may include the study plan, qualifying paper, qualifying presentation plan, and end of term materials for the first semester, as well as other written work specific to the focus within each pro­ gram. Requirements are left to the discretion of the chair and faculty of each program.

The MAP faculty have decided to implement this as an ongoing part of the program in all five programs begin­ ning with the fall 2008 semester. All new students as of fall 08 will be enrolled in a similar course within their program. As each program pilots this course for the first time some of the criteria may be adjusted slightly.

The details for the individual courses will be provided to new students by the chair of your program.

Fall 2009 Foundations Courses Adventure Education Instructor: Shari Leach, Ph.D. Counseling Psychology Foundations of Mental Health Counseling: Professional Identity, Ethics and Standards Instructor: TBA 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. It is required in the first semester of entry into the Master's degree program, and must be passed with the equivalent of a grade of "B" or better.

The following ten topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs will be covered: (a) history and philosophy of the counseling profession; (b) professional roles, functions and relationships; (c) counselor's roles in interdisciplinary emergency response teams; (d) self-care strategies for counselors; (e) counseling supervision models, practices and processes; (f) professional organizations and their functioning; (g) professional credentialing, cer­ tification, licensure, and the impact of public policy; the advocacy roles of professional counselors; (i) advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; (j) ethical standards of professional organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling.

Education Instructor: Nöel Caniglia, M.S., doctoral candidate 290

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 think­ ing, research, and writing as well as prepare a framework for understanding the MAP model of education.

Some students in the course will be conducting scholarship in Research Methods and Thesis Development; others will choose between Foundations of Education and Learning Theories.

Environmental Studies Modes of Inquiry: Graduate Scholarship in Environmental Studies Instructor: TBA 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 think­ ing, research, and writing as well as prepare a framework for understanding the MAP 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 liter­ ature 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).

Humanities Modes of Inquiry: Graduate Scholarship in the Humanities Instructors: Joan Clingan, Ph.D. 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 think­ ing, research, and writing as well as prepare a framework for understanding the MAP 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: selecting a research problem; conducting a literature review; designing a research question or statement; formulating an appropriate research design; incorpo­ rating theory and epistemology; limiting research parameters; and deciding on the appropriate research methodology(ies) and method(s).

Research Component/Graduate Level Research Questions about how to design and carry out a research project or problem, what constitutes graduatelevel research, and what characterizes and defines each of the multitude of research techniques and meth­ ods, are to be explored and answered by MAP students as they carry out their demonstration of compe­ tency in research methods.

In addition to demonstrating competency in research methods, all MAP students in all fields of study, must include an actual research component in their program, although it is not necessary that MAP stu­ dents complete the kind of original research that is required at the doctoral level. Students should keep in mind, and discuss with their 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 docu­ mentation 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 doc­ umented in the student’s thesis. The research and literature review may have been completed as part of the study packets, the approved qualifying packet, or done specifically for the thesis itself. Regardless of how and where the student chose to complete the research and literature review, they must be document­ ed in the thesis, either as a chapter or chapters, in an appendix, or as part of a descriptive or contextual paper included with a creative or production thesis (see The Master’s Thesis.)

Occasionally a student may choose to do a creative or applied project as the thesis, e.g. a thesis for a student in the creative arts may be a theater production or a portfolio of work created during enrollment in MAP; 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 proj­ 291

ect. Documenting the research means including information on the literature review, research methodolo­ gies, and a discussion of the conclusion that led to the thesis (see The Creative or Applied Thesis.)

Each semester the faculty will facilitate research methods and thesis-planning workshops at the Prescott colloquium weekends. Students are required to attend at least one of these workshops at some time dur­ ing their enrollment. Graduate advisors, especially those who did not complete a master’s thesis in their own graduate work, are encouraged to attend the research/thesis workshop.

Social and Ecological Literacies The Prescott College mission statement begins like this: “It is the mission of Prescott College to educate students of diverse ages and backgrounds to understand, thrive in, and enhance our world community and environment. We regard learning as a continuing process and strive to provide an education that will enable students to live productive lives while achieving a balance between self-fulfillment and service to others. Students are encouraged to think critically and act ethically with sensitivity to both the human community and the biosphere […].”

The MAP faculty believe this 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 for Prescott College, 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. The faculty who oversee the program today feel, perhaps even more strongly, that this is still the most important aspect of what makes MAP unique and what makes leaders of the graduates of this program.

Every MAP student is 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 overlap­ ping and complementing issues is a major commitment of Prescott College as an institution and a com­ munity of learners and practitioners.

The ecological aspect of this value system begins with our immediate physical, social, and cultural sur­ roundings 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 from the socially-constructed race, gender, and class to physical, emotional, and spiritual issues and orientations.

Students are expected to develop and demonstrate their awareness of and sensitivity to these diverse dimensions of natural experience through course design, frequent reference in their writings, and consid­ eration of environmental responsibility and social justice in their programs and practice. Every study packet and written or oral presentation should contain some reference to these concerns about personal responsibility and action.

These literacies should be addressed throughout the program. Specifically, students must address these literacies in study plans, study packets, presentations, and e-o-t summaries as well as in the thesis.

Students and, where appropriate, advisors should: • review these concerns and how they are relevant to one's study in the cover letter, scholarly writing, or something else of each study packet; • include reference to these issues in the end-of-semester summary, in both the narrative evaluations and the personal assessment; • develop specific courses, practica, or research projects that address these issues, or include social and ecological concerns as factors to be examined in papers exploring other issues; • engage in volunteer positions or service activities to be reported on in study packets and e-o-t summaries; • include these as criteria to be considered and reported on in reviews of practica and internships; • incorporate reference to these literacies in the thesis plan and thesis; • and consider the importance of these areas in all academic and personal areas of our lives.

Note: Literacy is being defined in current scholarship as “the ability to think deeply, efficiently, and effec­ tively with concepts and ideas” (Janice A. Dole, Reading Research Quarterly, July/August/September 2000). Humans have many types and levels of literacy; an enthusiastic discussion of the concept of litera­ cies is growing among contemporary scholars.

Environmental studies students may find that developing ecological literacies is easily carried out throughout 292

the course of their studies. Students in other fields may be more challenged to see how the work they do is affected by, or has an impact on, the Earth’s environment and ecological systems. A student in counseling psy­ chology might choose to look at how one’s mental health is affected by their relationship to their physical envi­ ronment, or how a wilderness adventure program might be used psycho-therapeutically. Ecological systems and concepts should be examined broadly to include not only wilderness and the natural environments, but all aspects of human and natural environment and systems, such as home and work, internal and psychologi­ cal, and social and political environments. Inquiry and exploration relating to ecological literacies must also include consideration of personal responsibility and social action.

Those students in disciplines specifically focused on social, cultural, or justice themes or doing work with a diverse population might find the exploration of social literacies an obvious and accessible part of their work.

Other students may find that the incorporation of social literacies requires them to stretch a bit more. For example, a student studying photojournalism might choose to research how Eurocentric media has portrayed the American Indian. A student examining technology might consider how popular software design is gender biased or how class might have an impact on the accessibility or even the value of technology. Culture should be considered in broad terms that extend beyond race-ethnicity to include nation, class, gender, sexual orien­ tation, ability, size, religion, politics, language, enfranchisement, and so on. Social literacies extend beyond individual aspects of identity to include personal responsibility and social action.

Social and Ecological Literacies as they Relate to the Awareness to Action Continuum* Social and ecological literacies encompass a broad spectrum of interdisciplinary fields, and focus on

advancing one’s understanding of human systems and cultures, and how they depend on and influence the

Earth’s natural systems and processes. Ultimately, by developing social and ecological literacies one culti­ vates a deeper sense of moral responsibility to humanity and the Earth, and the ability to make socially

responsible and ecologically sensitive lifestyle and behavior choices.

There are distinct phases of learning that can help strengthen one’s social and ecological literacies for the

long term. These phases are sequential, cumulative, and temporally elastic. They represent a cogent learn­ ing process that is experienced continually throughout one’s lifetime.

Referred to as the Awareness to Action Continuum, these phases include:

AWARENESS and APPRECIATION

... an awareness and appreciation of the diversity of all life on Earth.

KNOWLEDGE and UNDERSTANDING

... a basic understanding of how human (social/cultural) systems and natural (ecological) systems function,

and how they are interconnected with each other.

ATTITUDES and VALUES

... a respect and concern for social justice and cultural and environmental health, and the ethical motiva­ tion to participate in social action and environmental stewardship to enhance that health.

PROBLEM SOLVING SKILLS

... the skills needed to identify and critically analyze social and environmental issues, and to contribute to

resolving the roots of problems.

PERSONAL RESPONSIBILITY and ACTION

… a deeper sense of moral responsibility to all life on Earth, and the ability to make socially and ecolog­ ically sensitive lifestyle and behavior choices

* The Awareness to Action Continuum has been developed for environmental education as a functional step­ by-step model based on the Tbilisi Final Report from the Intergovernmental Conference on Environmental Education (UNESCO 1978). A working version was created by Prescott College faculty member Joel Barnes, Ph.D., and adapted by the MAP faculty with Joel to fully incorporate social and ecological literacies.

Student Presentations Every student in MAP is required to give two oral presentations of her work in progress during their tenure with MAP: a qualifying presentation and a presentation of the thesis. These presentations must be designed in consultation with the graduate advisor, and must be approved by the advisor and core facul­ 293

ty before being convened. Each presentation consists of the student demonstrating scholarly authority in her field/discipline. The student will present first on a topic studied during the MAP theoretical or prac­ tical work (the qualifying presentation) and second on the thesis (the thesis presentation). Each presen­ tation will be given to an appropriate audience of colleagues with graduate faculty-level supervisory atten­ dance and evaluation. Following each presentation the student will complete a reflective narrative essay.

Qualifying Presentation The qualifying presentation is done during one of the first semesters to assist students in developing effec­ tive scholarly presentation skills prior to beginning focused work on the master’s thesis. It may be done individually or with other MAP students or professionals in the student’s field. The qualifying presenta­ tion must be proposed to and approved by the advisor and CF prior to convening. Following the qualify­ ing presentation each student must write a reflective essay on the process and attach it to the end-of­ semester materials for the semester in which the presentation was completed.

Students may consider any of the following formats and locations for a qualifying presentation of one’s research: • Presentation at one of the interactive poster or illustrative poster sessions scheduled at MAP colloquia.

• Presentation at a regional, national, or international conference, either as a traditional paper pres­ entation, poster session, or part of a panel, roundtable, or fishbowl discussion.

• Peer presentation to a group of people who are at the same or greater professional or academic level as the student (e.g., on the job, for the regional office, to a gathering of colleagues, etc.).

• Presentation of a professional in-service or workshop for peers or professionals in the field.

• A field session (e.g., facilitating a training, interpretive field presentation, etc.)

• A workshop or seminar presented at a community education site (art center, bookstore, wellness center, climbing center, nature center, etc.).

Thesis Presentation Each student must individually give an authoritative and professional presentation of the work done for the master’s thesis at a colloquium in Prescott, Arizona. It is required that during this presentation each student will present a full overview of the initial thesis question/problem, research, and findings. The presentation of the thesis must be done during the May or November Prescott colloquium of the student’s final thesis semester. The thesis presentation must be proposed to and approved by the advisor and CF prior to convening. Following the thesis presentation each student must write a reflective essay on the process and attach it to the end-of-semester materials for the final thesis semester.

The form of the thesis presentation is open to individual needs and preferences. It is required that each thesis presentation will include: • Discussion of the initial thesis question/problem, research, and findings (in some cases this will mean that the presentation will consist only of a comprehensive review of the thesis process).

Some students may choose to give an alternative presentation of the thesis in addition to the overview of the initial thesis question/problem, research, and findings, and may consider any of the following possibilities for the thesis presentation: • Demonstration of the work, project, or model • An art show or reading • Demonstration of a method or technique of practicing one’s profession • Skills workshop Presentation Proposals The qualifying and thesis presentations require a written proposal that must be submitted to the gradu­ ate advisor and core faculty. These are generally included with the study plan for the semester or the the­ sis plan; however, they may be submitted at any time in order to accommodate the timing of the presen­ tation – as long as adequate time for discussion, revision, and approval is allowed prior to the actual pres­ entation. The study plan containing the proposal for the qualifying presentation will be approved by the student’s advisor and CF. The thesis plan with the thesis presentation proposal will be approved by the thesis committee (advisor, second reader, and third reader). These proposals often require revisions before being accepted and adequate time must be allowed.

Student presentations are designed by each student in consultation with the graduate advisor. The advi­ sor and CF must approve the proposal before the presentation is convened. MAP does not have specific requirements for location or venue, length of presentation, or number of audience members; these are to 294

be recommended by the student and must be approved by the advisor and core faculty.

Presentation proposals may be 3-5 pages in length and should incorporate or address the following: • Presentation title and description (such as might be included in a program or schedule) • Recommended location, date, length of time, and anticipated audience • Discussion of the topic and the specific relationship to the student’s scholarship • Rationale describing readiness to present with authority the scholarship, research, or results of research (including projects) • Goals and objectives • Discussion of social and ecological themes that will be covered within presentation • Planned experiential and informative activities aligned with the goals and objectives • Discussion of the form and format including an outline (scripted time for each segment and planned time for discussion and written feedback from participants) • Sample resources (in appropriate professional style) • Copy of the audience evaluation form that will be used (either obtained from MAP or created by the student presenter). Note: Following the presentation the completed evaluations are to be included with the Reflective and Evaluative Essay.

• Student’s recommendation for the required graduate faculty-level supervisor to attend and evaluate the session (MAP faculty member, supervisor, colleague with faculty-level qualifications, video-tap­ ing of the presentation, conference organizer, etc.)

• Options for inviting people to attend the session. The Prescott College and larger Prescott community are always invited to attend MAP colloquia and benefit from the work of MAP students and faculty. The MAP faculty would like to be informed and involved when an off-campus presentation by one or more MAP students is taking place that would be open and of interest to Prescott College community mem­ bers. The college staff will assist in promoting an event and inviting our community if that is desired by the student presenter(s). For example, if several MAP students present at a national conference or hold an art show, or if a student gives a public lecture, the college staff can send notification of the event to alum, current students, friends of the college, prospective students, and others.

Call for Presentations (CFP) at the MAP Colloquia Approximately two months prior to each colloquium, students who are scheduled to present and faculty who are planning to present at a Prescott colloquium are asked to submit a title and description of the presentation through the CFP form on the MAP current students web page. At that time students who have had a presentation proposal approved by their advisor and CF, and who will be presenting their the­ sis or participating in a qualifying poster session at the colloquium, must complete the online CFP form in order to have the session included on the schedule.

The form requests specific information, including a relevant descriptive title, a two to three sentence description written in third person, and any other special needs, such as audio/video needs, scheduling needs, room set up, etc.

The following criteria are used by the MAP Residency Coordinator to create colloquium schedules; the criteria are considered in the following order: 1. advisors’ schedules – a student will not ever be scheduled at the same time as her advisor, or at the same time as another advisee of her advisor; the schedule is generally arranged so that student and faculty presentations take place at different times of the day; 2. core faculty schedules – a student presenting her thesis will be scheduled at a time that is not in con­ flict with the student’s core faculty member’s schedule. If this arranging is not possible due to mul­ tiple thesis presenters served by one faculty member, the faculty will arrange with one of the other faculty to attend the thesis presentation; 3. field of study, discipline, and topic – overlap of presentations by students or advisors presenting on the same topic will be avoided; due to the number of students and advisors in each of the five degree programs, there is always some overlap in program areas; 4. schedule preferences – students may request their first, second, and third choices for time and day and will probably be given the first or second choice; and 5. student Groups – it is an unavoidable fact that students will be scheduled to present at the same time as others in their Groups; whenever possible the schedule is set to avoid this overlap.

The schedule is posted online at the MAP Current Students web page approximately three weeks prior 295

to the colloquium http://www.prescott.edu/students/map/colloquium_current.html. Notification of the posting is emailed to each student and advisor. This schedule notifies advisors of the day, time, and loca­ tion of their advisees' presentations so they may attend.

Reflective and Evaluative Essay Following both the qualifying presentation and the thesis presentation student presenters must complete a 3-5 page reflective essay that explores their learning process during the planning, convening, and eval­ uation of the presentation. This essay is to be included with the end-of-semester materials along with the personal/program assessment.

The reflective essay should include the following: • discussion of the planning process and experience of working with the advisor and having the pres­ entation proposal approved by all faculty; • what the student did for the presentation; • what the student was learned from facilitating the presentation; • the student’s experience or interpretation of the audience’s response; • a summary of the audience’s written evaluations; • the actual audience evaluation forms (if photocopies are preferred, these should be copied two-to­ a-page and double sided); • and discussion of the evaluative debriefing with the advisor and other supervising faculty. (Following the presentation, each student must meet with her advisor to discuss and debrief the presentation and the audience feedback. This must be done whether the advisor was present at the presentation or not. The narrative evaluation must then include discussion of the advisor’s comments on the pres­ entation, the response of any other supervising faculty person, and the audience feedback.)

Considerations for Planning and Designing Presentations Students and advisors may wish to consider these options when planning a presentation: • an experiential presentation and/or discussion on a specific topic within the presenter’s field of study; • an experiential presentation and/or discussion on a book, article, or essay that participants will be asked to read in advance; • an experiential presentation and/or discussion on a current issue or controversy which is either inter­ disciplinary or specific to the presenter’s field; • an examination of a case study presented by faculty and/or students with different philosophies, approaches, or perspectives; • an exploration of commonalties and bridges between the presenter’s field and one or more other fields; • a Question and Answer session; • a poster presented at one of the poster sessions (if the thesis is presented as a poster session, a reg­ ular individual session must also be completed); • a session on a technical skill (e.g., writing, public speaking, grantwriting, PowerPoint, etc.); • any other topic option that allows for a scholarly exploration of a topic and has the approval of the student’s graduate advisor.

The following criteria should be considered as students design presentations for the colloquia: • All student facilitated sessions must be high quality, graduate-level presentations; • presentations should be scholarly, informed, substantiated, and passionate; • engaging, hands-on sessions are strongly encouraged; • the student will plan each presentation in consultation with her advisor. The advisor, and for the the­ sis presentation the thesis second and third readers, must approve the plan for the presentation before it is submitted to the MAP Office in Prescott for inclusion on the colloquium schedule; • content of the presentation should be specifically related to the student’s current research, and all data should be substantiated with scholarly evidence; • while discussion and participation from the audience is encouraged, the presentation should first provide listeners with evidence of the student’s theoretical and practical knowledge, and a sense of the student’s thinking about her field of study; • presenters may not ask for volunteers from the audience for any type of therapy or anything that involves touch. If a model is needed, before the presentation, the presenter should ask someone spe­ cific, preferably the graduate advisor, to do this; • while the student should assume primary responsibility for facilitating the presentation, advisors can share in the presentation of substantive material; 296

• in group presentations, high standards must also be maintained. Presenters need to be sensitive to interdisciplinary concerns such as how the research in an individual field affects other fields; • all handouts need to be free from misinformation, typos, and undocumented material.

Presentation Tips These tips are intended to assist students in planning and carrying out a scholarly presentation at the Prescott College campus.

• Watch your time. Not only do you have someone waiting to come in and set up for her session in that room, but your attendees need to have time to get to another session, sometimes across cam­ pus. Assign a time-keeper.

• If you have a 50 minute slot, plan for 30 minutes because it often takes longer than expected when you add in audience participation. Allow extra time for questions.

• Present yourself professionally.

• Use experiential techniques. Lectures can be appropriate in some cases, but students tend to come to Prescott College to avoid that style of education.

• The sky is the limit – if you want to leave Prescott for an all-day field course, do that. Just know that longer sessions create some limits for attendees. But go for it!

• You can use the computer lab, the college grounds, local parks, whatever!

• Be thoughtful about introducing any activity that involves physical touch or emotional involvement.

Introduce with an invitation to participate only if so inclined.

• Consider the best of what you see during colloquia, professional conferences, or classroom experi­ ences, or the best workshops or field courses you have ever done and aim for that.

• If you have handouts, they must be accurate and must accurately cite your sources.

• It is always a good idea to provide a bibliography of works you used or recommend.

• Consider doing a group presentation with your advisor, practicum supervisor, work colleagues who you bring with you, etc.

• Presenters and audience: no cell phones or beepers.

• Audience members: Ask questions that are for your learning and the learning of the presenter.

Theory Overview As students design their theoretical coursework in consultation with their advisor (and core faculty), they build on their previous relevant academic background and professional experience, and build toward their goals for graduate study.

A solid comprehension of the theories that shape and support the student’s discipline is absolutely criti­ cal. Theoretical studies create the foundation in which the rest of the graduate study will stand. Theory assists in setting the stage for creative, passionate scholarship.

While undertaking the theory coursework, MAP students will work to develop broad competence in back­ ground materials and relevant theory through a variety of methods and activities. Although theoretical work can be completed through any number of research means, books and articles are the most obvious learning tool. A student might use three to five scholarly books, a popular text, and a selection of journal articles for a 3 semester hour course. MAP recommends that students use one to two standard scholarly texts or principal texts and current journal articles for each course. Other reading materials may be additional scholarly texts, contemporary or popular theory, a book which goes into more depth on a unique aspect of the general theo­ ry, or a text on an area which is specific to the student’s individual interests. Other theoretical learning tools include professional conferences in the field; informational interviews; seminars, classes, or workshops pre­ sented by schools or professional organizations; hands-on, field, studio, or primary research; or any other method that supports a student in her or his graduate learning. Learning activities might include: a search of the literature; compiling a bibliography; interviews or consultations; and written products.

Guidelines Each MAP student will carry out a range of theoretical courses within a specific disciplinary framework.

Even in interdisciplinary and multidisciplinary programs it is critical to frame the study within a particu­ lar disciplinary approach and method. The topics being studied must be narrow enough to cover ade­ quately in a 3-4 semester graduate program (this is not the time to complete one’s life’s work) and broad enough to equate to an appropriate graduate level study (this is the time to complete a thorough and rig­ orous Master of Arts program).

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For the theoretical work, each student undertakes a series of independent study courses in her discipline, and considers them through interdisciplinary lenses. The majority of the courses will be related in some manner to the master’s thesis and will provide the student with the adequate background to complete the practicum and the thesis. Each student will also complete the <core foundations course> and <research methods requirements> as part of the theoretical work.

There are standards or expectations in each academic discipline about what constitutes an appropriate graduate program. It is suggested that students look at other programs as well as current peer-reviewed journals in their field or in similar fields to see what is expected in varying types of academic institutions and how the field is moving forward. The graduate advisor’s role is to ensure that the student is covering the appropriate theoretical courses to earn a degree within the concentration area that he/she has identi­ fied. The student and the graduate advisor will work with the student’s original proposed study plan, and considering standards in the field, will determine the best course of study for the intended degree.

Certification/Licensure Based Programs In counseling psychology and education students must follow the guidelines regarding theoretical courses (and the practicum) for the appropriate certifying or licensing board. Arizona guidelines and other regulations are included in the counseling psychology student handbook. Students seeking certification or licensure in other states must contact the certifying board for that area to find out what theoretical courses are required.

Students seeking Arizona teacher certifications or School Guidance Counseling certification must follow the curricular guidelines of the Prescott College state-approved program.

Residential Partnerships The Prescott College Master of Arts Program has cooperative arrangements with professional schools that offer residential educational opportunities. Currently students may participate in MAP concurrent with pro­ grams offered by the Teton Science School (http://www.tetonscience.org/), the Institute for Social Ecology (http://www.social-ecology.org/), the Gore Range Natural Science School (http://www.gorerange.org/), the Martin Buber Institute for Dialogical Ecology (http://culture-and-ecology.com/), or the School of Spiritual Psychology (http://www.spiritualschool.org/). These programs offer residential opportunities and may also include structured coursework that is required of students completing their programs. Information can be obtained from the Prescott College admissions office or directly from the schools.

Mentored Study Options Occasionally the MAP faculty will make available to MAP students additional mentored-study theory courses beyond the core foundations courses. They may be general or required courses, such as research methods or statistics, or they may focus on specific content areas. Taking mentored courses is not required of anyone in MAP; rather these courses are offered as supplemental for those students who would like to work with a mentor or a cohort group on a particular subject.

The delivery model for mentored study opportunities can vary. Courses may be offered online, in the field, on campus in Prescott or Tucson, or in any community- or site-based location. Courses may be held over a multi-week timeframe or may be offered as shorter seminars or institutes. The syllabus for a mentored study course will include full details on the delivery model, the timeframe, and all requirements for the course.

Institutes for Art Therapy Students Students enrolled in the counseling psychology program and who are completing their program to meet the requirements of the Expressive Art Therapies concentration are required to take certain residential institutes.

Art Therapy Summer Institutes are arranged by the counseling psychology/art therapy faculty. Details about the institutes can be found on the MAP Current Students web page for CP or by contacting the faculty.

Equine Assisted Mental Health Workshops Students who are enrolled in the counseling psychology program with the concentration in Equine Assisted Mental Health are required to attend four post colloquium EAMH workshops during their first year of study.

Each workshop is the start of a required EAMH course (for example “Explorations in EAMH”) and takes place Sunday-Wednesday at noon following the general colloquium. Workshops are held at Chauncey Ranch 40 min outside of Prescott. Transportation, lodging and meals are provided in an intimate camp like setting, with horses. A summer clinical intensive course is also being planned that will provide students with six addi­ tional credits towards their degrees. During the second year of study students are required to attend the May’s 298

Best Practices workshop only. EAMH workshops are arranged by the counseling psychology/EAMH faculty.

More information regarding workshops, resources, and on-going training and internship opportunities may be found at www.prescott.edu/cls or by contacting the faculty.

Scholarly Writing The Master of Arts Program at Prescott College is a highly writing-intensive program for students in all dis­ ciplines. As almost all coursework is done through independent study, students have limited opportunity for oral demonstration (to the advisor and to other students) of their learning and knowledge. The program, therefore, relies heavily on the written study-packets, the qualifying packet, the thesis plan, and the master’s thesis as the principal demonstration of the quality and quantity of work completed for the program.

Should an advisor find that a student needs assistance in writing that goes beyond general fine-tuning and support (i.e. the student’s writing falls below graduate-level, scholarly writing) the advisor may require the student to seek assistance from a professional writing tutor through the Prescott College writing center.

A tutor is hired to teach the student better writing skills. Note: The use of an outside editor to improve writing that is not of graduate quality is not acceptable. An editor may be used to proofread or to ensure that a paper is formatted in the proper professional style, but is not to be used to improve the student’s expression, clarity of thinking, or actual content/ideas.

The MAP faculty will not accept plagiarism under any circumstances. Prescott College's Master of Arts Program has a very specific policy about academic integrity.

Professional Documentation Styles In all requisite written work for the Master of Arts Program from the first study plan to the final thesis, stu­ dents are required to know and use the writing and publication guidelines for their field of study (e.g., APA, MLA, etc.). Style manuals for some of the most common styles are included below (cited in APA format, but with first names included for students’ convenience). Choosing which professional writing style (and manual) to use is not an exact science, especially now that so many individual disciplines are interdisciplinary by nature.

Students should confirm the appropriate style to use with their advisors. Guidelines can also be found on this MAP faculty member's web pages: http://www.prescott.edu/faculty_staff/faculty/jclingan/writing_styles.html.

All formal papers included in study plans, study packets, the qualifying packet, the thesis plan, the thesis, and end-of-semester materials must be written according to the appropriate style guidelines. There is complete flexibility in the format of informal papers included in the study packets, such as the “Something Else” or the cover letter. Individual advisors may also request that a specific paper be written in an informal manner.

Students should note that many style guides are geared toward writing papers for publication in scholar­ ly journals. Expectations for academic work, such as a master’s thesis, can be somewhat different than what is expected for materials being submitted for publication. Students should carefully review the guide they are using, as most include specific information for writing the thesis or dissertation.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Gibaldi, Joseph. (2003). MLA handbook for writers of research papers (6th ed.). New York: Modern Language Association of America.

Gibaldi, Joseph. (2008). MLA style manual and guide to scholarly publishing (3rd ed.). New York: Modern Language Association of America.

Note regarding MLA: The MLA style manual and guide to scholarly publishing is intended for graduate students or post graduate scholars. It has additional information about writing theses and writing for pub­ lication that is not in the MLA guide to which many students are accustomed, the MLA handbook for writers of research papers.

McMillan, Vicky. (2006). Writing papers in the biological sciences (4th ed.). Boston: Bedford/St. Martin's.

University of Chicago Press. (2003). The Chicago manual of style: The essential guide for writers, editors, and publishers (15th ed.). Chicago: Author.

Regardless of the style guide being used, written work by a student in MAP must be nonsexist, nonracist, nonhomophobic, and tolerant of diversity. Information about gender-free or nonsexist language is includ­ 299

ed in all current style guides; the MLA has a book dedicated entirely to this subject.

Writing Guides Countless books are available on writing, including various aspects of style, grammar, writing a research

paper, writing a paper for publication in specific fields, even books about writing online. MLA and APA

(the associations) are good resources for these books – in addition to their standard publication style hand­ books, they have specific books on writing theses and dissertations and other writing-related topics. Other

professional organizations in individual fields, college bookstores, and academic libraries will also have

many varied writing-support books.

Grammar guides include information on correct grammar and words that are frequently misused and also

often include information on punctuation and capitalization, etc. Style guides address the basic elements

of writing, including things like when to use a comma versus a hyphen or a semi-colon, spelling, verb

usage, and how to write a report or letter. (These general style guides are different than the professional

publication style guides mentioned above.)

Here are some classic samples of support books for the writer (these may not be the most current editions):

Bailey, Edward P. & Powell, Philip A. (1987). Writing research papers: A practical guide (2nd ed.) New

York: Holt, Rinehart and Winston.

Rudestom, Kjell Eric & Newton, Rae R. (1992). Surviving your dissertation: A comprehensive guide to

content and process. Newbury Park, CA: Sage.

Roth, Audrey J. (1989). The research paper: Process, form, and content (6th ed.). Belmont, CA: Wadsworth Publishing.

Shertzer, Margaret. (1986). The elements of grammar. New York: Collier Books.

Shipley Associates. (1990). Style guide (Rev. ed.). Bountiful, UT: Author.

Strunk, William, Jr., E.B. White, and Roger Angell. (2000). The elements of style (4th ed.). Boston: Allyn & Bacon.

Walker, Melissa. (1993). Writing research papers: A Norton guide (3rd ed.). New York: W.W. Norton.

Williams, Joseph M. (2002). Style: Ten lessons in clarity and grace (6th ed.). Boston: Addison-Wesley.

Zinsser, William K. (2001). On writing well: The classic guide to writing nonfiction (25th Anniversary ed.).

New York: Harper.

Many of the books on writing also include very good suggestions about scholarly reading, including sup­ port for retaining or absorbing information and critical thinking.

Scholarly Reading Much has been written on how to read, how to best absorb what is being read, critical thinking and so on.

The MAP faculty recommends the following book which has excellent ideas about reading (Note: This book was originally published in 1940 and multiple revised editions are available in used bookstores): Adler, Mortimer J. & Van Doren, Charles. (1972). How to read a book (Rev. & updated ed.). New York: Simon & Schuster.

On the subject of critical thinking, students may want to look at the following books:

Chaffee, John (1994). Thinking critically (4th ed.). Boston: Houghton Mifflin.

Rosenberg, Vivian M. (1989). Reading, writing, and thinking: Critical connections. New York: Random

House.

And a general book that addresses studying is:

Ellis, David B. (1985). Becoming a master student (5th ed.). Rapid City, SD: College Survival, Inc.

Study Packets Study packets are the documentation and demonstration of graduate learning in the Master of Arts Program. Study packets are reviewed and evaluated by each student’s graduate advisor. (They are not sub­ mitted to the core faculty or the MAP Office.) Each semester the fulltime student completes five study packets and submits them to her graduate advisor on the study packet mailing dates noted in the academ­ ic calendar. A student enrolled part-time (7-11 credits) will complete between 3 and 5 study packets or halftime (6 credits) will complete 2 or 3 study packets. These must be submitted to the advisor on any of the five study packet mailing dates from the academic calendar.

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The study packet process is designed as an opportunity for students to demonstrate, practice, and strengthen writing and critical thinking skills in preparation for the thesis, as well as the research skills that are necessary for graduate work in general and the thesis in particular. The process of each student com­ pleting multiple study packets distributed over the course of each semester, and receiving specific feed­ back to each packet over the course of the semester, is designed to ensure that the student’s learning develops and increases over time. The time in between packets, for students to reflect on their original work and on the feedback received from the advisor, is an important aspect of scholarship. As John Dewey noted, there is no learning without reflection. Therefore, while the packet mailing dates may be adjusted, individual packets must be submitted to the advisor by the student, and the advisor must return specific feedback to each packet, in a way that distributes and sustains the conversation adequately over the course of each semester. While an advisor may approve the receipt of two complete packets on one mailing date, it is not acceptable for a student to submit multiple packets all at the same time or complete all of the semester’s work within a short period of time.

In a supportive academic setting, study packets document a student’s ability to independently research the literature in a field, and to think critically about, evaluate, and synthesize the results. Written work reflects the student’s awareness of a domain of knowledge larger than the specific topic of an individual paper; in other words, each individual paper puts a narrowly defined topic in a broader context.

Specific contents for study packets are defined below. Generally each study packet (including the quali­ fying packet) will include a principal paper, which is a formal or critical research paper.

In general, a research paper in MAP: • is written for a scholarly rather than a popular audience; • includes and supports or defends a thesis statement or question; • reflects the writer’s research on a topic by presenting conflicting/diverse views as well as her own ideas, interpretations, and judgment; • includes awareness of the larger domain of knowledge (i.e. the discipline) that is the context for the particular topic; and • acknowledges all the sources used.

The objective of scholarly writing is to answer a question, develop an argument, take a stand, explore the implications, or review the literature on a subject. An individual paper should provide sufficient develop­ ment and support of a thesis statement. Enough scholarly sources should be cited to adequately explore the issues, illustrating the writer’s ability to critically examine issues in her discipline.

Study packet writing should be in the writer’s own natural voice. Some academic disciplines require that formal papers be written in the third-person voice – MAP does not require this practice, although stu­ dents should discuss this with the graduate advisor and consider the importance of this approach to the student’s work. When material is quoted or paraphrased, accurate and complete documentation must be provided (see information on Academic Integrity). Students must follow the style guidelines consistent with their field of study, such as APA, MLA, etc.

During the semesters prior to beginning major work on the thesis, the study packets include demonstra­ tion of the theoretical and practical work the student has completed and discussion of how the work relates to the planned thesis. During the semesters focused on the master’s thesis, the study packets include drafts or chapters of the thesis.

During each student’s tenure in MAP, one of the first five study packets must be submitted to the MAP Office and will be reviewed by two faculty readers. This packet, called the qualifying packet, is to be submitted by the mailing date of the student’s sixth study packet (of course a new sixth packet is due to the advisor on that same mailing date). For the fulltime student, this will be the first study packet mailing date of the student’s second semester of enrollment; for a student enrolled part-time, this may fall later in the process. The stu­ dent and graduate advisor should select one of the first five packets that is representative of the student’s best work. Successful completion of this packet qualifies the student to begin work on the thesis plan and master’s thesis. It is the one time before the actual thesis that a student has the opportunity to write and revise a for­ mal academic paper that will be read by a wide audience. See section on the qualifying packet (QP).

Study Packet Contents A study packet during the semesters that include theory or practicum or both must contain the following 301

three ingredients: • a cover letter, • 15 pages of scholarly writing, and • something else.

Important: These are the minimum guidelines for each individual study packet. If a student submits a study packet to the advisor that does not meet the following guidelines for the minimum number of pages, or is not of a quality that is sufficient for graduate work, the advisor will require that the student make up the difference in subsequent study packets. A student whose study packets fall below the program’s and the graduate advisor’s expectations two or more times in an enrollment period may be at risk of losing full credit for the semester.

A study packet during the semester in which the student is working on the thesis must contain the following: • a cover letter, • scholarly writing leading toward the completion of the thesis, and • something else. The something else ingredient is optional during any semester where the primary focus is the thesis. If the inclusion of a creative or non-verbal packet ingredient continues to support the student’s learning and writing then it should be continued. If it is a distraction from the thesis writing process, it should be eliminated.

IMPORTANT: In a semester focused only on the master's thesis, scholarly writing means thesis chapters or drafts. If a student is completing additional theoretical or practical work during this time, the study packet may also contain any one or more of the options noted below.

1] A cover letter is the first required ingredient of each and every study packet. This letter should be a detailed exploration of any or all aspects of graduate study and the student’s life as is relevant to her study. Students should address any specific areas on which they would like the advisor to comment.

Students should share as much about their process as they are comfortable with in order to stimulate and nurture dialogue and respect in the relationship between student and advisor. Each packet should explore the student’s development of social and ecological literacies and explore where the student is at this point in the process in her thinking about these literacies. Each packet should discuss the student’s ideas about the forthcoming thesis and explore where the student is at this point in the process in her thinking about the thesis question. The cover letter should relate how the coursework and papers included in the packet support or relate to the student’s current thinking about the thesis question.

2] A minimum of 15 pages of scholarly writing is the second required ingredient for each study packet.

This may be one or more individual papers totaling 15 pages or more. It may take any format that is deemed appropriate by the graduate advisor in consultation with the student. Most packets will include one 15-page research paper. The qualifying packet must include one 15-page or “principal” research paper. All writing should be original thought versus reportage and include appropriate depth of inquiry.

Students’ writing should demonstrate both breadth and depth of understanding of the materials being studied and the field of study. Writing should be clear, direct, expressive, and at the same time both per­ sonally meaningful and academically sound. NOTE: Though the form may change, these minimum guidelines for written work are not reduced when a student is involved in a practicum.

Here are some examples of scholarly papers that might be included in a study packet: Principal or research papers: • Standard scholarly research paper. A traditional research paper is a paper using a format similar to a master’s thesis, but shorter. It generally includes an introduction to a problem, a discussion of relat­ ed literature, methods and methodologies used, analysis/discussion, results, and conclusion.

• General research paper based on the reading. In other words a research paper that uses for its method a literature review, a critical response to the reading, a comparative essay on two or more texts or journal articles, etc., in which the writer brings the readings to her own conclusion or hypothesis. This paper must be a detailed, critical, reflective articulation of the meaning and thought the student has derived from the material. These responses should synthesize and integrate materi­ als read and present an analytical discussion of the data and the writer’s conclusion. Students may wish to review journal articles, college textbooks, or any other scholarly texts.

• A research paper that centers on a case study. This paper would present a specific case or situation that addresses a research question through analysis, synthesis, and application of theory and current thought in the field.

• Students in studio, visual, or expressive arts might also include: a research paper that examines one or more artists whose work influences or relates to the student’s work; research on a museum that 302

includes a report/analysis of an exhibit and catalogue; a researched comparison of a recent exhibit or performance with the artist’s previous work and prior reviews of it; an interview, report, and analy­ sis on local artists; etc. Additional papers or ingredients; these items may be included as part of the scholarly paper requirement, but may not constitute the entire 15 pages of scholarly work and can­ not serve as the principal research paper required in the qualifying packet: • Annotated bibliography; students should discuss with the graduate advisor the focus or tone of the annotating, but generally this will include a brief critical reflection on the text (rather than an abstract of the text).

• Essay on field-specific topic. This might be a written report demonstrating the student’s knowledge in research methodologies, critical theories, or any topic within the field of study.

• Students in studio, visual, or fine art, or expressive art therapy may include a portfolio of photogra­ phy, paintings, sculpture, or individual creative works.

• Students in creative writing or expressive art therapy may include a portfolio or individual works of fiction, creative non-fiction, or poetry.

• Students in dance, theater, expressive art therapy, or other expressive- or performing-art fields may include a video, slides/photographs, or a report on a performance.

• Report on the progress of the practicum. This could include details on the hours spent doing the practicum or meeting with the practicum supervisor, as well as thorough and thoughtful discussion of the student’s learning. For the visual artist this should include photos or video and a critique of the work in progress.

• Essay on graduate study, such as the art of critical thinking and writing, or any other aspect of the student’s program.

• Draft of the thesis plan. Students may not utilize repeated drafts and revisions of the thesis plan as successive study packets.

• Report on student’s attendance at a professional conference or seminar. These reports might include informative reading done in preparation for the conference or seminar; papers or other products completed; information on the organization sponsoring the event; report on facilitators at the event including critical responses to written work of such presenters, a bio or history of the presenter, or any other information significant to the student’s studies; and any aspect of the learning relevant to the MAP studies.

• Report on student’s participation in an academic course or workshop. Although MAP cannot give transfer credit for a course attended at another college or university, often students will attend such courses and write about them as part of their MAP study packets. Such reports might include infor­ mation on reading done for the course, papers or other products completed, and any aspect of the learning relevant to the MAP studies.

• Some other scholarly paper determined by the student and approved by the advisor, or anything specifically requested by the advisor.

Note: Revisions of the QP or any packet do not constitute a new packet.

3] “Something else” is the third required ingredient of each study packet. The something else is the place where the student can round out her academic writing with some creative expression. The something else can be informal and creative. This piece is not non-scholarly – rather it is beyond scholarly.

Something else might be some tangible object, artwork, a field experience documented by photos or story, poetry, a song, or free-form written expression of the myriad ideas the student is contemplating. It might be an artistic piece that visually demonstrates the student’s feelings about the topics being studied. This is a place where a student could be creative in giving a reactive or less-than-critical response to a book, conference, or experience. This piece can be documentation (in any form) of any other event, material, or thoughts that are relevant to the student's study.

Some examples: a video or photographs from the student’s vacation in a non-industrialized country that enlightened the student about non-Eurocentric approaches to education; a collage made from magazines that demonstrate how a topic being studied is currently represented in the media; reporting on interviews with an adolescent and a person over the age of 70 about how a topic being studied appears to them; sam­ ples from plants which were grown using the alternative farming/gardening method being studied; a videotape of a performance by the local pre-school that demonstrates one teacher’s thoughtful approach to multicultural education; a personal response or an informal review of a conference or book; artwork or poetry created in a supervised expressive arts therapy situation; documentation of a visit to a classroom as seen through the eyes of the children in their letters; etc.

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Something else is a required ingredient to each study-packet, but it is at the student's discretion how to ful­ fill this requirement. The only directive from the MAP faculty is that the student has some thought or reason­ ing that ties the something else to her learning – how broadly that connection is defined is up to the student.

If the advisor repeatedly cannot see the connection to the learning or program in the contents of the some­ thing else, he/she may request something different from future offerings, or may ask the student to be clear­ er in defining the connection to the learning process. This packet ingredient is a tool designed to give students the opportunity to be freely and creatively expansive in demonstrating their learning.

Mailing Logistics Most students and advisors carry out the study packet writing and review process via email. In each study packet mailed to the advisor via US Post, students are required to include two copies of everything (including the cover letter). Students must also include a self-addressed envelope with sufficient postage for the advisor to return to the student one copy of everything in the packet. Advisors are to keep one copy and send back the other copy with comments and a letter of response.

Whether received via email or US post, advisors must review and return the student’s work within one week of receipt. In the rare case where an advisor chooses to withhold evaluation on a packet or thesis chapter while waiting for further work from the student, it is the advisor’s responsibility to communicate this preference with the student, and if possible provide enough feedback on the materials received so that the student can feel secure to proceed. If a student or advisor finds that this timeline is not being kept by one partner in this team, early and honest communication should clear up the situation.

Flexibility These are the procedural guidelines that MAP has created for study packets, but many students and advi­ sors decide to choose other options. For example most students and advisors do their work primarily through electronic mail and some use Moodle. For those who use hard copies, some faculty/students choose to have the student send only one copy to the advisor so that the advisor can make the second copy after adding her comments to the papers. Some advisor/advisee pairs who live in the same city choose to meet for a specified amount of time to review each packet; these advisors must still provide written doc­ umentation of their evaluations to their students. Whatever choice is made, the responsibility of covering the cost of postage and phone calls is the student’s.

Qualifying Packet The purpose of the qualifying packet is to ensure that each student is completing study packets of consistent­ ly and increasingly high quality, which are preparing the student for the completion of a master’s thesis.

IMPORTANT: It is the policy of the Master of Arts Program that before a student can begin work/research on the master’s thesis, the qualifying packet must have been recorded as approved in the MAP Office. Please see policy relating to thesis enrollment.

Each study packet should be an exemplary, graduate-level demonstration of both the student’s content knowl­ edge and scholarly writing skills. The MAP faculty anticipate that every packet that every student completes would be of a quality that would meet QP standards. Packet quality, and overall improvement of the student’s work, is negotiated between each student and her graduate advisor throughout the program.

The student and her graduate advisor should choose a principal research paper from one of the first five study packets that is representative of the student’s best work. The entire packet is submitted to the appro­ priate MAP Office by email where it will be reviewed by two CF-designated readers (in addition to the student’s graduate advisor). The readers’ feedback will be given to the student and advisor, the student will make changes, and submit a revision to the advisor and the CF. Once the QP is approved by the CF, no further packets are sent to the MAP Office. It is assumed that a student who has qualified will contin­ ue to submit study packets of superior quality throughout the program.

At the same time that the student sends the sixth study packet to her advisor, the student will submit to the MAP Office by email a qualifying packet that includes: 1. A cover letter written to the graduate advisor.

2. Scholarly writing: research paper. See above. Please note that the scholarly writing for the QP must include one distinct and comprehensive 15-page research paper. The style or form for this paper must be selected from the four research papers listed above as “Principal Papers.” The QP may 304

include items from the list of “Additional Papers or Ingredients” in addition to the 15-page princi­ pal paper, but it is likely that the reviewers will only respond to the principal paper.

3. QP cover page.

Research Methods Course Samples Competency in Research Methods Before beginning their thesis all students are required to demonstrate competency in the basic research methods and terminology that are traditionally used in their fields of study. Students are to develop indepth understanding of at least one method that can be used as the design framework for the thesis, and become familiar with additional methods.

Students may take different approaches to the study of research methods based on their fields of study or interests. For example, all students will want some basic familiarity with textual, quantitative, and quali­ tative approaches to research. Students working in the human or social sciences (counseling, education, anthropology, etc.) will probably want to develop a broad understanding of various types of qualitative research, including surveys, interviews, action research, etc. Students in the natural sciences will need to develop a background in various field methods as well as interpretive processes. For fields where empir­ ical research is traditionally the norm, each student must have a graduate-level understanding of statistics.

Traditional humanities students (literature, history, philosophy, etc.) will need to be familiar with textual research and any methods commonly used in their specific discipline.

All students will need to be thoroughly grounded in methodologies – the specific critical theory or philos­ ophy that motivates and supports their thesis, i.e. feminist thought, curriculum reform, Jungian psychol­ ogy, statistical logic, etc.

This requirement is meant to provide students with fundamental knowledge about research method and design in their particular field. After demonstrating this competency, students should be versed well enough in research methods to 1) read and critically review current research in their particular field, 2) design and implement a research project, and 3) confidently articulate the underlying theoretical princi­ pals by which they are conducting their thesis research or investigation.

This competency can be satisfied in a number of ways: 1) completing one or more graduate research courses as part of the student’s MAP curriculum (must total a minimum of 3 credits; some of this require­ ment may be met in the core foundation course or students may opt to use one of the <sample syllabi>); 2) prior completion of a graduate level research course that was specifically relevant to the student’s MAP thesis plan, and for which the student received a grade of B or better; or 3) verification to the advisor and core faculty of significant prior research experience that provided the student with the adequate prepara­ tion in the method needed to complete her or his MAP thesis.

It will be to the student’s advantage to complete some study in research design and methods before any work is done on the thesis plan, as the thesis plan and the thesis itself are dependent on precise under­ standing of research methods and methodologies.

Specific Types of Research Quantitative or Empirical Research: Historically the word research implied quantitative research. In recent decades other types of research have come to be widely accepted and used. Quantitative research is research based on statistical approaches. At the master’s level students should be familiar with basic descriptive statistics that describe measures of central tendency, variability, and correlation. It is also crit­ ical to know the fundamental concept of hypothesis testing and what p-values mean, in order to be able to understand and evaluate the literature (as well as to actually carry out any desired statistical tests).

Qualitative Research: Many MAP students use a qualitative research method as their research design method. Qualitative research is ideally suited for gathering data and drawing conclusions based on inter­ views, observations, and case studies. Qualitative researchers may design interpretive coding systems to evaluate and classify data from field notes, recorded conversations, or other materials. Statistical interpre­ tation is often as much a central aspect of qualitative research as it is in quantitative, though different types of data are being statistically analyzed.

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Textual, Descriptive, or Literary Research: Textual research relies primarily on content and theoretical analysis and original conclusions based on secondary knowledge (available textual sources). A thorough literature review provides the foundation for most textual research. All scholarly research includes this overview of current knowledge. Some graduate research uses this as the primary method for the thesis.

This type of research is prevalent in the humanities, especially in history or philosophy based disciplines, arts and letters, and some of the social sciences. It is also frequently used in those disciplines that have had a propensity toward empirical research, such as environmental studies or sciences. It usually relies on acquiring a great deal of background knowledge on a topic and the formation of some type of compara­ tive or critical survey and a conclusion. This type of research project may also include the reporting of new facts gained while doing original textual or field research, such as presentation of new historical facts about an author uncovered while interviewing descendants or reviewing personal documents.

Other: There are many ways in which students can combine the various approaches to research, for exam­ ple triangulation is a common practice of combining three research methods. There are also many other types of graduate-level research that are not detailed here. MAP students are encouraged to become familiar with and consider new and developing methods of research. Students may want to consider phe­ nomenology, heuristic research, social research, participatory action research, or project-based research.

In all cases, it is imperative that students work with their advisors and core faculty to develop a sound the­ sis and research plan that can be utilized as the foundation for the thesis.

Methodologies: Research methods, which are the tools and procedures of investigation, are interpreted through the student’s choice of methodologies. Methodologies are the principles that determine how such tools are deployed and interpreted. Whether interpreting quantitative or qualitative data or doing a theoreti­ cal thesis, students will also have an approach or lens through which that data or material is interpreted. For a quantitative study, the methodology is the logic or math that is used to interpret the data, but also the philo­ sophical or political position of the researcher. A qualitative analysis of interviews will require specific method­ ologies to determine how the interviews are being read, interpreted, and reported, and also the consideration and discussion of those political, social, or philosophical lenses through which the thesis writer examined the material. Regardless of the methods, all students must carefully consider and examine the philosophical lens – methodologies – through which they are interpreting their data.

Practicum The graduate practicum relates to the theoretical work that the student is completing for the master of arts degree. Praxis, the practical application of one’s learning, therefore requires not only that the work be handson or practical, but also that it be a clear and specific demonstration of the theoretical learning.

Students can choose to complete one practicum, or break their work down into two or more smaller prac­ tica. The total number of credits toward each student’s practicum must range from 6-15 semester hours, depending on the amount of practical experience in the field that the student had prior to enrolling in MAP. The student and the graduate advisor will make this determination.

Guidelines For the practicum, each student undertakes a supervised internship or active project and reflects on the relationship between theory and praxis.

MAP requires a minimum of 6 semester hours of practicum from every student and recommends that stu­ dents not complete more than one full semester, or 12 credits, of practicum. Students continue to devote a total of 20 to 25 hours a week to their graduate studies during the practicum, but there is a great deal of flexibility and variety in what the student does, the number of hours per week devoted to hands-on experience, and how he/she uses supervision.

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 require­ ments (e.g. for Counseling Psychology and Education students who need state certification).

As a rule, 3 semester 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. Students or advisors should consult their CF if this does not seem applicable to an individual situation.

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The practicum may take place at any time during the program, although since praxis is by definition the practical application of a branch of knowledge, and the practicum must be based on new learning in MAP, a practicum in MAP must follow, or be done concurrent with, some theoretical coursework. It is most typ­ ical to devote one’s first semesters to theory and practicum, and complete the thesis in the final semester.

A student who is relatively new to her field, or who has limited practical experience, is expected to begin a practicum in the first semester, and build on a variety of practica throughout the program. A student who has extensive experience in her field of study may choose to complete the practicum later in the pro­ gram in order to fully incorporate more new theoretical learning. A student with many years of parapro­ fessional experience and little theoretical background may elect to spend more time on theory and less on practice. All fields lend themselves to a wide variety of possible practicum opportunities.

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 MAP, provides new challenges, and represents a stretch for the student. In other words, business-as­ usual is not sufficient. MAP has no requirements regarding students being compensated for practica – if a student can obtain a paying practicum, that’s fine.

Practice Versus Praxis Often students 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 theoret­ ical component of the Master of Arts Program.

Supervision The student must locate and secure an appropriate practicum supervisor. The student’s graduate advisor and CF approve the practicum supervisor. Approval of the practicum supervisor is documented on the practicum supervisor requisition form, which is routed to the advisor and CF by the MAP staff.

Some students meet with their practicum supervisor for an hour a week or more, others for two hours every other week, others for several hours once a month. One might choose to have two practicum super­ visors: for example, one to review and help with poetry writing, and another to supervise the use of poet­ ry therapy with clients in a residential treatment program for women with eating disorders. There are no guidelines or specific expectations regarding supervision by the practicum supervisor from the Master of Arts Program. The student and advisor are to determine the student’s needs in supervision and ensure that the supervisor provides appropriate and relevant support.

Credentials Practicum supervisors are selected by each MAP 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; in some cases, the selection will be based on professional expe­ rience and personal knowledge rather than on educational background; in some cases, the selection is lim­ ited 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.

If possible, an MAP practicum supervisor should have: • a terminal degree or graduate degree in an academic discipline that is appropriate to the student’s work; • several years of professional experience in the field, preferably serving as a supervisor; • a superior reputation based on her professional experience, or record of research, publications, accomplishments, or speaking related to the subject; • a state or national credential at the level the student is seeking or higher (in the case of students seeking state or national certification, license, or endorsement).

Graduate Advisors and Practicum Supervisors Students are required to complete all or part of their practicum credits under the supervision of an approved practicum supervisor. This person must be someone other than the student’s current graduate advisor. The faculty wish to ensure that students are getting a variety of perspectives on their work. Self-directed, inde­ pendent study can be very isolating. It is critical to students’ learning to incorporate the thinking and perspec­ 307

tives of as many people as possible. The practicum supervisor serves an important role in being the first per­ son other than the advisor and the core faculty to formally evaluate and critique a student’s work.

In addition, having an advisor serve as the practicum supervisor can cause a conflict of interest. The American Counseling Association states in its code of ethics that a dual relationship is to be avoided by not having the same person serve as the site supervisor (practicum supervisor) and the training program supervisor (graduate advisor). In MAP avoiding this dual relationship is a requirement for all students.

Note: Under no circumstances may a current student in the Master of Arts Program serve as the practicum supervisor for another MAP student.

A student and her advisor may on occasion believe that the current graduate advisor is the most appro­ priate person to oversee a specific practicum. This can be accomplished in a number of ways.

If it is clear that the graduate advisor is the most appropriate person to serve as the practicum supervisor, the student may request of her core faculty a different graduate advisor for that semester.

It may be possible that a particular practicum does not require a unique individual to supervise the student’s work and so a practicum may go without a unique practicum supervisor: For example, someone who has been a successful high school history teacher for many years may be earning a humanities degree with a focus on history of Latin America. The practicum may be teaching a new high school course on Latin American histo­ ry. The student and advisor may feel that based on the student’s longstanding prior success as a teacher a practicum supervisor is not necessary to observe the classroom teaching. The student and advisor may feel that the only input needed for this practicum is the advisor’s oversight of the content of the course. In this case, the graduate advisor would respond to the practicum in her regular advisor responses to the student’s work, and there would be no separate input from a practicum supervisor.

The MAP faculty request that this not be done unless there is some specific and significant reason why the student would not benefit from the additional input of a practicum supervisor. While an unsupervised practicum may be completed as part of the required practicum credits the entirety of the practicum require­ ment connot be comleted as unsupervised practicum. Each student in MAP must have a practicum supervi­ sor in addition to the graduate advisor oversee some or all of the completed practicum work. With the grad­ uate advisor’s approval, a student wishing to complete an unsupervised practicum must provide significant written rationale on the study plan indicating that feedback/input on the practicum from the graduate advi­ sor is adequate and that the student would not benefit from corresponding input from a practicum supervi­ sor. This unsupervised practicum must have final approval (via the study plan) from the CF. Practicum Supervisor Requisition Form Student selected practicum supervisors are approved by the student’s graduate advisor and CF. A requisition form with which the student can identify the practicum supervisor can be found in the forms section or online at MAP Current Students web page http://www.prescott.edu/students/map/forms.html. This form must be submitted to the MAP Office regardless of whether a fee is requested for the supervision.

A copy of the supervisor’s résumé or curriculum vita must accompany the practicum supervisor requisition form. This form and the CV should be submitted to the MAP Office as soon as the advisor has approved the practicum supervisor and as early as possible in order to facilitate early contact between the MAP staff and the practicum supervisor. If possible it should be sent in with the study plan for the semester in which the practicum will take place. (It should not be stapled to the study plan.) In all cases the requisition form must be submitted prior to the start of the practicum and must include the supervisor’s CV or résumé.

Practicum Supervisor Honorarium Most practicum supervisors do not require a fee for the service of supervising a graduate intern – in most situations it is an expected part of the person’s work and the individual or organization is compensated via the actual service or work the student provides. For those individuals who would not be available to super­ vise a student without a fee, MAP has a maximum of $500 available per student. This money can be used to pay an honorarium to a practicum supervisor for a practicum of 6 semester credits or more. If a stu­ dent does a number of small practica, this amount must be divided as appropriate.

Students should ask potential practicum supervisors if they require such a fee. If supervising a graduate student is not one of the practicum supervisor’s regular responsibilities, MAP can pay this honorarium.

The fee is requested on the practicum supervisor requisition form.

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Note: If for any reason a practicum supervisor cannot accept or does not want the honorarium, this fee WILL NOT be paid. In other words, the fee CANNOT be used for any other aspect of the practicum such as expenses nor can it be donated to any organization or individual. The fee can ONLY be used to pay an individual for services for which that individual would be under contract to Prescott College. This is based on employment tax laws and is non-negotiable.

Evaluation All practicum supervisors are required to submit a letter of evaluation at the end of the semester to the graduate advisor. The evaluation should include the dates, total number of hours, and duties of the stu­ dent's internship; the student's strengths and weaknesses; and suggestions for further work. The graduate advisor will incorporate comments from this evaluation into her own evaluation. The advisor will send the original practicum supervisor's evaluation to the MAP Office.

Thesis Plan Before a student begins work on or research for her master’s thesis, each student must create a detailed plan for the thesis, which is reviewed and approved by three readers. Full procedures follow.

Once a student has an approved thesis plan and no work to complete other than the master's thesis, a study plan for each semester is no longer needed.

IMPORTANT: It is an academic policy of the Master of Arts Program that before a student can begin to carry out any research for the master’s thesis, the thesis plan must be approved and the final revised copy along with documentation approvals with appropriate signatures must be in the MAP Office. This policy is in place in order to ensure that any research that could have an effect on living subjects has been thor­ oughly vetted through the process of designing the thesis research under the guidance of the thesis com­ mittee (the thesis plan design and approval process). In cases where research for the master’s thesis will have an effect on living subjects the thesis plan development process will include assessment through the Prescott College Institutional Review Board (IRB). http://www.prescott.edu/students/map/irb/index.html

What to Include in the Thesis Plan There is not a specific format for the thesis plan. The following will note items that must be included in the thesis plan. Students are encouraged to be very specific and thorough in creating the thesis plan. The more specificity the student includes, the higher the likelihood that all committee members will have the same expectations regarding the outcome of the thesis. Clarity of understanding in the planning stage will make the writing and revision process go more smoothly.

It is expected that the thesis plan will include: • A narrative overview of the thesis as a whole; • Identification of the reviewers and the fields of expertise that they have (advisor, second reader, and CF/third reader); • Reference to either the potential impact or the complete lack of impact on any living subjects; if there is potential impact on any living subject(s) the thesis plan must include certification that the IRB train­ ing has been completed and a full IRB proposal http://www.prescott.edu/students/map/irb/index.html; • Clear organization and labeling of the each of the five standard and required thesis components: o introduction and discussion of the issue; o review of the literature; o discussion of the methodologies and methods used; o discussion of the research/results; o and conclusion.

• An overview of what the final project will probably look like (include table of contents or outline); • A timeline for writing drafts or chapters and submitting them to the committee (specific calendar); • A preliminary proposal for the student’s individual colloquium presentation on the thesis.

Reminder: If the student’s thesis will not be in the form of a traditional five-chapter thesis, this plan must include clear explanation of what the format will be, how the above required components will be includ­ ed, and how the non-traditional format meets the academic purpose of a master’s thesis. All traditional components of the master’s thesis must be included in the thesis in some form and the thesis plan must leave no doubt for the committee of how the student intends to include these components (see this sec­ 309

tion: Contextual or Descriptive Essay).

The Five Traditional Components of the Master's Thesis There is no one particular form in which the thesis plan should be written, as long as it includes the above items. Within the discussion of the required components in the thesis plan, students may want to consid­ er or include the following: INTRODUCTION AND DISCUSSION OF THE ISSUE • the research problem or question that you will address in your thesis • why you have chosen to do this work (need)

• objectives, goals, personal significance, expectations, etc.

• why you believe you have or will have the knowledge and skills to undertake this project • how it will be useful and to whom it will be useful (purpose) • how your work relates to the existing state of knowledge and practice in your field REVIEW OF THE LITERATURE • the body of literature that you plan to cover (include a preliminary bibliography) • discussion of the breadth of your planned review • ideas about including those theorists whose work opposes yours • a brief sample (2-3 paragraphs) of your literature review DISCUSSION OF THE METHODOLOGIES AND METHODS USED • an explanation in very specific detail of the methods being used, including procedures and tech­ niques for conducting the research and methods of gathering and analyzing data • what analytical approach(es) you will use to interpret your research (methodology) • the literature or other research you plan to validate the integrity and reliability of the work • the authors or texts that were or will be considered in designing the research • a discussion of the potential impact of the thesis research on living subjects: living subjects include human beings, communities, ancestral or other artifacts that are the cultural property of a living community, plants, animals, any biological species, landscapes, ecosystems, water systems, • if any living subjects will be affected in any way the thesis plan must include certification that the IRB training course was completed as well as an “IRB Proposal Review Form” with complete infor­ mation about plans for the use of human or living subjects, including the selection process, agree­ ments and payments made, informed consent and confidentiality issues, demographic characteris­ tics – see the MAP IRB (Institutional Review Board) Policy on the MAP Current Students webpage: http://www.prescott.edu/students/map/irb/index.html.

• description of participants, testing instruments, and procedure by which you plan to collect data DISCUSSION OF THE RESEARCH/RESULTS • how you think you will approach or include this discussion • your plans for demonstrating the results to readers • discussion of any form of presenting results other than text, such as tables, art, transcripts, etc.

• your willingness to not know what this section will be; i.e. consider your biases or agendas and how you plan to let them go and allow the research to dictate the results CONCLUSION • what you think you will include here • your thinking about future research or what is not being addressed by this research • your willingness to not know what this section will be Thesis Plan Review Committee A committee of three people will review and approve the thesis plan and, eventually, the thesis. This will include (1) the graduate advisor, (2) the thesis second reader, and (3) the third reader (the student’s core faculty or an individual assigned by the CF). The student and advisor may also select additional consult­ ants to review the thesis plan. For example a student may wish to request another graduate advisor or a fellow MAP student in the same field to read the plan and provide additional feedback. (This is done at the student’s discretion and expense.) It is important that the review committee includes people with expertise in all of the fields that are relevant to the proposal. For example, if a student is going to collect data and subject it to a statistical analysis, there must be someone on the review committee who has 310

expertise in the kind of statistical analysis being proposed.

The review and approval of the thesis plan must take place before the student begins the actual research for the thesis (other than preliminary textual research, which begins upon matriculation into MAP). A draft of the thesis plan is submitted to these three readers approximately two to three months before the student begins her focused work on the thesis.

Once a student has no further theory or practicum work to complete, and the thesis plan has been approved by the committee, no further study plans are required of the student. The thesis plan is in effect the final study plan before the program is completed.

Procedures for Submission, Review, Revision, and Approval of the Thesis Plan The cover page used by students in submitting the thesis plan can be found online at the MAP Current Students web page http://www.prescott.edu/students/map/forms.html.

1. A thesis second reader requisition form, along with the second reader’s CV or résumé, should be sent to the MAP Office as soon as the advisor has approved a second reader. This must be submit­ ted before or at the same time as the thesis plan.

2. In the beginning to middle of the semester prior to the final/thesis semester, the student will write the thesis plan with the advisor’s and second reader’s guidance. The thesis plan must include a pro­ posal for the individual colloquium presentation on the thesis.

3. The student will list on the cover page the names of all thesis-plan-committee members: the gradu­ ate advisor, the thesis second reader, and the student’s CF. The student will, and send the plan to each committee member (electronically or physically as preferred by each committee member).

This process must begin before any research for the thesis is undertaken. It generally begins about two to three months before the student plans to begin the thesis work.

4. Each reviewer will read the plan and either approve it or make suggestions for revisions. Each reviewer will note comments in the text and write a brief overview listing reactions and suggestions.

5. If the plan was not given a final approval in its first form, the student should incorporate the sugges­ tions received into the plan or provide sound, scholarly explanation as to why he/she chose not to do so. The student submits the revised thesis plan to the same committee for a second review. Once again, each reviewer will read the plan and either approve it or make suggestions for further revi­ sions. If one or more of the reviewers does not give final approval to the revised plan, the final deci­ sion concerning approval rests with the advisor in consultation with the CF. IMPORTANT: Every effort should be made by the student to address any reader’s concerns so that the plan is in a form that fully satisfies each reviewer – a plan that has full endorsement by all readers is much more like­ ly to result in a thesis that has the full endorsement of all readers. In lieu of this, every effort should be made by the advisor to respond to and clarify any reader’s questions or concerns.

6. Once the plan has been approved, the student will submit a final copy of the plan to the their aca­ demic program specialist electronically (the APS will collect approvals electronically by email). This will serve as the student's final study plan Note: As the procedure is defined here, the thesis plan committee does not need to meet to discuss the plan, but rather the student and advisor rely on the written feedback from each reviewer. If one or more members of this committee feel it would be advantageous to meet or to have a phone conference, this can be arranged. This would be at the advisor’s discretion and any arrangements to be made would be han­ dled by the advisor and the readers with assistance from the MAP advising assistants as necessary.

Approval of the Qualifying Packet and Thesis Plan Before Beginning the Thesis Before the student can begin research or any work on the master’s thesis, the qualifying packet and thesis plan must be approved and the final revised copies with appropriate signatures must be in the MAP Office. The qualifying packet and thesis plan are both due early enough in the process that any student should easily be able to complete them prior to enrolling for any significant amount of thesis development credits.

A student may choose to enroll for 1 to 6 initial thesis development credits (12 thesis developments credits are required to graduate) with the intention of completing these two graduation requirements during the ini­ tial weeks of the thesis development enrollment. Since any student enrolled in advanced education must demonstrate that he/she is making satisfactory academic progress in order to enroll for successive semesters, a student who enrolls for initial thesis development credits but does complete these two requirements during that enrollment would not receive approval from her core faculty for further thesis development registration.

In other words, if a student who enrolled for thesis development credits does not complete the QP or thesis 311

plan, the core faculty will request that the Office of the Registrar not process enrollment for any subsequent thesis development credits until these degree requirements are in place.

In the case where a student is ready to enroll for subsequent thesis development credits and either the qual­ ifying packet or the thesis plan has not received final approval by one or more of the readers, but is in the final stages of that approval, the student may request from her or his CF approval to register for subsequent the­ sis development credits. It is expected that the student will use the first two weeks of that thesis development enrollment to complete the qualifying packet or thesis plan and get full approval from all faculty members with appropriate signatures submitted to the MAP Office. To do this a student must request in writing con­ sideration from her or his core faculty to register for subsequent thesis development credits prior to submit­ ting the final signed version of the QP or thesis plan. The student and advisor must in that case provide writ­ ten verification to the core faculty that the revision of the paper or the plan is complete or in the final stages and its completion will not delay the student’s ability to begin immediate work on the thesis.

Note that a draft of the thesis should be sent to the advisor and second reader about two months into the final thesis semester; any delay in beginning thesis work can result in enrollment for additional thesis development credits. See pages on the thesis and thesis completion procedures.

The Master's Thesis Following the theoretical coursework and the practicum work, the student writes a thesis combining her the­ oretical research and practical experience and constituting a relevant contribution to her area of study (see information on Research Component). 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, to document the literature review and other research the student has completed, to reflect the student’s unique combination of interests and studies, and to make a socially and/or environmentally responsible contribution to the field. Thesis develop­ ment and the final approved master’s thesis must account for a minimum of 12 semester hours of credit.

During the final semester in which a student is working on the thesis, he/she may choose to enroll in addi­ tional semester hours in order to complete a final course or practicum; however the MAP faculty strong­ ly encourage students to focus the entire final semester on only the thesis.

At the completion of the thesis and the final semester evaluation, students are required to have their MAP theses bound for the Prescott College Library and published electronically through ProQuest/UMI. Students may elect to have additional copies bound for their personal use.

See the thesis completion procedures, which includes the full procedures and recommended timelines for completing the thesis with the faculty committee; the procedures for completing and submitting the the­ sis and eos materials to the MAP Office; and the procedures for binding and publishing the thesis with ProQuest/UMI. Thesis Development In order to graduate from Prescott College with the master of arts degree a student must complete a mini­ mum of 12 thesis development credits. Please see the thesis registration policies that relate to prerequisites as well as the process for registering for and completing the master’s thesis.

A student may register for thesis development credits during any semester of enrollment (before a halftime or fulltime "thesis semester") with the approval of the advisor and core faculty (approval is documented in any approved study plan). A student may choose, for example, to enroll for one or more thesis development cred­ its in order to work on the thesis plan, create a draft of the literature review, undertake the IRB training and review process, or carry out any preliminary aspect of the thesis development and completion.

For obvious reasons, students should do the majority of the research for the thesis before enrolling in an intended thesis or final semester. The final semester of enrollment in thesis development credits should in fact be a culmination of the research that has been carried out over the prior semesters of theory, practicum, and thesis development. A final semester is intended to be a period of (student) documenting, (faculty) reviewing, and (student) editing and finalizing of the master’s thesis. While some additional research is always required during this final period of documentation, it is not reasonable to take on a brand new research subject during a single fulltime semester and expect to finish a draft of the thesis as well as the entire review and revision process in that semester.

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Many students choose to complete the thesis over two or more part-time semesters of enrollment in the­ sis development credits. Some students have chosen to enroll for 12 credits of thesis development in one semester and complete the entire thesis in that one 18 week timeframe. It is not an easy undertaking to complete a master’s thesis in one 18 week period, though it has been done very successfully.

A student should consider carefully the thesis planning, development, writing, review, and revision process, and be in regular communication with her thesis committee readers, so that he/she does not enroll for more than 12 thesis development credits. This can happen when a student enrolls for thesis development credits that will bring her total to 12, but does not finish the thesis during that period of enrollment. Although the thesis development enrollment process is very flexible, some preliminary time management is strongly rec­ ommended in order to avoid the risk of registering (and paying) for more than the required 12 credits of the­ sis development/thesis. See the recommended timeframe for completing the master’s thesis.

"The Final Semester" or "The Thesis Semester" Students and faculty often refer to a semester as either the student's final semester or the student's the­ sis semester; however, a student can enroll for thesis development credits during multiple semesters to complete the thesis development and documentation.

If a student has nothing left to complete except for the master's thesis, it may not be the final semester. The only guarantee that a given semester is indeed the final semester is that the student has submitted a draft of the thesis to the entire thesis committee, all three committee members have read and approved the thesis, and the end-of-semester materials as well as all other graduation requirements have been received and recorded in the MAP Office by the final day of the semester. That semester is then the final semester.

See the timeline that has been recommended for completing the thesis in a final semester.

The Thesis Committee The thesis committee is the same as the thesis plan committee (see academic policy regarding changes to members of the thesis committee). The thesis is read by the following three readers, who, along with the student, comprise the thesis committee: [1] the student's graduate advisor, [2] a second reader of the stu­ dent's recommendation; and [3] the student’s core faculty member, who serves as third reader.

Roles of the Committee Readers [1] Graduate Advisor: During the student’s thesis development and completion process the advisor continues to receive tri-weekly packets of thesis chapters or drafts. The advisor will give the student continual and time­ ly feedback throughout the semester as these drafts are received. The advisor will review a full preliminary draft of the thesis and provide timely, thorough written feedback aimed to support the student in preparation of a second draft for the thesis third reader’s review and ultimately for completing the master’s thesis. The advisor will be available to the student throughout the thesis development and completion process to assist in determining the most appropriate way to incorporate all feedback received from the thesis readers. The advi­ sor will also review the student’s proposed final draft (completed by the student following the incorporation of feedback from all readers) and either provide feedback for further revisions or sign off on the final thesis.

[2] Second Reader: The second reader is a content specialist who has expertise in responding to the the­ sis topic. Generally the second reader is chosen for the complementary perspective he/she will provide to the graduate advisor’s review. The second reader will review a full preliminary draft of the thesis and pro­ vide timely written feedback. The second reader will also review the student’s proposed final draft (com­ pleted by the student following the incorporation of feedback from all readers) and either provide feed­ back for further revisions or sign off on the final thesis. (An honorarium of $250 is paid to the second read­ er upon receipt in the MAP Office of the reader’s narrative evaluation.) In some situations a student may make arrangements with a second reader to serve in an advisory or consultant role throughout the thesis development process. This is strictly a gratis situation between the reader and the student (the student may not compensate the second reader for this service since the reader has the responsibility of evaluat­ ing and approving the thesis).

Note: Under no circumstances may a current student in the Master of Arts Program serve as the thesis second reader for another MAP student.

Thesis Second Reader Requisition Form Students are encouraged to choose and secure their second reader, in consultation with the graduate advi­ 313

sor, as early as possible. This should be done when the student is preparing the thesis plan or earlier.

Faculty approval of the second reader will be obtained from the student’s graduate advisor and CF by the MAP Office staff once the student submits a thesis second reader requisition form, which can be found on the MAP Current Students web page forms link. This should be done as soon as the advisor has approved the second reader, and if possible, the requisition form and copy of the second reader’s résumé or curriculum vita should be sent in at the same time as the thesis plan. The form and CV will be routed to faculty for approval.

This form and the CV should be submitted to the MAP Office as early as possible in order to facilitate early contact between the MAP Office and the second reader and to ensure that the second reader is engaged as early in the thesis development process as possible. Once the MAP Office staff have confirmed advisor and CF approval, the paperwork necessary for payment as well as the guidelines for completing the thesis will be sent to the second reader. This will assist the second reader with the process of review­ ing and returning the work in a timely manner.

[3] Core Faculty Third Reader: The CF third reader fills the role of a neutral reviewer and provides the final academic quality control for Prescott College. Occasionally, the CF may assign another faculty to serve as the thesis third reader; this individual is someone who has been trained by the CF to serve as a third reader. The primary purpose of the third reader is to ensure that the following are true of the mas­ ter’s thesis; the thesis is: in an appropriate format; inclusive of all required components; written in prop­ er documentation form and style; and of the quality expected of Prescott College graduate students.

The third reader will first review a full draft of the thesis after the student has incorporated all feedback from the graduate advisor and second reader and will provide timely written feedback. The third reader may wish to consult with the graduate advisor or the second reader if there are serious concerns at this time. The third reader will later receive the student’s proposed final draft following the incorporation of feedback from all readers. Although he/she may have further comments, it is expected that the only neces­ sity for the third reader will be to sign off on the final thesis.

Specifically, the CF third reader is looking for the following things: Quality/Structure: • a well-written, scholarly paper that appears to be free from spelling and grammatical errors; • consistent presence of the writer’s voice and thoughts throughout the paper; • appropriate balance between the student’s authoritative scholarly voice and the previous work of those theorists and scholars through whose work the thesis is framed; • evidence of what appears to be consistent use of a professional writing/documentation style; • and inclusion of standard thesis requirements in a clear format: appropriate cover page; abstract; a logical table of contents; scholarly text laid out in a straightforward form that includes all required components; and a proper bibliography(s).

Literature Review/Research/Methods: • documentation of a literature review that incorporates various and diverse approaches and opinions relating to the problem or topic, and citation of supporting texts throughout the thesis; • narrative, in the text or an appendix, that describes the methods and methodology used in carrying out the project and writing the paper; • evidence of graduate-level research that resulted in the thesis and which is documented in the thesis; • and if the thesis is a creative or applied project, a narrative that explains why the chosen format was used and what methodology was used in completing the creative work.

Follow-through:

• a topic that is consistent with the student’s area of study; • a paper that demonstrates goals and form of the thesis as described in the approved thesis plan; • evidence of completion of the <Prescott College IRB process> if living subjects were involved, including copies of surveys, informed consent forms, etc., and careful consideration of ethical issues regarding the study of any living subjects; • and copyright permission for any materials that appear to be used beyond standard fair use guidelines.

There are several things that a third reader is not looking for and will not provide.

• A third reader does not read carefully or closely for style, structure, grammar, spelling, or any other details within the paper. These things are to be carefully addressed by the student and if possible a student-hired editor or proofreader.

• A third reader does not read the paper closely for: relevance in the field of study or to ensure that it 314

demonstrates understanding of current thought within the field; accuracy or relevance in relation to facts, data, or theory included in the thesis, nor for accuracy or complexity of thought; or quality or rep­ utation of the sources cited. These things are to be addressed by the student’s graduate advisor and sec­ ond reader, who are content specialists in the field and have expertise in responding to these issues.

Content/Style of the Master's Thesis Completing a thesis offers a student the opportunity to articulate her personal understanding of a clearly defined topic of compelling interest, drawing together learnings from the graduate study and research to this point. An MAP thesis generally combines existing theory that is relevant to the field of study, with personally constructed knowledge, documenting for others an individually significant and socially useful step toward resolving or understanding the area of study the student has examined.

The MAP thesis may be empirical (quantitative or qualitative), theoretical, or creative or applied (curricu­ lum, portfolio, business plan). In every case the thesis is expected to combine theory, research, and prac­ tice, to reflect the student’s unique combination of interests and studies, and to make a socially and/or eco­ logically responsible contribution to the field.

The MAP student may choose to incorporate specific material or a paper that was completed during the MAP coursework into the thesis as the research component, literature review, or another chapter or sec­ tion of the thesis.

There is no typical MAP thesis format so that students may be creative. The thesis must include docu­ mentation of pertinent research and preparation (including the literature review) that was done in prepa­ ration for writing the thesis. This is true in all cases, including both a thesis that is in and of itself a formal research paper, as well as a thesis that is more creative in format, such as a curriculum, artistic creation, or original theoretical hypothesis. In other words, even though a thesis from a student in MAP may not take the form of a traditional five-chapter thesis, it must have all five components of the traditional thesis incorporated in some way. See the discussion of the thesis plan.

Reminder: A traditional thesis includes the introduction and discussion of the issue; a review of the liter­ ature; a discussion of the methodology and methods used; a discussion of the research carried out/results; and a conclusion that summarizes and addresses what might come next.

The Creative or Applied Master’s Thesis A student in the Master of Arts Program may elect to complete a thesis in which the results of her research are presented in a creative or applied work, such as a curriculum, project, business plan, art port­ folio, video, or a novel or other creative writing project.

This is almost always the case for the student who is earning a master of arts degree in humanities with an emphasis in fiction, poetry, painting, filmmaking, studio arts, theater, etc.

Often MAP students in any of the degree programs who are teachers will present a new curriculum in a spe­ cific content area, such as social justice, literature, history, ecology, conservation, and so on. Or those who are professionals in the business world may want to present a business model that incorporates ideas from their content area of research, such as sustainable practices, humanistic management, leadership and team build­ ing philosophies, and so on. This creative approach to the master’s thesis is often taken by students in any of the education programs who are presenting new ways to develop curricula or present learning opportunities.

This creative approach may serve a student in any one of the programs who wishes to present her hypothesis as a usable plan, curriculum, or proposal that can be applied in a school or business setting.

Possibilities for presenting the results of the thesis research in a creative format are numerous and should be discussed with the student’s thesis committee in the thesis planning stage.

A student who is either studying language or preparing their work for use in a country that requires a lan­ guage other than English may choose to write the master’s thesis in the relevant language; however, the student author must also write the full English translation of her own thesis, and the work in both lan­ guages must be processed as the full master’s thesis.

Contextual or Descriptive Essay for the Creative/Applied Master’s Thesis A contextual or descriptive essay is required of any student who completes a creative/applied master’s 315

thesis. A student who elects to complete a thesis in which the results of her research are presented in a creative or applied work (such as a curriculum, project, business plan, or video), as well as a student who elects to complete a thesis in a language other than English, must include a descriptive or con­ textual essay which has clear justification for the choice to complete the thesis in the chosen format or language. This section must be included as a part of the final thesis. In addition to an explanation for the chosen alternative format, the contextual essay must include any of the five required thesis components that are not in the thesis itself, including the research methods and literature review sec­ tions of the thesis. This requirement is also true for students in any of the expressive or creative arts fields, such as studio art, dance, creative writing, etc. who choose to complete a portfolio, a novel, or a production as the master’s thesis.

Students choosing to use a format that varies significantly from the five-chapter model of the traditional master’s thesis will include this descriptive or contextual essay as an introduction, chapter, or appendix to their master’s thesis. This descriptive or contextual essay may take a form similar to a standard five-chap­ ter thesis, though abbreviated, but must include any of the five required thesis components that are not in the thesis itself. The essay might be a separate piece, such as in the case of a thesis that takes a nontextual format like a video or other creative work of art. If a student is planning to publish her thesis in a popular press format for a general audience after graduation, he/she may elect not to include the research or descriptive sections in the final published (general or popular press) work. The research and any descriptive components must be included in the final approved thesis that will be bound and catalogued in the Prescott College Library and archived/published through ProQuest/UMI. If not included elsewhere in the thesis, the contextual or descriptive essay will include the following com­ ponents of the master’s thesis: • clear and relevant explanation of why the alternative model is the most appropriate form for the spe­ cific thesis, • introduction and discussion of the issue, • the literature review, • the research methods section, • discussion of the research/results, and • a conclusion.

Here are some examples of thesis options that are research based but not necessarily traditional master’s theses. Each of these would require a contextual or descriptive essay.

• An original history of a particular region or culture; • a collection of journal articles intended for publication in a professional, peer-reviewed journal along with a literature review showing the need and motivation for the articles. These articles would include the typical format of introduction, methods, results, discussion, and conclusions with a works cited bibliography; • an analysis of several key law cases to come before a specific state Supreme Court relating to a topic the student is researching; • a novel about an historical individual or locale; • a fully developed curriculum for a training program based on sound training theory and develop­ ment of a rationale for the program’s content; • a business start-up plan or a marketing plan for an organization. This might include research in human-resources and related topics such as human rights legislation, the impact of unionization, recruiting practices, the development of organizational policies, and other topics which could lead to the development of a model suitable for various organizations; • a novel or poetry collection that demonstrates a particular style of writing based on research done on that style (perhaps a specific writer’s work); • a novel addressed to a specific population (such as adolescent girls) which provides new or revision­ ist text about a specific topic (such as body image, self-esteem, ability, etc.) based on research of problems with current popular, media, and creative text; or • (in the field of creative arts) a series of paintings or stories which comprise the thesis portfolio, along with an introduction that includes current theory in the field of studio art or fiction on which the creation or inspiration of these pieces was based.

Recommended Timeframe for Completing the Master’s Thesis Each student in the Master of Arts Program may negotiate with her graduate advisor and second reader 316

a timeframe from completing the master’s thesis. The student must include the timeframe/schedule in the thesis plan, which is approved by all three faculty readers (the advisor, second reader, and CF/third read­ er) in order to ensure that the author and all readers of the thesis have the same understanding of when drafts of the thesis will be submitted and reviewed.

The MAP faculty have developed a specific recommended schedule for the final thesis semester that is designed to ensure the highest possible chance of completing the master’s thesis during that final semester, and having the master of arts degree conferred at the end of that final semester. This recommendation is based on many years of successfully seeing MAP students through this process. Sending the first/preliminary drafts or the final draft to the advisor, second reader, or third reader later than suggested by the MAP facul­ ty increases the likelihood that the thesis will not be complete at the end of that semester.

It is required that the final thesis, approved by all three readers, be in the MAP Office by the last day of the semester; missing this deadline will require either an incomplete contract if only a very minimal amount of work remains incomplete (see incomplete policy), or enrollment in six additional thesis development credits during the following semester if further revision or work are required (see thesis development).

A final draft that has not incorporated or addressed all of the feedback received by the student might also result in a student being required by her committee to register for 6 additional thesis development cred­ its in the following semester. If a student is concerned about the timely completion of the thesis (and wish­ es to avoid additional tuition or delayed graduation), it is recommended that the student be in communi­ cation with the readers about the feedback and how it will be incorporated, and that the final draft be sent to the readers as early as possible in the final semester (see the recommended timeline).

Thesis Completion Procedures Procedures for Submitting the Thesis to the Committee Students are asked to consider faculty preferences as well as the MAP faculty recommended timeline when making arrangements regarding how and when to submit drafts of the thesis to the committee.

1. It is expected that the thesis second reader will be approved before the thesis plan or thesis are reviewed by any faculty on the committee. The student is asked to submit the thesis second reader requisition form to the MAP Office as soon as he/she has identified the reader and confirmed the reader's availability/interest.

2. The student will continue to send the advisor (not the second or third readers) tri-weekly mailings during the first weeks of any thesis development enrollment – thesis chapters or parts of the thesis.

The graduate advisor continues to respond to all packets and return them to the student within the usual one to two weeks of packet receipt.

3. The student will send the completed preliminary (rough) draft of the thesis to the graduate advisor and the second reader as soon as the advisor believes it is ready to go.

4. The advisor and second reader will review the draft and respond within 2-3 weeks of receipt.

Reminder: Advisors, second readers, and third readers are asked to review and return each draft of the student’s thesis within two to three weeks of receipt or notify the student of the date he/she can expect the critiqued manuscript.

5. The student will send a revised full draft of the thesis to the third reader as soon as the graduate advi­ sor and second reader believe it is ready for the third reader review (or have said they will now approve it), and after all feedback from the advisor and second reader has been incorporated.

6. The third reader reads the full thesis and within two to three weeks sends the marked-up copy of the manuscript with comments and suggestions to the student, with a copy of comments to the advisor.

7. The student will make any final revisions.

8. The revised and complete thesis, incorporating all feedback received to date, must be sent to the three readers for final approval. Note: The student must also complete the end-of-semester materi­ als and include it for the graduate advisor along with the final thesis. The final course evaluation page includes the course description (which describes the thesis) and self-evaluation (which evaluates the research and writing process).

9. • If, upon receipt of this final draft the faculty agree that the thesis is complete, the second reader writes a one page narrative evaluation of the thesis, and sends it to the student, the advisor, and the MAP Office within one week of receipt of the final thesis. (Note: This evaluation triggers payment to the second reader.) The graduate advisor will incorporate comments from this narrative evalua­ tion into the advisor's final evaluation, which will be added to the course evaluation form that was submitted by the student and included in the regular end-of-semester materials.

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• If, after receiving this draft of the thesis, there are still minor last minute suggestions for revi­ sions, the advisor, second reader, or third reader should notify the student (and advisor if the sec­ ond or third reader) as soon as possible after receipt. In this case the student may either wrap up the revision before the end of the semester, or may be eligible for an incomplete. (Criteria for determining eligibility for an incomplete and procedures.)

• If, after receiving this draft of the thesis, the faculty determine that there is still additional work to be done, the student will be required to register for 6 more thesis development credits.

10.The student will handle all aspects of completion (below), including creating and routing the final approval page, uploading the thesis to ProQuest, and ensuring the the MAP and registrar's offices that all program requirements have been met.

Note: As the procedure is defined here, the Thesis Committee does not need to meet to discuss the thesis, but rather the student and advisor rely on the written feedback from each reader. If one or more members of this committee feel it would be advantageous to meet or to have a phone conference, this can be arranged.

This would be at the advisor’s and student’s discretion and any arrangements to be made would be handled by the student and the readers with assistance from the MAP Office as necessary.

MAP Faculty-Recommended Timeline for the Thesis Review Each student in the Master of Arts Program may negotiate with her graduate advisor and second reader a timeframe for completing the master’s thesis. This schedule must be documented in the thesis plan, which is signed by the author and all three readers.

The MAP faculty have developed the following recommended timeframe for an intended final thesis semester. Note: Completed thesis development credits must total 12 and all requirements must be met by the last day of the semester for a semester to be the final thesis semester.

Using this recommended timeframe during the final semester will increase the likelihood of completing the master's thesis during that semester. Submitting any draft of the thesis later than these dates will increase the risk that a student will be incomplete at the end of the semester (see incomplete policy) or will need to enroll for 6 more thesis development credits in the following semester.

• The student should submit a preliminary first draft of the full master's thesis to the graduate advi­ sor and second reader by at least the second study packet mailing date (about six weeks into what the student hopes will be the final semester); • The advisor and second reader should reply within two to three weeks of receipt; • The student should submit a draft that has incorporated or addressed all feedback that was received from the advisor and second reader to the MAP Office for review by the thesis third reader between the third and fourth study packet mailing dates (about ten weeks into what the student hopes will be the final semester); • The third reader should reply within two to three weeks of receipt; • The student should submit a draft that incorporates or addresses all feedback from the third reader (and all reviewers) to the full committee for review prior to or at the fifth study packet mailing date along with the end-of-semester materials. If there is no significant feedback on this final draft, and the final end-of-semester materials and all other graduation requirements have been received and recorded by the last day of the semester, the student will be able to graduate at the end of that final semester.

Completion After the thesis has been approved by all three readers, there are a number of final steps the student and fac­ ulty must take to complete the process before the degree can be conferred and transcripts made available.

• The student should check with the MAP Office and the Office of the Registrar to ensure that all pro­ gram requirements have been met, received, and recorded.

• The student and advisor must send completed end-of-semester materials to the MAP Office by the final day of the final semester.

• The second and third readers must provide the MAP Office with a copy of their review or evalua­ tion of the thesis by the end of the semester.

• The student must create and route a thesis approval page and submit it to the MAP Office by the end of the semester.

• The student must upload a copy of the approved master's thesis to ProQuest for microfilming, pub­ lishing, and binding within 30 days of the end of the semester.

Completion of each of the above items must be done at the end of the final semester (and some items are 318

specifically due on the last day of the final semester) in order to have the degree conferred on that day. If any of the above items are completed 30 days or more after the end of the semester, degree conferment will be deferred to the following semester. In these cases it is likely that the student needed either an incomplete contract or further enrollment in thesis development.

• The student must provide one hardbound copy of the master's thesis to the Prescott College library.

Note: This bound copy is provided as part of the standing order for Prescott College graduate stu­ dents through ProQuest. A student who wishes to provide an alternative hardcopy (for example a bound copy with color plates or reader signatures) may opt to have the thesis bound through anoth­ er venue at the student's expense.

Faculty Preferences Faculty members usually have preferences relating to how they receive and review drafts of the master’s thesis. It is expected that each student will communicate with her thesis committee readers to find out how and when they prefer to receive the thesis drafts.

Some advisors and second readers prefer to receive each individual chapter as is it is completed; some prefer to receive a preliminary first draft of the entire thesis. Please note that the thesis third reader should only receive a full completed draft that has already incorporated all feedback from the advisor and second reader (unless a specific request for something other than this is made by the third reader).

Many faculty prefer to receive thesis drafts (partial or whole) by electronic copy and will review them and return them via email. Many faculty prefer to receive thesis drafts only by hard copy so they can write on them and send the marked-up copy back via US post. Students are encouraged to ask each committee member about their individual preferences, or at least to communicate to the committee how and when drafts will be submitted for review.

When sending hard copy drafts of the thesis to the advisor and the second reader by post, include selfaddressed envelopes with sufficient postage for the readers to return the materials to the student.

Advisors, second readers, and third readers are asked to review and return the student’s work within two to three weeks of receipt or notify the student of the date he/she can expect the critiqued manuscript.

Format Each documentation style manual may have specific requirements regarding the format or organization of the master's thesis. Students follow the guidelines that are appropriate to their discipline or profession­ al style guide.

If a style guide does not include these expectations, the follow these recommendations: • Cover Page • Approval Page (must not be included in draft sent to ProQuest) • Abstract and Keywords • Copyright • Dedication (optional) • Acknowledgments (optional) • Table of Contents • List of Tables and Figures (if needed) • Text, beginning with Chapter 1 • Works Cited • Appendices Abstract and Keywords The abstract is a short passage that appears just before the introduction to the thesis and is required by ProQuest along with recommended keywords.

The style guide for a specific field of study will have clear instructions and guidelines regarding the abstract. APA recommends 120 words or less; "Biological Sciences" 250 words or less. In general, the pur­ pose of the abstract is to summarize the major elements of the paper: objectives, methods, results, and conclusions. It should be concise, specific, and accurate. The intention of the abstract is to allow poten­ tial readers to determine the relevance of the paper to their own research.

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Keywords describe the topics covered in the thesis and make it easier for others to find the work through ProQuest's database. Each student chooses keywords for categorization: one to five terms of one to three words is the range of common practice. Keywords can be listed directly before, after, the abstract.

Including Copyright Information All students should include a page with wording as follows. This page will serve as the student’s self-copyright.

Students may also choose to have ProQuest register a copyright for them with the U.S. copyright office – see ProQuest Information.

Copyright © 2009 by Kim R. Parsons.

All rights reserved.

No part of this thesis may be used, reproduced, stored, recorded, or transmitted in any form or manner whatsoever without written permission from the copyright holder or her agent(s), except in the case of brief quotations embodied in the papers of students, and in the case of brief quotations embodied in crit­ ical articles and reviews.

Requests for such permission should be addressed to: Kim R. Parsons 331 High Acre Drive Prescott, AZ 86301 Note: Students must use their own address.

Permissions Students should refer to the appropriate publication style manual for information on when it is necessary to gain permission from a source for materials cited in the thesis. Requests for permission should be made as early as possible as a thesis that is missing permissions cannot be given final approval – this could delay graduation.

If a student is using materials for which permission has been obtained from the original owner, the per­ mission must clearly state that it is granted for both the student/author’s use and electronic publication by ProQuest/UMI. If a student chooses not to gain this permission, ProQuest will not microfilm those spe­ cific pages; they will include a page with the electronic copy that notes that additional material was left out and that a copy may be obtained through Prescott College library.

ProQuest provides good information about copyright, fair use, and permission, and includes a sample per­ mission letter on their web page: http://www.proquest.com/products_umi/dissertations/copyright/.

Templates for the Cover Page and the Approval Page The thesis cover page is required for any and all copies of the final thesis, including the copy of the the­ sis that is uploaded through ProQuest.

The thesis approval page is required for the student's MAP file to verify faculty approval of a final thesis.

It may be included in any copies of the thesis that the student has bound through an alternative source.

ProQuest will not include a signed approval page in any copies.

Thesis Cover Page For all copies, including the required copy that is sent to ProQuest/UMI, students must use this cover page template (in Word). The cover page does not include any signatures as ProQuest will not electroni­ cally publish a thesis or dissertation that includes signatures.

Approval Page Students must have this approval page page (template in Word) signed by all readers and send it to the MAP Office to confirm completion of this degree requirement.

Instructions for Using the Templates Students replace the slots that are identified by italics and square brackets with their own personal typed information. Students should ensure that the pages are spaced to look aesthetically pleasing (similar to the 320

sample formatting), print them, and include them with the final copy of the thesis that is submitted to the faculty readers for review and approval.

Publishing and Binding through ProQuest Each graduate of the Master of Arts Program must publish her master's thesis with ProQuest Dissertation and Thesis Microfilming and must provide a cloth-bound (hardback) copy of the thesis to the Prescott College library.

Additional/Optional Bound Copies Students may choose to order additional hard copies. Extra copies can be ordered to present to a library that specializes in the student's thesis topic; the library at their own institution or business; the graduate advisor or second reader; family members or others who supported the student in the work. Extra bound copies can be ordered at the student's expense through ProQuest or any book binding company.

Alternative Binding Option for Theses with Color Plates When a student's master’s thesis includes color plates or other special pages/paper, or if a student wants a bound copy that includes the signed approval page, the student may choose to have personal copies of the thesis bound by a private bookbinding company in addition to the one standing order that is bound through ProQuest/UMI. A student may also want the library copy to include these specific pages or the approval page with signatures of all faculty readers and may exchange another cloth bound copy for the ProQuest copy. (Note: ProQuest will not microfilm or bind a cover page that includes faculty signatures.)

If a student chooses to have a copy bound by a private bookbinding company for the Prescott College library, he/she must provide the bound copy to the MAP reference librarian, who will exchange it for the ProQuest copy (which will be given to the student in this exchange).

Any private bookbinding company can be used for this purpose. Prior to using ProQuest for thesis bind­ ing, Prescott College used Roswell Bookbinders, which can provide one copy or many of high quality cloth bound books. http://www.roswellbookbinding.com/orders.html

Contents of the End of Semester Materials At the end of every semester each MAP student is responsible for submitting completed end-of-semester materials. This is done for each semester in which the student has completed work or for which they are requesting an an incomplete or taking no credit for attempted work. This includes both terms of enroll­ ment as well as contracted incomplete periods that resulted in the completion of work.

The EOS materials include: 1) the summary cover page; 2) individualized course evaluations; 3) (where applicable) the practicum supervisor’s, thesis second reader’s, and thesis third reader’s reports; and 4) a program assessment from the advisor and one from the student that includes a full bibliography.

Specific Ingredients 1. A double-sided end-of-semester summary cover page. The front of this form includes information about the student’s status, including name and address, degree program and area of study, names of MAP faculty worked with during the semester, and final course titles and credits. The back of this summary form has a chart for the student to verify the completion of all MAP requirements for grad­ uation purposes, and the advisor and core faculty member to confirm work completed. Final course titles and numbers of credits for each are included here; final course titles are taken from this form and used for all formal purposes by the Office of the Registrar. Here is the blank form.

2. The course evaluation form. Course evaluations include the course description with principal bibli­ ography as well as narrative evaluations from the student and advisor. The course evaluation pages become part of the student’s official Prescott College transcript and must be written accordingly; they will be photocopied for the transcript as received by the MAP Office. They must be scholarly, describe and evaluate the work completed, be neatly typed on the appropriate form, and be errorfree in form, content, grammar, and spelling. Samples of the course evaluations can be found here.

3. The student’s informal program assessment of the semester’s work. This assessment is completed by the student and is directed to the student's advisor and CF. It can be an informal, personal letter from the student to the graduate advisor and CF, and must include a full bibliography for the semes­ 321

ter’s work as well as a reflective essay for the qualifying presentation and thesis presentation when appropriate. There is no standard format and no particular length is specified; however, a typical assessment might contain three to five pages plus the bibliography and presentation essays. It will not appear on the transcript. It will be reviewed by the advisor and CF and placed in the student’s file. This is the place for the student to express joys, disappointments, frustrations, compliments, complaints, and other feedback to the advisor and core faculty. No samples are provided for the per­ sonal assessments since they are informal and can take any format the writers choose.

4. The graduate advisor’s informal program assessment of the semester’s work. This assessment is complet­ ed by the graduate advisor and is directed to the student and the student’s CF. It can be an informal, personal letter from the advisor to the student. It will not appear on the transcript. It will be reviewed by the student and the CF. This is the place for the advisor to express joys, disappointments, frustrations, compliments, complaints, and other feedback to the student and to the core faculty For CP and ED Students Only: If a student is working toward state or professional association licensing or certification, please see the Counseling Psychology Student Handbook or the Teacher Education Manual for specific information about end-of-semester materials in these fields.

Individual Course Evaluations The forms submitted by the student become a part of the student’s official Prescott College transcript.

Course titles and the number of credits for each must match the end-of-semester summary cover page.

Students and advisors may choose to complete course evaluation pages immediately after each individual course is completed. These course evaluation pages should be collected by the student and submitted with the EOS materials to the advisor at the end of each semester.

The course evaluation includes the following information: • Identifying information • Credit notation of any program requirements met (if applicable) • The course description • The student’s self evaluation • The advisor’s evaluation of the course Course descriptions must explain to any reader the goals and objectives of the course, the principal material covered, the time involved, the methods used, and the depth and breadth of material studied. That is all – they are to cover course content and must not include personal reflection on the process or work completed.

There are many ways a course descriptions can be written. Students may develop whatever method of pres­ entation they wish, but should be consist throughout the program.

MAP recognizes the challenge in summarizing a large amount of work in a paragraph or two; nevertheless, the course descriptions that appear on MAP transcripts should be as concise as possible. All end-of-semester mate­ rials should be written in past tense. Course descriptions are written in third person and narrative evaluations are written in first person. Students can choose to write course descriptions in first person to demonstrate more explicitly the student-designed nature of the course work. This gives the transcript a less traditional feel.

Students should keep their audiences in mind when making this decision.

Students must not include complete bibliographies here; the full bibliography is included with the student’s informal program assessment. It may, however, be appropriate to give titles and authors of two or three pri­ mary resources, especially if the books are a key component of the course. Students might also include other resources used for each course (conferences or workshops attended, classroom-based courses that were audit­ ed, outside experts consulted, etc.). Students might list any papers written, classes taught, workshops facilitat­ ed, and other products that demonstrate their learning. These activities should be described in a way that indi­ cates their breadth and depth as well as their nature.

If students completed a practicum, the course title must include the word “practicum” and the number of credits that apply to the practicum must be noted at the top of the page. The course description might describe the setting in which they worked, the nature of their responsibilities, the total hours worked, and the supervision received (e.g., the number of hours of supervision and the name, title, and role of the supervisor).

If students completed a methods course or if part of a course was devoted to the study of research methods, 322

the number of credits that apply to research methods must be noted at the top of the course evaluation page.

It is highly recommended that the course title include the words “research methods” or “research method­ ologies” and the course description should describe the work completed.

If a student did work toward the development of her master’s thesis as all or part of a course, then the num­ ber of credits that apply to thesis development must be noted at the top of the course evaluation page. It is recommended that the course title include the words “thesis development” and the course description should describe the work that was done toward the development or completion of the master’s thesis.

All courses described in end-of-semester materials must fit the criteria of theory, practicum, or thesis. A course cannot be called “Qualifying Packet”; rather a qualifying packet is completed as a product of a theo­ retical course on a specific topic.

A characteristic graduate course is 3 semester hours, but courses can range from 1- 6 semester hours each. In the semesters where students study only theory it would be typical to identify three to six courses. The most commonly used combination for a fulltime student is five 3-credit courses. In the semester when a student completes a practicum, he/she might identify a few theoretical courses in addition to a supervised internship or other practicum experience. Generally students only allocate credits toward the thesis during their final semester. During the final thesis semester a student may choose to complete the additional semester hours that are available for a final course or practicum; however the faculty encourage students to focus the entire final semester on only the thesis.

The student’s narrative self-evaluation. This evaluation is the place where, through narrative text, the com­ pleted course work is evaluated by the student. Both the student’s and advisor’s narrative evaluations are correspondent to a grade for work completed. This component must evaluate the work completed both qualitatively and quantitatively – it is not the place to discuss process. The student’s evaluations should supplement the course descriptions in giving a good picture of the work for that course. It should include any accomplishments that may not appear in specific course descriptions, such as completion of the qual­ ifying packet. It should also address specific research, learning, and conclusions. The evaluation should address the student’s overall success for the semester as a self-directed, independent learner and address the quality of the work. Students should relate what they have accomplished each semester to the aca­ demic outcome criteria for award of the Master of Arts degree at Prescott College.

The graduate advisor’s narrative evaluation. In this evaluation the advisor will describe and evaluate the nature, extent, and quality of the work completed during the course as well as the overall semester (especial­ ly as related to the student’s goals), and suggested areas for improvement or direction. In addition to evaluat­ ing the specific course, the semester’s work as a whole must be evaluated in terms of quality, quantity, depth, and breadth. The graduate advisor indicates whether or not the student’s work for the course is of sufficient quality to justify translation into the number of semester hours of credit included on the course evaluation page and inclusion in the student’s permanent record as learning achieved. This evaluation also incorporates excerpts from the practicum supervisor’s and thesis second reader’s reports, and any other resource persons who were formally incorporated into the study plan. Graduate advisors should relate what the student has accomplished each semester to the academic outcome criteria for award of the master of arts degree.

At no time and under no circumstance will letter grades be given to a student in MAP. Student’s Informal Program Assessment In the program assessment, MAP asks students to: • Reflect upon what they did and what they learned each semester, and how they feel about what they did and learned. What specific learnings can the student identify? Which activities and resources were most important for each of these learnings? How did the student go about accessing information and resources? Was the student satisfied with the studies? What did the student find especially successful, important, or useful? What does the student wish he/she had done more of, better or differently?

• If a student completed her or his qualifying or individual/thesis presentation during the semester, the student must include an additional 2-4 page reflection on the presentation. See this section for more information about this essay [need url].

• Comment on the relationship with the graduate advisor, practicum supervisor(s), thesis second read­ er, and CF. Are there ways they might have been more helpful? Are there things the advisor or CF could learn from the student’s experience to make graduate study more effective? (If students have comments that they would like kept confidential, they may send them directly to their CF or the 323

Dean of the Adult Degree and Graduate Programs.)

• Comment on the experience in the Master of Arts Program and include any feedback on the stu­ dent-directed model of graduate study. Are there ways the MAP faculty and administration might have been more helpful? Are there things the MAP staff could learn from the student’s experience to make graduate study in MAP more effective?

• Attach a complete bibliography and a list of other learning resources (e.g., lectures, conferences and workshops attended, experts consulted, etc.) used during the semester. Please note that the human­ ities program requires a full annotated bibliography for the semester.

Graduate Advisor’s Informal Program Assessment In the program assessment, MAP asks the graduate advisor to: • Reflect upon the student’s learning this semester. For example, what were the key learnings? Which activities and resources does the advisor feel assisted the student the most for each of these learn­ ings? How well did the student access information and resources? What would the advisor say is especially successful, important, or useful about the semester’s work? What would the advisor sug­ gest that the student might have done more of or done better or differently?

• Comment on the student’s academic work and specific areas in which improvement is desired/expected. Are there areas in which the student’s work is not of the quality or level necessary for graduate study? Are there agreements that have been, or should be, made between the advisor and student regarding expectations for the following semester?

• Comment on the relationship with the student. Are there ways the advisor feels he/she could have been more helpful? Are there things the MAP staff could learn from the relational experience to make MAP more effective? (If advisors have comments that they would like kept confidential, they may send them directly to the CF or the Dean of Adult Degree and Graduate Programs.)

• Comment on the experience in the Master of Arts Program and include any feedback on the advi­ sor/advisee model of graduate study. Are there ways in which the core faculty member could better have served the advisor or student? Are there ways the MAP faculty and administration might have been more helpful? Are there things the MAP staff could learn from the advisor’s experience to make graduate study in MAP more effective?

Due Dates All original and signed end-of-semester materials are due in the MAP Office by the last day of each semes­ ter. If completed end-of-semester materials are not received in the MAP Office by that date the student may receive no credit for the attempted work as well as a delay in student funding or graduation.

Completed summaries are immediately forwarded to the Office of the Registrar upon receipt. (For a sum­ mary to be complete and forwarded to the registrar, both colloquium narrative evaluations must be in the MAP Office.) This due date is regulated by the Department of Education for monitoring of federallyinsured student loans. The Prescott College Office of the Registrar must record, and provide to the Department of Education, each student’s status immediately following the semester’s end.

If a student has completed at least 75% of the work attempted, but still has some remaining work incom­ plete, he/she may complete the EOS materials for the completed work and apply for an incomplete for the remaining work. Full policy and instructions may be found here.

A student who has completed less than 75% of the work for which he/she enrolled at the end of the semes­ ter will be given no credit for all incomplete work. EOS materials should be completed and submitted for any completed work that is being awarded credit by the faculty.

Changing Course Evaluation Pages A course evaluation page, which includes the course description, student evaluation, and advisor evalua­ tion may be changed with advisor and CF approval, provided the change is submitted to the MAP Office within 3 months following the semester in which the work was completed. The student or advisor making the change must include a brief written explanation of the reason for the change. All changes must be agreed upon mutually by the student and the graduate advisor and will be reviewed by the MAP CF. End-of-Semester Materials MAP students are responsible for submitting completed end-of-semester materials for each semester the student has completed work, are requesting an an incomplete, or taking no credit for attempted work.

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This includes both terms of enrollment and contracted incomplete periods that result in the completion of work. See the full description of end-of-semester materials.

Each student will complete part of these materials and forward them to the graduate advisor who will review and approve the student's work and add the advisor evaluation.

One copy of the end-of-semester materials is needed in the MAP Office. It will be scanned for the Office of the Registrar for official student records/transcripts and kept in the kept in the MAP Office working file for the student. In addition, the advisor should make a copy for her records and students should keep copies of all materials sent to the MAP Office.

Procedures for Students for Preparing the End-of-Semester Materials and Submitting them to the Graduate Advisor MAP students and advisors are provided with templates for the forms used for the summary cover page and the course evaluations online at the MAP Current Students web page: http://www.prescott.edu/stu­ dents/map/forms.html#endofsemester.

The completed materials for each semester will include the following neatly and accurately typed items: 1. Cover Page (two-sided) The students will complete and sign sections A through C of the cover page. This page can be neat­ ly hand-printed.

Notes on Section A: For official transcript and diploma purposes, the degree program and field of study will be taken from the student’s final semester summary cover page.

Note on Section B: In addition to the student-created course evaluation pages, course titles will appear on the Prescott College Official Transcript Cover Page, which is computer-generated in the Office of the Registrar and has limited space. If course titles are longer than 55 characters, they must be abbreviated in section B exactly as they are to appear on the permanent record. Abbreviated course titles should make the full title clear. Total credits earned each semester must not fall below 6 semester hours nor exceed 15 semester hours.

2. Program Assessment (no specified length; see this detailed explanation of the program assessment.)

The student will complete, sign, and date a program assessment of the semester.

3. Individualized Course Evaluation Pages (See detailed explanation of the course evaluation.)

NOTE: Students and advisors may choose to complete course evaluation pages immediately after each individual course is completed. These course evaluation pages should be collected by the stu­ dent and submitted with the EOS materials to the advisor at the end of each semester.

In the space provided for course title, the student will include the final course title, which briefly describes the subject matter for each course for which credit was awarded (as listed on the cover page).

In the space provided for number of semester credits the student will include the number of cred­ its that he/she and the advisor have determined is appropriate for each course.

In the space provided to document credits earned toward the three graduation requirements (research methods, practicum, and thesis development) the student will note how many credits (if any) applied toward each requirement.

The course description should be concise and clearly describe the content of the course, much like typical course descriptions in a college catalogue. Samples are available here or by reviewing any col­ lege course listing or catalogue.

The student’s self evaluation should specifically evaluate the work for the course using language that is both quantified (45 hours, 30 page paper, etc.) and qualified (excellent, adequate, improved). The student is encouraged to evaluate her overall work in the program as well as the specific course as seems appropriate.

NOTE: See the samples of course evaluation pages here. The Prescott College Library also has copies of books with more samples of end-of-semester materials from students in each of the five program areas. These books are available for review at all colloquium weekends and at any time in the Library.

4. Submittal to the Graduate Advisor The student will double check all items for completeness and accuracy.

The student will send each item to the graduate advisor; a note with this link to the advisor instructions (if necessary) http://www.prescott.edu/students/map/handbook/process/EOSAdvisors.html; and an addressed and posted envelope with which the advisor may submit the materials to the MAP Office.

The student should make a copy of the end-of-semester materials for her records.

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End-of-Semester Materials for Graduate Advisors At the end of every semester each MAP student is responsible for submitting completed end-of-semester materials. This is done for each semester in which the student has completed work or for which they are requesting an an incomplete or taking no credit for attempted work. This includes both terms of enroll­ ment as well as contracted incomplete periods that resulted in the completion of work. Please see the full description of end-of-semester materials.

Each student will complete her part of these materials and forward them to the graduate advisor who will review and approve the student's work and add her own advisor evaluation. Instructions for completing these materials at the end of each semester are below.

Note: Students and advisors may choose to complete course evaluation pages immediately after each indi­ vidual course is completed. These course evaluation pages should be collected by the student and submit­ ted with the EOS materials to the advisor at the end of each semester.

Procedures for Advisors for Completing the End-of-Semester Materials and Submitting it to the MAP Office 1. Cover Page (two-sided) The advisor will review the student’s completed summary form for suitability of field of study title, course titles, number of credits (for fulltime students the total must be no less than 12 semester hours and no more than 15 semester hours per semester; for part-time students the total number of credits must match the number for which the student enrolled each semester: 6, 7, 8, 9, 10, or 11.

The advisor will complete and sign section D of the cover page.

2. Program Assessment (no specified length; see detailed explanation of program assessment.)

The advisor will complete, sign, and date a program assessment of the semester.

3. Individualized Course Evaluation Pages (See detailed explanation of the course evaluations.)

The advisor will review the student’s completed course descriptions and self evaluations, and com­ plete the narrative evaluation. The course work is evaluated in terms of quality, quantity, depth, and breadth using language that is qualified (excellent, adequate, improved) and where relevant quanti­ fied (45 hours, 30 page paper, etc.). The advisor will describe the nature, extent, and quality of the work completed, and is encouraged to evaluate the overall work for the semester and the specific course as appropriate. This evaluation also incorporates excerpts from the practicum supervisor’s and thesis second reader’s reports, and any other resource persons who were formally incorporated into the study plan. See these samples. If the student’s descriptions and evaluations have the advi­ sor’s endorsement, the advisor will add her evaluation, sign, and date each course evaluation page.

4. Submittal to the MAP Office The advisor will check all items submitted by the student as well as his/her contributions for completeness and accuracy of all information and signatures. By the final day of the semester the advisor will send the end-of­ semester materials to the MAP Office with the original evaluations from the Practicum Supervisor and Second and Third Readers (where applicable). The advisor should make copies of the materials for his/her files and send to the student a copy of the course evaluaiton page that includes the graduate advisor evaluation.

MAP Policies Manual Introduction College-Wide Policies The All College Catalog contains all policies relating to enrollment, satisfactory progress, tuition, refunds and fees, and all policies that are governed by the College’s Business Office, Office of the Registrar, and the Financial Aid Office (in compliance with federal regulations). The All College Catalog can be found at http://www.prescott.edu/forms.html. Most policies are located in the Common secion of this catalog.

Academic Policies See the online MAP Student Handbook (MAP Process Handbook and the Policies Manual) which describes academic policies, program requirements, and procedures of the Master of Arts Program.

In the interest of ensuring sufficient flexibility to meet each student’s educational needs, upon written request minor adjustments to deadlines and procedures may be approved by a student’s Core Faculty. The CF may refer a student to the Graduate Program Council or the Prescott College Exceptions Committee for more extensive adjustments.

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In the event that an exception to these policies is desired, written request must be made by the student or the student’s graduate advisor. Written requests for exception must be submitted according to the pro­ cedural guidelines. (See Common Section) Graduation Requirements Students are responsible to the academic or graduation requirements of the program at the time at which

they matriculated. Any changes to academic policies will be recorded here with a date of change noted.

All students are required to follow the procedures that are current as posted in the online MAP Student

Handbook (which includes the MAP Process Handbook and the MAP Policies Manual).

Re-admitted students (students who withdraw and later re-apply to MAP) are subject to the academic and

administrative policies in place at the time they are re-admitted.

Counseling Psychology and Education Programs The MAP Handbook is written primarily as it applies to enrollment in MAP without consideration of outside agencies that govern programs in Counseling Psychology (CP) and Education (ED). There is a unique hand­ book for the CP Program and a handbook for the ED cert program, which are maintained and provided by the chairs of CP and ED. The CP and ED handbooks address specific requirements and guidelines of state and professional agencies, relating to coursework, practica, and other program components. Except for those differences noted in the CP and ED handbooks, all academic procedures and polices remain the same.

Academic Policies There are certain components of the Master of Arts Program that are considered Academic Policy. Based on valued practice, exceptions to academic policies are not made. If a student wishes to request an excep­ tion none-the-less, written request must be made to the Graduate Program Council by the student or the student’s graduate advisor.

Here are the items that are strict academic policies: • Minimum enrollment for MAP students to receive the Master of Arts degree is 40 semester credits completed in the Prescott College Master of Arts Program. The minimum requirements are higher for students seeking certification or licensure in counseling or education.

• Immediately prior to a student’s first Prescott colloquium, new students must attend a 1 1/2 day ori­ entation to the Master of Arts Program. Any student who has not participated in this orientation will not be enrolled into MAP. Should a situation arise where an individual who has been accepted to MAP cannot attend the orientation, he/she will have the opportunity to defer enrollment to the fol­ lowing semester.

• Each semester of enrollment (halftime or greater) each MAP student must attend the required res­ idential components of MAP. • The MAP model requires six hours of advisor and advisee in-person meetings each semester, the form and timing of which is negotiated by the student and advisor.

• At no time and under no circumstance are letter grades given to a student in MAP. • MAP requires a 3 credit core foundations course of all first semester students.

• MAP requires a minimum of 6 semester hours of practicum from every student.

• MAP requires a minimum of 12 semester hours of thesis development/thesis from every student; each MAP student writes a thesis combining theory and praxis and constituting a relevant contribu­ tion to her or his area of study. In every case the thesis is expected to combine theory and praxis, to document the literature review and research (including the research methods) that the student com­ pleted, to reflect the student’s unique combination of interests and studies, and to make a socially and/or ecologically responsible contribution to the field.

• Each student is required to submit to the MAP Office one of the first five study packets for review by faculty readers.

• All students are required to demonstrate competency in the basic research methods and terminolo­ gy that are traditionally used in their fields of study before beginning their thesis. This is generally done through the completion of a Research Methods course (minimum of 3 credits).

• All students are required to demonstrate written (papers) and oral (presentations) communication skills that are informed, scholarly, and passionate.

• Each MAP student is responsible for completing graduate level research in her or his field of study.

• MAP students are required to develop and demonstrate social and ecological literacies as part of their program of study.

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Grading and Evaluation The quality of the work accomplished and a demonstration of mastery is the primary Prescott College measure of learning. Students are expected to learn as much and to progress as far as is possible for them in the studies undertaken. Prescott College endeavors to de-emphasize credits as a measure of evaluating learning. Students in the Master of Arts Program do not receive letter grades, but rather receive ongoing narrative evaluation of their work. In order to ensure mastery that is comparable to traditional standards of graduate study, credit in MAP represents the equivalent of a letter grade of “B” or better.

At no time and under no circumstance are letter grades given to a student in MAP. Please refer to the sec­ tion Measure of Academic Achievement for specific criteria relating to evaluation and processes.

Attendance and Progress MAP student attendance and progress are measured in the following ways: A. MAP students complete their work through a program of guided independent study. Each fulltime student is required to complete a minimum of 25 hours of self-directed study per week during each enrollment period, and students enrolled part-time will complete less but correspondent amounts of work. This includes reading and writing, library research, interviews, workshops, etc. This might include reading one book a week or the equivalent in journal articles and other materials. The amount of time spent reading and studying, as well as the number of books a student uses, will vary depending on the balance between theory and practice, involvement in qualifying packet and thesis revisions, studio time, interviewing, etc. This amount of time may also increase significantly at vari­ ous stages during the program; students find this to be true especially while completing the qualify­ ing packet, practicum, and thesis. 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 licensure/certification). Especially in the studio and visual arts, the performing arts, and all other fields requiring clinical, laboratory, or field work, there may be times when students devote far more than the required 25 hours per week to their studies. This will be in accordance with standard practice in the student's field and will be built into the student's study plan.

Scholarly documentation is evaluated and approved by the student's individual graduate advisor and by the instructor of the core foundations course in the first semester; this comes in the form of five study packets per enrollment period for a fulltime student, three to five packets for a less-than-full­ time student, and two to three packets for a halftime student. Credit for the semester is predicated on the successful completion of these study packets distributed evenly over the course of each 20­ week semester and six hours of individual advisor/advisee meetings.

B. Satisfactory attendance and progress for fulltime and part-time students is also measured by the fol­ lowing: two academic presentations of work in progress completed during the student’s tenure with MAP; demonstration of ecological and social literacies as related to the student’s program of study; a qualifying packet to be submitted no later than the mailing date of the sixth study packet of the student’s program; completion of the core foundations course in the first semester; completion of a supervised practicum as determined by the student’s practicum supervisor and graduate advisor (minimum of 6 semester credits); completion of coursework in research methods (minimum of 3 semester credits); completion of graduate level research; and completion of a thesis plan and a the­ sis (12 total semester credits of thesis development/thesis), which are read and approved by the graduate advisor, second reader, and third reader/core faculty.

C. Students are required to participate in residency colloquia held on-campus at Prescott College in Prescott, Arizona. Please see “Residencies” for more information regarding full and part-time required attendance, make-up events, and alternatives.

Outcomes of Study in MAP Students and advisors should keep in mind, as they plan each semester’s study, the ways in which they can move toward meeting the following degree outcome criteria: • a mastery of contemporary and foundational knowledge and theory in the student's field of study; • the ability to integrate theoretical and practical aspects of the field; • a mastery of modes of practice and professional ethics in the student's field of study; • an understanding and appreciation of the social context in which the field is practiced; • the ability to demonstrate written communication skills that are informed, scholarly, and passionate; • the ability to demonstrate oral communication skills that are informed, scholarly, and passionate; • the ability to collect, analyze, and interpret information, and to conduct a literature search, in the 328

student's field; • familiarity with research methods (qualitative, quantitative, textual, heuristic, action-based, participative, field-based, etc.), and the ability to design and carry out research projects in the student's field of study; • the development of social literacies, including an understanding and appreciation of the ways humans relate to their own and other cultures, and the impact this relationship has on the student's field of study and professional practice; • the development of ecological literacies, including an understanding and appreciation of the ways humans relate to their environment (ecological, spiritual, and cultural), and of the relevance of these ideas to one's field of study and professional practice.

Changes to Faculty Assignments It is the general model of the Master of Arts Program that a student will work with one graduate advisor and one core faculty member from the start of the program through graduation. Sometimes there are changes in the faculty members who work with an individual student based either on modification in the student’s area of emphasis or a faculty member becoming unavailable to continue in the role.

Changes to the core faculty are only made when the field of study changes.

Changes to the graduate advisor can be made only in exceptional cases where there is a difference of style or needs that cannot be resolved through consultation among the student, the involved faculty member, and the chair of the degree program. Advisor changes can be made only in between academic enrollment periods and only after the student, advisor, and core faculty have met and thoroughly considered all possibilities for resolv­ ing differences. Please see specific policy regarding changes as they relate to the thesis committee.

It is the policy of the Graduate Program Council that changes to faculty are never made in the Master of Arts Program when a faculty member is requiring a level of academic rigor and quality with which the stu­ dent takes exception – in these cases the differences must be negotiated and resolved by the involved stu­ dent and faculty members. If the student, advisor, and core faculty member cannot achieve resolution unaided, the chair of the degree program will work with them (and if necessary the Graduate Program Council) to devise and decide on a solution. A chair of one of the degree programs may serve in a co-advi­ sory role until the situation can be resolved; this is done in order to get the clearest picture of the issues from both academic and communication perspectives.

Practicum Registration Policy It is the that before a student can begin a practicum the practicum plan and supervisor must have been approved and all appropriate paper work, with appropriate signatures, must be in the MAP Office.

There is always a risk of losing credit for any work undertaken in MAP without prior approval from the student's faculty. If a student begins to carry out an unsupervised practicum before the practicum study plan has been approved, or begins to carry out a supervised practicum before the study plan and the supervisor have been approved, there is a risk of receiving no credit for the work. In a program where there are state or national regulations governing practical work, such as counseling psychology or educa­ tion certification programs, there is a risk of losing credit and being administratively withdrawn from the Master of Arts Program for commencing an unapproved practicum.

This policy is in place in order to ensure that any work that could have an effect on living subjects has been thoroughly vetted through the process of designing the practicum under the guidance of the stu­ dent's faculty. In cases where a practicum will include research that will have an effect on living subjects the practicum development process will include assessment through the Prescott College Institutional Review Board (IRB). http://www.prescott.edu/students/map/irb/index.html Thesis Registration Policies Prerequisites to Thesis Research It is the policy of the Master of Arts Program that before a student can begin to carry out any research for the master’s thesis, the qualifying packet and the thesis plan must have been approved and the final revised copies with appropriate signatures must be in the MAP Office.

There are recommended timelines for completion of the qualifying packet and the thesis plan included in the MAP Process Handbook. Regardless of when these components are completed (a student may complete them at any time prior to beginning her thesis research) both items must be complete, approved, and a final signed/approved copy in the MAP Office prior to beginning any thesis research.

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If a student enrolls for thesis development credits before completing the qualifying packet or the thesis plan, all work during that thesis development enrollment must focus on the completion of these two items before any thesis research can begin. There is always a risk of losing credit for any work undertaken in MAP without prior approval from the student's faculty; during thesis development enrollment, this means that credit will not be given for any thesis research completed without an approved thesis plan.

There is also a further risk of beginning work on the thesis without faculty approval, if that research involves any living subjects. Beginning to do research that involves living subjects without having completed the IRB process and the thesis plan review process is grounds for being administratively withdrawn from the program.

This policy is in place in order to ensure that any research that could have an effect on living subjects has been thoroughly vetted through the process of designing the thesis research under the guidance of the thesis com­ mittee (the thesis plan design and approval process). In cases where research for the master’s thesis will have an effect on living subjects the thesis plan development process will include assessment through the Prescott College Institutional Review Board (IRB). http://www.prescott.edu/students/map/irb/index.html Thesis Development Registration Students must register for and complete a minimum of 12 thesis development credits over the course of the student's tenure in the Master of Arts Program. Students must plan the thesis process with a clear timeframe agreed on by the entire committee, and must respond to all committee feedback, in order to avoid register­ ing for more than 12 credits of thesis development. See this section in the handbook on thesis development.

When the master’s thesis is completed and approved by the full thesis committee, a signed copy of the thesis approval page thesis must be submitted to the MAP Office with the final end-of-semester materials and a copy of the final approved thesis must be uploaded to ProQuest; at that time the final 6 credits of “thesis develop­ ment” will be changed to “thesis” by the office of the registrar. Only when this and all other graduation require­ ments are met will the student will be eligible for conferment of the master of arts degree. The degree is con­ ferred on the last day of the semester in which this final graduation requirement was completed.

The Thesis Plan/Thesis Committee When it is time for a student to develop a thesis plan and carry out the final research and writing of the master’s thesis, it is expected that changes to faculty (including the graduate advisor and core faculty) will not be made. It is the practice of the MAP faculty to ensure that a thesis committee remains the same from the beginning of the thesis planning process through final approval of the master’s thesis in order to ensure that the student is achieving all expectations set by the members of the thesis committee. Should exceptional circumstances arise that require a change in faculty, this will be handled by the program chair in consultation with the Graduate Program Council.

Evaluations Measure and Evaluation of Student's Academic Achievement In the Master of Arts Program, faculty continually review student’s work throughout the student’s tenure.

Those in a faculty role that provide academic review of student work include the graduate advisor, qualifying packet reviewers, practicum supervisor, thesis second and third readers, and the student’s core faculty.

Evaluation by the Graduate Advisor Students send a study packet to their advisors approximately every three weeks, which is returned within one week, with written feedback of their work in progress. Students also receive feedback during the inperson meetings with their advisor each semester.

It is the role of the graduate advisor to ensure that the student is doing graduate level work. Fulltime MAP students must average a minimum of 25 hours of graduate level work per week. This includes time reading, studying, reflecting, conducting research, writing, and so on. It is required that each week one book (or its equivalent in journal articles, seminars, conferences, etc.) be read and critically responded to in writing. The advisor’s packet responses are intended to guide the student in maintaining this minimum, to ensure that no area necessary to the student’s program is missed, and to provide ongoing support and challenge.

Student’s study packets must contain the minimum number of required pages and must be of a quality appropriate to “B” or better graduate study. These expectations are to be monitored by the graduate advi­ sor with input, where necessary, from the CF. 330

Note: Students must complete 40 semester credits to graduate with the Master of Arts degree. Students seek­ ing state certification as a professional counselor or state certification or an institutional recommendation in education, must have a minimum of 60 semester hours to graduate with the Master of Arts degree.

At the end of each semester the graduate advisor provides the student with narrative evaluations of each course. These evaluations become part of the student’s permanent record and transcript. In addition the grad­ uate advisor provides the student a more informal program assessment of the semester’s work and the pro­ gram in general.

Evaluation by the Qualifying Packet Reviewers On the date that the student sends her or his sixth study packet to the advisor, the student will submit one of the first five packets to the MAP Office to serve as a qualifying packet. The study packet process, from start to finish, is designed as an opportunity for students to demonstrate, practice, and strengthen writing and critical thinking skills in preparation for the thesis. The student’s advisor and two additional faculty reviewers read the qualifying packet: these three people form the QP committee. The two additional members will include one of the MAP writing faculty reading for organization, structure, grammar, and general writing quality, and another faculty member in the student’s field reading for content. Receiving feedback from a committee and incorporating it into a final product, is a learning process designed to strengthen writing and critical thinking skills in preparation for the thesis.

Evaluation by the Practicum Supervisor While a student is involved in a practicum, the practicum supervisor provides on-site guidance and feed­ back to the student. This will generally be done in the form of regular face-to-face meetings between stu­ dent and supervisor. The student and the supervisor determine the frequency and length of these meet­ ings. At the end of the semester, the practicum supervisor sends a letter of evaluation of the student’s work to the student’s graduate advisor. The advisor incorporates excerpts from this letter into the evaluation form for the practicum and, in addition, submits the original supervisor’s evaluation letter to the MAP Office. Throughout the semester, the student will continue to send the advisor regular study packets, which include reports of the student’s learning and experiences in the practicum, as well as papers on any reading material that is used in support of the practicum or as additional theoretical work.

Evaluation by the Core Faculty Each semester the student’s CF will review her or his study plan, colloquium narrative evaluation, and end-of-semester summary. If the CF has concerns about the quality, quantity, or substance of the student’s program, the CF will contact the student’s graduate advisor.

In the semester prior to the one in which the thesis work is begun, the student will complete a detailed thesis plan, which describes the methodologies, format, and focus of the thesis. The student will receive feedback on this plan from her or his advisor, the thesis second reader, and the CF who serves as the third reader.

Evaluation by the Thesis Second and Third Readers During the semester(s) in which the thesis is completed (for most students the final semester), students also receive written feedback from the individuals who serve as their thesis second and third readers.

The second reader’s role is to serve as a consultant to both the graduate advisor and the student during the thesis planning and writing stages and to give final approval on the end product. When the thesis is com­ plete the second reader will send a written thesis evaluation report to the student and the graduate advisor.

The third reader’s role is to ensure that Prescott College expectations and standards are met, graduatelevel work has been done, appropriate methodologies have been defined and used, and that the thesis is ready for publication. When the thesis is complete the third reader will send a written thesis evaluation report to the student and the student’s graduate advisor.

The advisor may incorporate excerpts from both of these reports into the EOS evaluation of the thesis, and in addition submits the original evaluations to the MAP Office.

Enrollment and Registration Policies that are Unique to MAP Registration Requirements Students must register for and successfully complete a minimum of 40 semester credits in order to obtain the Master of Arts degree. The minimum requirements are higher for students seeking certification or licensure in counseling or education.

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MAP students may enroll for no less than 6 credits in the spring and fall semesters and no less than 3 cred­ its in the summer semester.

Fulltime students may register for no more than 6 credits in the summer. During the spring and fall

semesters fulltime students may register for 12 – 15 credits.

Beginning with the Fall 2009 semester MAP will no longer provide a full time range of 12-15 credits; rather all students will enroll for the exact number of credits that they plan to complete.

Degree Conferment The master of arts degree is conferred on the final day of each spring and fall semester to all qualified students. To qualify for degree conferment on this day all program graduation requirements must be met and recorded as noted in this catalog. In the final stages of completion of the Master of Arts Program this also means that the thesis must be approved by the full committee and end-of-semester materials must be in the MAP office by the last day of the semester. Further it requires that at the end of the semester the student will upload the approved thesis to ProQuest.

If 30 days past the last day of a semester, the student has not uploaded the final approved thesis to ProQuest, or still has any work outstanding – thesis or otherwise; an incomplete contract or not – the degree conferment will be automatically deferred until the next semester. At that point the same graduation conferment require­ ments will apply. See full thesis completion procedures as well as the incomplete policy for specific details.

Residency Requirement (Degree-Seeking Students) Students are required to attend the new student orientation and colloquium in Prescott at the beginning of their first semester and attendance at the second colloquium near the end of the first semester.

Attendance at the first orientation is mandatory; any newly accepted student who cannot attend will be given the opportunity to defer to the following semester.

All students must make travel arrangements to be present at the beginning and end of each colloquium week­ end. The schedule for the current colloquium can be found here approximately three weeks prior to each col­ loquium: http://www.prescott.edu/students/map/colloquium_current.html. In the second and later terms of enrollment residency requirements are reduced. This page includes full information about residencies.

If a student misses a required Prescott colloquium (misses either of the first semester colloquia, or miss­ es attending at least one requested colloquium in a subsequent semester) the student will be required to make up the absence at a colloquium in Prescott during the following semester.

Course-only Students An individual who has been awarded a master’s degree from a regionally accredited college or university may need coursework for state or private certification or licensure in her or his field. In these situations, the individual may apply to MAP as a non-degree seeking student to complete the courses needed.

Accepted course-only students must enroll for a minimum of six semester hours during any given semes­ ter. Interested individuals apply to MAP through the regular channels, creating a study plan for the intended coursework. Note: Course-only students are not eligible to receive federal financial aid. Contact the Financial Aid Office at (877) 350-2100 x1111 for other funding options.

Independent Studies Prescott College is accredited to offer qualified students graduate level independent studies. The gradu­ ate program council will consider students’ requests for graduate-level credits on a case-by-case basis.

Workshops MAP faculty members occasionally present workshops through schools or other institutions that are not accredited to grant credit. Faculty may wish to have Prescott College grant continuing education or graduate credits for these workshops. Any faculty member wishing to propose that Prescott College sponsor such an event should contact the graduate program council for more information. A propos­ al form is available through which the faculty who will be presenting the workshop may request that Prescott College grant graduate credits (mentored study option) or continuing education credits. If the College’s CEU Committee, which includes the MAP program council and director of academic operations, accepts the proposal, the facilitator of the workshop will handle all of the registration details and work in conjunction with the Office of the Registrar and the MAP director of academic 332

operations to process these credits. Should an MOU or other contract be required, the CEU commit­ tee will facilitate that process.

Counseling Psychology (CP) and Education (ED) The Counseling Psychology program and Education program will accept prior graduate work for the pur­ pose of creating a study plan that meets graduation requirements. The transfer of credits from other insti­ tutions will be approved by the chair of MAP’s CP or ED program. In addition to the following criteria, specific details regarding the maximum number of credits that may be transferred and other criteria for acceptance and transfer of prior work are included in the MAP CP or ED handbooks.

Note: Meeting the criteria below does not guarantee acceptance for transfer credit.

A course that was completed at another college or university may be considered for transfer under the fol­ lowing conditions: 1. The prior work was completed at a regionally accredited college or university with a grade of B or better, or, if the institution does not use grades, its equivalent.

2. The prior work was completed within the past 10 years; some specific courses will require that the coursework was completed more recently than that.

3. The prior work was completed at the post-baccalaureate/graduate level.

4. The coursework being recognized is required as a core or elective course for state or professional certification or licensure and is sufficient to meet MAP’s theory or practicum requirements.

5. The prior work does not exceed the maximum of 15 semester hours of allowable transfer credit.

6. In addition to the transfer credits, the student will be enrolled in the Master of Arts Program for three or more enrollment periods and earn 40 credits through the completion of new work in MAP. The number of transfer credits accepted will not shorten this minimum 40 semester hour gradua­ tion requirement for a master’s degree from Prescott College.

To have course work considered for acceptance the student must provide an official transcript from the institution and a copy of the course catalogue with the relevant course description(s). This should be done at the time of admission through the admissions office, but coursework for consideration can be submit­ ted to the program chair at any time prior to graduation. The chair for the degree program will review the materials and may request other items, such as a copy of the syllabus. The chair will approve relevant course(s) and provide the Registrar’s Office with documentation identifying which courses are to be trans­ ferred, and which program requirement(s) will be satisfied by the accepted course(s).

Partner Institutions with Official Memos of Understanding (MOU) The MAP currently has MOU partnerships with several individual institutions of higher learning. In most cases these are non-degree granting residential programs whose offerings and missions have been found to be in close alignment with the learning and delivery educational philosophies of Prescott College. In these sit­ uations the Prescott College faculty have reviewed and approved the following as appropriate for the partner­ ship with the Master of Arts Program: complete syllabi of specific coursework offered by these institutions; the facilities where the residential courses will take place; and the instructors or faculty of the institution.

Documentation of the MAP faculty review is on file in the office of the dean of ADGP. When completed at the partnering institution, these courses will be awarded graduate credit by Prescott College. All accepted courses will be included on the student’s Prescott College transcript as work required for graduation from MAP. Students must apply to and be accepted by both the Prescott College Master of Arts Program and the partnering institution individually – acceptance at one institution does not guarantee acceptance at the other.

Specific details are available from the Prescott College admissions office or the partnering institution.

Note: Meeting the criteria below does not guarantee acceptance for transfer or awarding of graduate credit.

Courses that were completed at the partnering institution may be considered for acceptance by MAP under the following conditions: 1. The student has been accepted for admission and has enrolled in the Prescott College Master of Arts Program toward receipt of the Master of Arts degree.

2. The work was completed at an institution with which the Prescott College Master of Arts Program has a memo of understanding and received an evaluation verifying that it was the equivalent of B or better graduate work.

3. The prior work was completed within the past 10 years; some specific MOUs require that the 333

coursework was completed more recently than that.

4. In addition to the acceptance of transfer credits the student will be enrolled in the Master of Arts Program for two or more enrollment periods and earn 30 credits through the completion of new work in MAP according to the academic guidelines in this handbook.

5. Other specific details regarding the MOU partnership are available from the partnering institution or the MAP program chair who oversees the partnership. The specific program agreement will indi­ cate the coursework that has been approved for transfer into the Master of Arts Program, variations in the maximum number of credits that may be transferred, specific guidelines about the timeframe for having completed the courses, and any other criteria for acceptance and transfer of prior work.

At the time of admission to MAP, the student must provide a proposed study plan that identifies any courses that have been or are to be completed at the partnering institution and transferred for inclusion on the MAP transcript. The student will complete MAP end-of-semester materials documenting the work completed at the partnering institution and provide them to the Prescott College Office of the Registrar.

The chair of the program will review the plan and end-of-semester materials and may request more detail regarding the overall plan before approving the final study plan. The chair will approve relevant course(s) and provide the Office of the Registrar with documentation identifying which courses are to be trans­ ferred or awarded credit and which program requirement(s) will be satisfied by the accepted course(s).

Incomplete Policy In all cases MAP students must have their end-of-semester materials approved by their advisor and deliv­ ered to the MAP Office by the last day of each semester. The EOS must be received by this due date and must document all completed work for the semester even if there is incomplete work remaining.

If there is incomplete work remaining at the end of a semester, the student will either take no credit for that work or, if eligible, the student may use the incomplete policy and contract to set a timeframe to com­ plete the work.

These are the specific possibilities regarding incomplete work in MAP: • If at the end of a semester a student has completed as least 75% but less than 100% of the work for which he/she enrolled, he/she will complete end-of-semester materials for any completed work; the remaining incomplete work can be written up on the incomplete contract and completed by the timeline on the contract (no later than the last day of the following semester).

• If a student has completed less than 75% of the work for which he/she was enrolled, he/she will com­ plete end-of-semester materials for any completed work; the remaining incomplete work will be per­ manently transcripted as “no credit” by the Office of the Registrar.

Note: At any time a student may elect to take No Credit (NC) for some or all of a semester’s work rather than completing it.

Determining Eligibility for the Incomplete In order to be granted the incomplete, the student must submit end-of-semester materials for the com­ pleted work along with an incomplete contract noting what is incomplete (25% or less) and setting a date by which it will be completed (no later than the last day of the following semester).

A student with approved incomplete status may enroll part-time in the following semester for new work.

It is recommended that students have no more than 12 credits of total work in process at any given time.

The incomplete contract is located on the MAP forms web page under Registrar Related forms, http://www.prescott.edu/students/map/forms.html#regform. This incomplete contract must be signed by the student, the graduate advisor, and the core faculty.

Students and advisors are encouraged to be very thoughtful about their schedules and availability when choosing the due-date for the incomplete work. If the work is not completed by the last day of the subse­ quent semester it will be permanently transcripted as “no credit” by the Office of the Registrar.

Thesis writers who have not completed their thesis at the end of what was hoped to be the final semester of thesis development will write up the completed thesis development work on the EOS forms. At that point they have the option of enrolling for six more thesis development credits to continue the thesis work, or of taking an incomplete if the thesis is 75% complete according to the criteria set by the MAP faculty 334

(see below). The Thesis Advising Document provides more information and is found on MAP forms page under Thesis Related Forms at http://www.prescott.edu/students/map/forms.html#thesis.

Criteria for Determining 75% Completion for Theory and Practicum Credits: For the theory and practi­ cal work prior to the thesis, the graduate advisor (with the student) will make a subjective evaluation to determine whether the work is 75% complete. The incomplete theory or practicum work must be sub­ mitted by a date set by the advisor on the Incomplete Contract, and no later than the end of the follow­ ing semester. If the work and accompanying end-of-semester materials are not received by the end of the following semester the Office of the Registrar will record the credits as “no credit.”

Criteria for Determining 75% Completion for Thesis Writers: When a student is working on his/her master's thesis, he/she will be required to enroll for thesis development credits until all work is complete. A student who is enrolled for thesis development credits and has less than 75% of the thesis written does not qualify for an incomplete and needs to enroll for six additional thesis development credits in the next semester.

The incomplete option and contract may be used only when the student is 75% complete with her thesis according to these criteria set by the MAP faculty: o A full draft of the thesis was submitted to the graduate advisor, thesis second reader, and core fac­ ulty/third reader early during the enrollment period. See the recommended timeline for completing a final thesis semester. o Each faculty member has reviewed the work and returned their written feedback to the student. o The faculty feedback requires revisions that could reasonably be completed within a five week peri­ od (25% of a semester). o The student will have the final approved thesis in the MAP Office within five weeks of receipt of the faculty reviews. o All other graduation requirements including the approved QP, thesis plan, and thesis presentation have been met.

The final completed thesis must be submitted by a date set by the advisor on the incomplete contract; this date should be no later than five weeks following receipt of the faculty reviews.

Note: In order for a degree to be conferred at the end of a semester all work must have been received within 30 days of the last day of that semester. See the degree conferment policy. If a student with an incomplete thesis contracts with the faculty to complete that work in a timeframe that falls later than 30 days after the end of the last semester of enrollment, the graduation conferment date will be deferred.

The date on the incomplete contract is not flexible and if the thesis and accompanying end-of-semester mate­ rials are not completed by the due date, the student will be required to enroll for an additional 6 credits of thesis development in a subsequent semester. If a student misses this date and is required to enroll for six more thesis development credits, but this happens later in the next semester because of an advisor's sched­ ule, all relevant late fees and registration costs will apply. See registration and late fee policies.

Summer and Winter Breaks: MAP advisors are not contracted to work during the summer months between the end of the spring semester and the beginning of the fall semester, nor in the winter during the weeks between the end of the fall semester and the beginning of the spring semester. Core faculty availability may also be limited during these times. If the student has not submitted required items (QP, thesis plan, or thesis drafts) by the end of the semester, there is no guarantee that late work will be processed during these breaks. The advisor and core faculty must consider their availability when consid­ ering an Incomplete Contract with a student.

Graduation Requirements The Office of the Registrar determines graduation approval with input from other Prescott College

offices. In order to be approved for graduation the following information is verified:

The Office of the Registrar:

• A total of 40 or more credits (or a total of 60 credits or more for certification/licensure students) • Study plans for each semester • Completion of Core Foundations Course (required for incoming students beginning fall 2008) • All theory coursework • Demonstration of social and ecological literacies 335

• Approved qualifying packet • Research Methods course (minimum of 3 credits) • Supervised practicum (minimum of 6 credits) • Qualifying presentation • Individual thesis presentation • Research component • Approved thesis plan • Approved thesis (12 credits) • All colloquium attendance or noted absence statements • Completed end-of-semester summaries for each semester The Business Office: • Verification that the student’s financial record is clear The Library: • Verification that the student’s library record is clear Degree Conferment The Master of Arts Program has two degree conferment dates each year, which are the final days of the fall and spring semesters. The Adult Degree and Graduate Programs have two graduation ceremonies each year, which are held in May and December in Prescott, Arizona.

A student’s degree conferment date is determined by the Office of the Registrar and is based on all grad­ uation requirements being completed and recorded by the Office of the Registrar. The conferral date will be the final day of the student’s final enrollment period of thesis development. A student’s end-of-semes­ ter materials, signed thesis, and all graduation requirements must be received in the MAP Office by the final day of the semester in order to be cleared for graduation. If a student’s final, approved, and signed thesis and end-of-semester materials are not in the MAP Office by that date, the student and their advi­ sor should evaluate the work that has been complete to determine if an Incomplete Contract can be sub­ mitted or if the student needs to enroll in additional thesis credits.

Graduation Ceremonies Graduation ceremonies for the Adult Degree and Graduate Programs are held in Prescott, Arizona. A stu­ dent may attend any ADGP graduation ceremony that follows his/her degree conferment date. All mate­ rials required for graduation must be received in the MAP Office at least three weeks prior to the cere­ mony in order to participate in a graduation ceremony. Only those students whose work is completed in full, and who have been cleared by the Office of the Registrar to have their degree conferred, may go through a graduation ceremony.

A student’s diploma and transcript will be available once the degree is posted and all financial obligations to Prescott College are met.

The MAP Faculty The Master of Arts Program is served by faculty affiliated either with one of the five degree programs or with academic administration. Current faculty are identified here. (MAP faculty may be full time or part-time, and either full faculty or associate faculty.) Faculty members have various levels of involvement with program development specific to one or more of the following: one of the five degree programs; an area of academic concentration within one of the degree programs; certification and licensure oversight; and/or a specific regional or bio-regional area. Faculty members who serve one of the degree programs also fill the role of core faculty (CF) to individual MAP students as designated by corresponding academic focus.

Graduate Program Council The academic programs of MAP are governed by the MAP Program Council – a group consisting of the chair of each of the five degree programs of MAP. One full time faculty member from each of the five degree program serves as the chair to the degree program.

The MAP Program Council has responsibility for providing academic oversight for the Master of Arts Program at Prescott College and developing and maintaining MAP’s model of individualized graduate education. The MAP program council is charged with providing general (MAP) and specific (ED, HU, ES, CP, and AE) academic oversight and program development that both maintain and foster the MAP model of individualized graduate education. The council has two main areas of responsibility: [1] collec­ 336

tive oversight of the Master of Arts Program and [2] individual oversight of each of the five degree pro­ grams. The chairs of each program hire and supervise associate/part-time faculty as needed to oversee a group of students in the degree program, a specialized program or concentration, or a particular commu­ nity or regional focus.

The full Graduate Program Council (GPC) includes the chairs/directors of the Ph.D. Program. The GPC works to oversee the development of graduate studies at the College. The GPC serves as consultants to the MAP administration and the Adult Degree and Graduate Programs admissions office.

Meetings/Retreats: During the academic year the MAP Program Council and library faculty meet month­ ly with the MAP administration (dean and directors of admissions and academic operations). The GPC, library faculty, and dean also meet quarterly, in retreat adjacent to each colloquium. Additional meetings may occasionally be scheduled as necessary.

Agenda Meetings consist of discussions of philosophical and pedagogical issues pertaining to the program, an overview of MAP progress, admissions review, strategic planning, and other vital issues. Through specific assignments, the faculty follow through with program development and academic improvement projects as recommended by the MAP student body, graduate advisors, and the MAP or other college administration.

Governance: When appropriate, Graduate Program Council recommendations are forwarded to appro­ priate college-wide committees and constituencies for feedback, or to the Prescott College President or the Board of Trustees.

Faculty Classifications and Roles Core faculty (CF) consist of MAP faculty members (full or associate) who have responsibility for providing academic oversight for specific individual students’ work and supervision for all contracted faculty who work with students. One membe serves as the core faculty to each student. The chair of each degree program assigns all students one core faculty. The selected CF has general expertise in the academic field of the stu­ dent and chooses a scholar with specific expertise in the student’s academic discipline/emphasis to serve as the graduate advisor.

It is the role and responsibility of the CF to ensure that all advisors and students have a clear and consistent understanding of the academic policies and expectations of MAP. The CF is responsible for the following for each of her or his students: read and review academic work beginning with the admissions application and including all study plans, colloquium narrative evaluations, and course evaluations; assign readers for the qual­ ifying packet; and read or assign a third reader for the master’s thesis. Students are expected to be in regular contact with their CF throughout their program. CF contract graduate advisors (advisors) on a student-by­ student basis and are responsible for communicating with advisors throughout the course of each enrollment period, relaying new information or program changes to advisors, answering questions that relate to the aca­ demic program, and bringing feedback or concerns from advisors to the GPC. MAP core faculty also provide minimal specific administrative support to advisors and students; additional administrative support for each student and advisor is provided by the advising assistant or registrarial staff.

Graduate advisors are contracted scholars/professionals who are appointed by the student’s CF on a stu­ dent-by-student basis. They are contracted by the enrollment period and, except in unusual circum­ stances, will remain with a student throughout her or his entire program. Graduate advisors assist and guide students in planning, carrying out, and evaluating all stages of graduate study. Graduate advisors provide both support and understanding while challenging students to deepen the complexity of their thinking. Graduate advisors begin working with students after the student has been accepted to MAP. The graduate advisor is responsible for: assisting the student in finalizing a degree study plan and approving the study plan each semester; reading and evaluating every study packet; meeting in person with the stu­ dent each semester; reading, analyzing, and evaluating each study packet; evaluating the student’s work each semester; assisting the student with networking in the field (including obtaining the practicum supervisor and thesis second reader) and overseeing the entire process of graduate study through the completion of the master’s thesis. Advisors should regularly check in with their CF to encourage commu­ nication and ensure consistency in understanding all aspects of the program.

During the course of the program a student will also work with a practicum supervisor. This person is rec­ ommended by the student, approved by the student’s graduate advisor and CF, and contracted by the 337

College for the period of the practicum. The practicum supervisor is responsible for on-sight or in-per­ son supervision, review, and evaluation of a practicum. It is expected that this person will be someone other than the student’s graduate advisor. Counseling psychology students should see the CP Manual for specific information about approval of the counseling practicum and supervisor.

The qualifying packet (QP) writing faculty-reviewer is a person appointed and supervised by the student’s CF to read the student’s QP for writing quality, including structure, organization, style, and clarity.

The qualifying packet content faculty-reviewer is a person assigned for each individual paper by the stu­ dent’s CF to read the QP. This person is usually a faculty member with expertise in the appropriate disci­ pline and topic. This person will read the QP for content and relevance in the field.

A thesis second reader is selected by the student to read her or his thesis and offer a professional critique of the content and scholarship. The second reader is approved by the student’s graduate advisor and CF. The role of the second reader is to give feedback on the thesis. It is especially helpful if the reader can provide feedback in an aspect of the thesis that is different from where the advisor’s expertise lies.

A thesis third reader is assigned by the CF to read each thesis to ensure consistency with the MAP expec­ tations and academic standards. In most cases, the CF fills this role; occasionally the CF will find it more appropriate to assign another faculty member to fill this role. In such a case, this person will be selected from a group of individuals who have been trained by and are supervised by the MAP faculty to review student theses in terms of the standards and expectations of a Master of Arts Program thesis. This person may be in a field that is complementary to the student’s field and may have some knowledge in the stu­ dent’s thesis topic, although it is not necessary.

Advisor Information Advisor Stipend Graduate advisors are contracted for one enrollment period at a time. Compensation information is available here: http://www.prescott.edu/students/map/advisors.html If a student withdraws in the middle of the semester the advisor may still be entitled to receive the sec­ ond payment. If special circumstances require that a student’s advisor change during an enrollment peri­ od, the new advisor will receive the second payment for that semester.

When a student withdraws from MAP after he/she has begun to hold meetings with the new graduate advisor to develop the study plan, the assigned advisor may be paid $100 as a compensation for any pre­ liminary work already completed.

Travel Reimbursement Graduate advisors who live more than 150 miles one-way from Prescott may receive travel reimbursement for attending colloquium. Information may be found here: http://www.prescott.edu/stu­ dents/map/advisors.html Faculty Meetings for Advisors At the beginning of each enrollment period there is an orientation process for graduate advisors who are new to MAP. Each new advisor may choose to attend an orientation meet­ ing held during the first colloquium or may make arrangements with their CF for an individual orienta­ tion process that meets the advisor’s needs.

During the course of each enrollment period, there are two faculty meetings held during the colloquium weekends. All advisors are encouraged to either attend each faculty meeting or to meet with her or his CF. Should an advisor not be available to attend the meetings, that advisor is encouraged to communicate with her or his CF any items that the advisor wishes the CF to bring to the meeting. CF are responsible for giving non-attending advisors an update on the outcome of the meeting. Advisors who are working with one of the site-based programs may attend faculty meetings on site.

Tuition Changes The Board of Trustees sets the tuition for the Master of Arts Program annually.

Academic Governance and Program Policy Change for Counseling Psychology Due to the specific state and national boards that govern the delivery of higher education in the field of counseling, the Prescott College Counseling Psychology program has a separate steering committee that 338

oversees the CP program. Because of the specificity of board requirements, the CP delivery model and many of the program requirements are unique to the CP program.

Students enrolled in the CP program must refer to CP Handbook. While information in this handbook may be useful for scholarship, the specific procedures and polices are different for ES, ED, AE, and HU than those in CP. All CP students must refer to and are accountable for CP policies.

Changes in Academic Requirements Students are responsible to the academic or graduation requirements of the program at the time at which they matriculated. Any changes to academic policies will be recorded All students are required to follow the procedures that are current as posted in the online MAP Student Handbook (which includes the MAP Process Handbook and the MAP Policies Manual).

Core Foundations Course Effective for students matriculating Fall 2008 and later. Students who enroll in the Master of Arts Program are required to complete one 3 credit core foundation course within their degree program area.

Details are specific to each of the five degree programs.

Registration Options Change (for students not in a professional preparation program) Effective for students matriculating Fall 2008 and later. Students in their first semester of enrollment in MAP are asked to enroll for and complete no more than a maximum of 12 credits. Following the first semester any student who has successfully completed one full time semester will then have the option of requesting permission from her advisor and core faculty to enroll for up to 15 credits in a semester.

Note: Students in a professional preparation program, such as counseling psychology or education certi­ fication, will still have the option of enrolling for full time and completing up to 15 credits of work from the standard program curriculum.)

Beginning Fall 2009 all students will enroll for the exact number of credits they plan to complete. The number of credits, the study plan, and the end-of-semester materials must match exactly.

Summer Enrollment As of summer 2009 MAP will offer a summer semester. This semester will allow students to enroll for a minimum of 3 semester hours and a maximum of 6 semester hours.

The following coursework is available to students during the summer enrollment periods: • residential institutes sponsored by Prescott College faculty (such as EAMH or EATSI) • supervised practica • any specific courses sponsored by the Graduate Program Council (these will be announced on the MAP Current Students main web page) The following work may not be undertaken during summer semesters: • individual independent courses in theory or thesis development • an unsupervised practicum Residency Requirement Changes Effective for All Students as of Fall 2008. As promised, we have adjusted the residency requirements for

all students as of fall 2008. These changes were made in order to reduce travel costs for students, to

reduce the overall carbon footprint for the MAP residency community, and to support and encourage stu­ dent participation in residential activities that are more specific to your own areas of study.

Please see this page for current residency requirements.

Note: Since this reduces a current requirement it is effective for all students.

Registering for the Master's Thesis Effective for All Students as of Fall 2008. There are new procedures for registering for thesis develop­ ment and completing the thesis. Please see this page for thesis registration and completion procedures.

Note: As this is a change in procedures and not graduation requirements it is effective for all students.

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New Evaluation Forms Effective for students matriculating Fall 2008 and later. We have created a course evaluation form to use in the eos materials that has space on it for one course description, the student evaluation of that single course, and the advisor evaluation of that single course.

Students enrolled before Fall 2008 can choose to use the old form until graduation, or may use the new form.

Upcoming Changes to Program: Currently Under Discussion Because faculty and students talk about changes or developments that are in process, we have created this place to provide you with the current final word on anything that is under discussion.

As soon as any decision is made, all students, advisors, faculty, and staff are notified of the final change in writing by the administration or faculty of MAP. If you hear about a change that is not included here, that is because it is not a change that is under discussion.

If you hear about a requirement that is not in this handbook or is not identified on this page as being under discussion for implementation, then understand it is not a requirement of the Master of Arts Program; it may be a requirement of the faculty person who communicated it to you.

Students or advisors who have questions about these items, or about something not included here, is encour­ aged to go directly to her core faculty for clarification. We will add all items here as soon as they are known.

QP Alternative Options To accommodate those students who have demonstrated advance graduate level scholarly writing early in their program. This process allows for an alternative to the QP process. The MAP faculty have decided to adopt this process for the program.

Details on the procedure are being worked out, although students may discuss this with their core faculty on a case by case basis. The process allows a student whose advisor feels that all packets have consistently demon­ strated the level of scholarly writing that is expected in a research paper and master's thesis to use an alterna­ tive model for the QP. In lieu of a standard QP, at the advisor's recommendation, the student may submit the literature review for her thesis plan, along with an overview of the methods section and IRB process (if appli­ cable). If this is acceptable, it may then be used to meet the QP requirement as well as the thesis plan require­ ment. Please note, this can only be done at the request and recommendation of a graduate advisor. Again, final details have yet to be set; once they are, all students and advisors will notified of the change.

Counseling Psychology Course Descriptions Core Courses: MACP50000 to MACP50090 MACP50000 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. It is required in the first semester of entry into the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following ten topical areas, as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) history and philosophy of the counseling profession; (b) professional roles, functions and relationships; (c) counselor’s roles in interdisciplinary emergency response teams; (d) self-care strategies for counselors; (e) counseling supervision models, practices and processes; (f) professional organizations and their functioning; (g) professional credential­ ing, certification, licensure, and the impact of public policy; (h) the advocacy roles of professional coun­ selors; (i) advocacy processes needed to address institutional and social barriers that impede access, equi­ ty, and success for clients; (j) ethical standards of professional organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling.

MACP50010 Psychopathology: Diagnosis and Treatment Planning This course acquaints students with current perspectives on psychopathology as used in the practice of 340

Mental Health Counseling. It also examines notions of normality and abnormality as influenced by the social, cultural and political context within which they are utilized. Students gain a working understand­ ing of the Diagnostic and Statistical Manual of Mental Disorders (DSM). However, a strong emphasis in this course is on the development of clinical skills of observation, inference, conceptualization, and approaches to intervention. The course is required of all students in the Counseling PsychologyMaster’s degree programs, and must be passed with the equivalent of a grade of “B” or better.

The following five topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) the diagnostic process, including differ­ ential diagnosis, and the use of current diagnostic tools, such as the current edition of the DSM; (b) the established diagnostic criteria for mental and emotional disorders, as well as common treatment modali­ ties and placement criteria within the continuum of care; (c) the impact of co-occurring substance use dis­ orders on medical and psychological disorders; (d) the relevance and potential biases of commonly used diagnostic tools with multicultural populations and diverse social groups; (e) the appropriate use of diag­ nosis during a crisis, disaster, or other trauma-causing event.

MACP50020 Human Growth and Development This course acquaints students with contemporary perspectives in developmental psychology. Particular emphasis is placed on infancy, childhood, and adolescence, as adult development is addressed in “Career and Lifestyle Development: Challenges of Adulthood”. Students are required to acquire basic skills of child and adolescent observation, as well as to understand the principles and theories that are current in this field. The course is required of all students in the Counseling PsychologyMaster’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following eight topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) theories of individual and family development and transitions across the life span; (b) theories of learning and personality development, including current under­ standings about neurobiological behavior; (c) effects of crises, disasters, and other trauma-causing events on persons of all ages; (d) theories and models of individual, cultural, couple, family, and community resilience; (e) a general framework for understanding exceptional abilities and strategies for differentiated interventions; (f) human behavior, including an understanding of developmental crises, disability, psychopathology, and sit­ uational or environmental factors that affect both normal and abnormal behavior; (g) theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; (h) theo­ ries for facilitating optimal development and wellness over the lifespan.

MACP50030 Social and Cultural Diversity: Advocacy Issues in Mental Health Counseling This course acquaints students with the rich diversity of social groups and cultures that are encountered in the practice of Mental Health Counseling. Studies that provide an understanding of the social and cul­ tural context of relationships, issues, and trends in a multicultural society are reviewed. The course also addresses the role of the Mental Health Counselor in advocating appropriately for those who are disem­ powered or disenfranchised. It is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following six topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally; (b) attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients; (c) theories of multicul­ tural counseling, identity development, and social justice; (d) individual, couple, family, group, and com­ munity strategies for working with and advocating for diverse populations, including multicultural com­ petencies; (e) counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; (f) counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.

MACP50040 Research and Program Evaluation in Mental Health Counseling This course empowers students to become sophisticated consumers of clinical research studies, as well as to acquaint them with the basics of program evaluation. The emphasis is less on learning how to do research and more on gaining an understanding of how and why research is conducted. The political, 341

social and cultural implications of various research strategies are discussed. The importance of being able to read and critique research findings in the practice of Mental Health Counseling is emphasized. The course is required of all students in the Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following six topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) the importance of research in advancing the counsel­ ing profession; (b) research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research; (c) statistical methods used in conducting research and program evaluation; (d) prin­ ciples, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications; (e) the use of research to inform evidence-based practice; (f) ethical and culturally rel­ evant strategies for interpreting and reporting the results of research and/or program evaluation studies.

MACP50050 Counseling Methods: Prevention and Intervention This course surveys a range of prevention and intervention methods used in Mental Health Counseling in a socially diverse and multicultural society. It is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following eight topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) principles of addiction education, preven­ tion, intervention, and consultation; (b) models of treatment, prevention, recovery, relapse prevention, and continuing care for addictive disorders and related problems; (c) the importance of family, social net­ works, and community systems in the treatment and recovery process; (d) the role of spirituality in the addiction recovery process; (e) the range of helping strategies for reducing the negative effects of sub­ stance use, abuse, dependence, and addictive disorders; (f) the principles and philosophies of addictionrelated self-help programs; (g) professional issues relevant to the practice of addiction counseling, includ­ ing recognition, reimbursement, and right to practice; (h) principles of intervention for persons with addictions during times of crises, disasters, and other trauma-causing events.

MACP50060 Helping Relationships: Basic Counseling Skills This course supports students in learning the basic skills necessary for any healing relationship and is cen­ tral to the practice of Mental Health Counseling in a socially diverse and multicultural context. It is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following seven topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) an orientation to wellness and prevention as desired counseling goals; (b) counselor characteristics and behaviors that influence helping professions; (c) essential interviewing and counseling skills; (d) counseling theories that provide the student with mod­ els to conceptualize client presentation and that help the student select appropriate counseling interven­ tions (students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling); (e) a systems perspective that provides an understanding of family and other systems theories and major models of fam­ ily and related interventions; (f) a general framework for understanding and practicing consultation; (g) crisis intervention and suicide preventions models, including the use of psychological first-aid strategies.

MACP50070 Career and Lifestyle Development: Challenges of Adulthood This course surveys some of the crucial developments that commonly occur in adult life as they pertain to the practice of Mental Health Counseling in a socially diverse and multicultural context. Aspects of career, relational, and lifestyle development, as well as their interrelations, are discussed. The course is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following seven topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) career development theories and decision-making models; (b) career, avocational, vocational, educational, occupational, and labor market information resources, and career information systems; (c) career development program planning, organization, implementation, administration, and evaluation; (d) interrelationships among and between work, family, and other life roles and factors, including the role of multicultural and diversity issues in adult development; (e) career and edu­ cational planning, placement, follow-up, and evaluation; (f) assessment instruments and techniques relevant 342

to career planning and decision-making; (g) career counseling processes, techniques, and resources, includ­ ing those applicable to specific populations in a global economy.

MACP50080 Group Work: Clinical Theory and Practice This course provides both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural and socially diverse society. Students are required to participate in a group as part of the learning experience expected in this course. The course is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following five topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work; group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles; theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature; group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effec­ tiveness; direct experiences in which students participate as group members in a small group activity, approved by the course’s Instructor, for a minimum of 10 clock hours over the course of the semester.

MACP50090 Assessment: Psychological Testing and Appraisal in Counseling This course provides an understanding of individual and group approaches to assessment and evaluation in a multicultural and socially diverse society. The course is required of all students in the Counseling Psychology Master’s degree program and must be passed with the equivalent of a grade of “B” or better.

The following seven topical areas, required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), will be covered: (a) historical perspectives concerning the nature and meaning of assessment; (b) basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, per­ formance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations; (c) statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distribution, and correlations; (d) reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); (e) validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; (g) ethical strategies for selecting , administering, and interpreting assessment and evaluation instruments and techniques in counseling.

Practicum and Internship Courses All clinical training experiences must be covered by a concurrent course at Prescott College. No clinical training can commence until the agreement documentation (with onsite Supervisor and Core Faculty sig­ natures) and proof of professional insurance (the “declarations page”) are filed with the Counseling Psychology Office. Clinical training experiences must conform to the 2009 Standards of the “Council for Accreditation of Counseling and Related Educational Programs” (see www.CACREP,org). Practicum and Internship Courses are taught by Core Faculty.

MACP51020 Supervised Counseling Practicum This clinical training experience requires at least 100 hours at a suitable clinical agency. Students from some States may be required to do up to 300 hours, and some students may elect to do 300 hours. Credit is award­ ed one unit for each 100 hours. Students completing between 100 and 300 hours will be required to do addi­ tional coursework as arranged with faculty. Clinical training must extend over at least 10 weeks of course time; and clinical training hours cannot be accumulated at less than six hours per week or more than 40 hours per week. In addition to onsite training and clinical supervision experiences, all students are required concurrent­ ly to participate in at least 10 hours of group supervision with Prescott College’s Core Faculty in Counseling Psychology. The onsite clinical supervisor must hold a current license as a mental health practitioner.

Students must complete supervised practicum experiences that total a minimum of 100 clock hours over a minimum of ten weeks. This clinical training must meet the following five standards as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP): (a) At least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills; (b) weekly 343

interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor who is working in biweekly consulta­ tion with a program faculty member in accordance with a pre-arranged and documented supervision agree­ ment or contract; (c) an average of one and half hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student supervisor; (d) the development of program-appropriate audio/visual recording for use in supervision or live supervision of the student’s interactions with clients; (e) evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal evaluation after the student completes the practicum.

MACP51021 Supervised Counseling Internship This clinical training experience requires at least 600 hours at a suitable clinical agency and is covered by six credits of this concurrent course. The Internship can only begin after the successful completion of a Practicum, and is intended to reflect the comprehensive experience of a Mental Health Counselor. Each 300-hour block of clinical training must extend over at least 10 weeks of course time. Clinical training hours cannot be accumulated at less than 6 hours per week or more than 40 hours per week. In addition to onsite training and clinical supervision experiences, all students are required concurrently to partici­ pate in at least 15 hours of group supervision with Prescott College’s Core Faculty in counseling psychol­ ogy. The onsite clinical supervisor must hold a current license as a mental health practitioner.

This clinical training must meet the following six standards as required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP): (a) at least 240 clock hours of direct service with actual clients, including some experience leading groups; (b) weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by an onsite supervisor; (c) an average of one and a half hours per week of group supervision provided on a regular sched­ ule throughout the internship and performed by a program faculty member; (d) the opportunity for the stu­ dent to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings); (e) the opportunity for the student to develop program-appropriate audio/video recordings for use in super­ vision or to receive live supervision of his or her interactions with clients; (f) evaluation of the student’s coun­ seling performance throughout the internship, including documentation of a formal evaluation after the stu­ dent completes the internship by a program faculty member in consultation with the onsite supervisor.

Elective Courses These courses are taught by Graduate Instructors. This list may be expanded in response to students’ interests, and as new faculty join the program. Students must obtain permission from the appropriate Graduate Instructor prior to enrolling in an elective course.

MACP51010 Counseling Theories Reviews the contributions, principles and applications of psychoanalytic, client-centered, and cognitive behavioral, gestalt, humanistic, existential, reality, rational-emotive, transpersonal, and other theories of counseling and therapy.

MACP51150 Couple and Family Counseling Reviews the major theories, principles, and applications of couple counseling and family counseling.

MACP51170 Chemical Dependency and Substance Abuse Reviews the diagnostic categories, etiology, prevention, and treatment strategies in working with individ­ uals who abuse substances or are chemically dependent.

MACP51220 Working with Children Reviews the principles and applications of counseling and therapy with children.

MACP51230 Working with Adolescents Reviews the principles and applications of counseling and therapy with adolescents.

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MACP51240 Working with the Elderly Reviews the principles and applications of counseling and therapy with senior citizens.

MACP51250 Working with Offenders Reviews the principles and applications of counseling and therapy with offenders.

MACP51260 Working with Domestic Abuse Reviews the principles and applications of counseling and therapy with victims and perpetrators of domestic abuse and violence.

MACP51265 Approaches to Trauma Resolution Reviews the principles and applications of working with clients who experience the long-term effects of trauma.

MACP51270 Therapeutic Processes Examines advanced and specialized methods of psychotherapy. Students select a particular modality of therapy to study.

MACP51280 Treating the Depressed Client Advanced studies of principles and applications in working with clients suffering depression.

MACP51290 Treating Personality Disorders Advanced studies of principles and applications in working with personality-disordered clients.

MACP51300 Medical Family Therapy Advances studies of principles and applications in working with clients who are suffering medical difficul足 ties or who have a family member suffering such difficulties.

MACP51310 Ritual Aspects of Healing Examines the use of ritual in counseling, psychotherapy, and related healing practices.

MACP51320 Death, Dying and Bereavement Examines principles and applications in working with clients who are grieving a loss or are themselves in the process of dying.

MACP51340 Cross-Cultural Study of Mental Health Practices Advanced studies in counseling and related healing practices from non-USA cultures, including research into shamanic and associated methods.

MACP51350 Transpersonal and Energy-Based Therapies Examines principles and applications of transpersonal and energy-based therapies in relation to Mental Health Counseling.

MACP51360 Pre- and Perinatal Psychology Examines research on the influence of prenatal and perinatal factors on individual development across the lifespan.

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MACP51370 Liberation Psychology Examines the way in which post-colonial culture and the pedagogy of the oppressed relates to the chal足 lenges of Mental Health Counseling and the advocacy of social justice.

MACP51380 Biological and Pharmacological Aspects Examines research on the biological bases of mental disorders and reviews the range of available psy足 chopharmacological treatments.

MACP51390 Meditation Practices and Mental Health Practices Examines research on meditation practices as they relate to the challenges of mental health counseling.

MACP51400 Special Methods in Mental Health Counseling Students select a special topic of interest in the practice of mental health counseling and review research and current best practices related to their chosen topic.

MACP51410 Community Collaboration and Counseling Reviews the principles and applications of collaboration between the mental health professional and various components of the community, including school districts, law enforcement agencies, judicial systems, etc.

MACP51420 Consultation and Supervision Practices Reviews the principles and applications of consultation and supervision in diverse settings.

MACP51430 Professional Planning in Mental Health Counseling Reviews the organization, structure, and economic and political factors involved in the functioning of agencies as well as independent private practice.

MACP53120 Clinical Research and Statistical Methods Reviews the principles and practices of clinical research and introduces the range of relevant statistical methods.

MACP53180 Advanced Study of Counseling Practices Advanced studies of principles and applications of counseling and related healing practices.

MACP53190 Advanced Studies in Consciousness Examines research on altered and non-ordinary states of consciousness in relation to healing practices in Mental Health Counseling and other modalities.

MACP53200 Human Sexuality Reviews the range and variability of human sexuality across the lifespan and in multicultural contexts, as well as examining sexual difficulties and disorders and the associated treatment modalities.

MACP53205 Therapy and Sexual Orientation Issues Reviews the principles and applications of counseling and therapy with gay, lesbian, bisexual, transgen足 dered, intersex and queer clients.

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MACP53210 Therapy with Sexual Difficulties and Disorders Reviews the principles and applications of counseling and therapy with a range of sexual difficulties, dys足 functions and disorders.

MACP53220 Crisis Intervention and Disaster Psychology Reviews the principles and applications of working with clients in crisis or suffering in the wake of natu足 ral or human-instigated disasters. The course will include a discussion of responses to violence and to sui足 cidal clients.

MACP53250 Counseling Special Populations Students select a particular population with special needs and review the principles and applications of working in counseling or psychotherapy with such clients.

MACP53400 Rehabilitation Counseling Reviews principles and applications of working with clients in rehabilitation.

MACP53410 Counseling Interventions Examines advanced and specialized methods of intervention in Mental Health Counseling. Students select a particular modality to study.

MACP59010 Thesis/Capstone Project Completion Students work on their research thesis or capstone project.

Concentration Elective Courses MAAT51300 Foundations of Expressive Art Therapy Reviews the principles and applications of expressive art therapy.

MAAT51301 Expressive Art Therapies I: History and Theory of Expressive Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51302 Expressive Art Therapies II: Techniques of Practice in Expressive Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51303 Expressive Art Therapies III: Applications of Expressive Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51304 Expressive Art Therapies IV: Group Work and Expressive Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51305 Expressive Art Therapies V: Art Therapy Assessment Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51306 Expressive Art Therapies VI: Ethical and Legal Issues in Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

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MAAT51307 Expressive Art Therapies VII: Standards of Practice in Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAAT51308 Expressive Art Therapies VIII: Cultural and Social Diversity in Art Therapy Examines advanced issues in the theory and practice of expressive art therapies.

MAEA51031 Explorations in Equine Assisted Mental Health Participants gain a comprehensive understanding of the EAMH field and its application within the coun­ seling and psychotherapy fields.

MAEA51032 Relational Horsemanship: Facilitating with the Help of Horses Participants gain a comprehensive understanding of the theory and principals of Relational Horsemanship and its application within the counseling and psychotherapy fields.

MAEA51033 Group Process and Facilitation Skills for EAMH This learner-centered process 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 Mental Health.

MAEA51034 New number coming from Registrar Best Practices in Equine Assisted Mental Health Provides students with advanced skill building and practice experience, professional orientation, ethical sensibilities, and competencies.

MAEP51030 Foundations of Ecopsychology and Ecotherapy Reviews the principles and applications of ecopsychology and ecotherapy.

MAEP51031 Ecopsychology and Ecotherapy I: History and Principles of Ecopsychology Examines advanced issues in the theory and practice of ecopsychology and ecotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51032 Ecopsychology and Ecotherapy II: Wilderness as a Healing Environment Examines advanced issues in the theory and practice of ecopsychology and ecotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51033 Ecopsychology and Ecotherapy III: Risk Management in Ecotherapy Practice Examines advanced issues in the theory and practice of ecopsychology and ecotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51034 Ecopsychology and Ecotherapy IV: Standards of Practice and Ethics in Ecotherapy Examines advanced issues in the theory and practice of ecopsychology and ecotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51040 Foundations of Adventure-Based Psychotherapy Reviews the principles and applications of adventure-based psychotherapy.

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MAEP51041 Adventure-Based Psychotherapy I: History and Theory of Adventure-Based Psychotherapy Examines advanced issues in the theory and practice of adventure-based psychotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51042 Adventure-Based Psychotherapy II: Adventure-Based Facilitation and Counseling Skills Examines advanced issues in the theory and practice of adventure-based psychotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51043 Adventure-Based Psychotherapy II: Risk Management in Adventure-Based Psychotherapy Settings Examines advanced issues in the theory and practice of adventure-based psychotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MAEP51044 Adventure-Based Psychotherapy IV: Wilderness as a Healing Environment Examines advanced issues in the theory and practice of adventure-based psychotherapy. Curriculum sub­ ject to approval by Mary Sweeney.

MASP52030 Foundations of Somatic Psychology and Bodymind Therapy Reviews the principles and applications of somatic psychology and bodymind therapy.

MASP52031 Somatic Psychology and Bodymind Therapy I: Somatic Psychology and Contemporary Science Examines advanced issues in the theory and practice of somatic psychology and bodymind therapy.

Curriculum subject to approval by Camille Smith.

MASP52032 Somatic Psychology and Bodymind Therapy II: Survey of Bodymind Therapies Examines advanced issues in the theory and practice of somatic psychology and bodymind therapy.

Curriculum subject to approval by Camille Smith.

MASP52033 Somatic Psychology and Bodymind Therapy III: Practices of Bodymind Therapy Examines advanced issues in the theory and practice of somatic psychology and bodymind therapy.

Curriculum subject to approval by Camille Smith.

MASP52034 Somatic Psychology and Bodymind Therapy IV: Standards Examines advanced issues in the theory and practice of somatic psychology and bodymind thera­ py. Curriculum subject to approval by Camille Smith.

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Master of Arts Faculty Jared Aldern, Humanities Associate Faculty M.A., Prescott College, history and environmental studies, 2002; A.B., Cornell University, biophysics, 1981.

Randall Amster, Humanities Chair, Humanities PPh.D., Arizona State University, Justice Studies, 2002; J.D., Brooklyn Law School, 1991; B.S., University of Rochester, Physics and Astronomy, 1988 Joel Barnes, Environmental Studies 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.

Laura Brinckerhoff, Equine Assisted Mental Health Associate Faculty M.A., Prescott College, counseling psychology, 2003; B.A., University of Arizona, creative writing, 1991.

Paul Burkhardt, Dean of the Adult Degree and Graduate Programs Ph.D., University of Arizona, comparative cultural and literary studies, 1999; M.A., University of Arizona, Comparative literature and literary theory, 1993; B.A., University of Arizona, English & American literature, 1991.

Noël Caniglia, Education Chair M.S., Mankato State University, experiential education, 1979; B.A., Prescott College, ESL education, 1974.

Richard Cellarius, Environmental Studies Interim Chair Ph.D., The Rockefeller University, biological science, 1965; B.A., Reed College, physics, 1958.

Jordana DeZeeuw Spencer, Education Associate Faculty M.S., University of New Hampshire, experiential education, 2001; B.A., Yale University, theatre studies and lit­ erature, 1995.

Deborah J. Heiberger, Faculty, Associate Dean for Professional Preparation Programs, and Interim Director, Tucson Center Ed.D., Administration/Supervision, University of Maryland; M.S., Administration/Supervision, University of Maryland; B.S., Elementary Education/Biology/Mathematics, Towson University Shari Leach, Adventure Education Associate Faculty Ph.D., Union Institute & University, cultural self-awareness, 2006; M.A., Prescott College, humanities: facilitat­ ing community development, 2001; B.A., University of Colorado, environmental conservation, 1995.

Rich Lewis, Library faculty, Adult Degree and Graduate Programs M.A., University of Arizona, library and information science, 2003; B.A., University of Washington, English, 1988.

James Pittman, Environmental Studies Associate Faculty M.Sc. with distinction, University of Edinburgh, ecological economics, 2004; M.A., Antioch University Seattle, whole systems design, 2001; B.A., Prescott College, ecopsychology, education and sustainability, 1997.

Dereka Rushbrook, Humanities Associate Faculty Ph.D., University of Arizona, geography, 2005; M.S., University of Texas at Austin, economics, 1997; B.S., University of Pittsburgh, economics and political science, Certificate in Latin American studies, 1985.

Lloyd Sharp, Education Associate Faculty M.A., University of Arizona, teaching and teacher education, 1995; B.A., University of Arizona, education, 1973.

Camille Smith, Chair, Counseling Psychology M.A., Lesley University, expressive art therapies, 1990; B.A., Bridgewater State College, art, 1988.

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Paul Smith, Equine Assisted Mental Health Associate Faculty M.A., Naropa University, transpersonal counseling psychology, 1995; B.A., Earlham College, environmental studies and educational perspectives, 1982.

Priscilla Stuckey, Humanities Associate Faculty Ph.D., Graduate Theological Union, religion and gender, 1997; M.A., Pacific School of Religion, historical stud­ ies, 1985; B.A., Goshen College, interdisciplinary: music, Bible, religion, 1979; B.S. University of Wisconsin at Milwaukee, psychology, 1973.

Mary Sweeney, Counseling Psychology Associate Faculty Ph.D., University of Connecticut, Storrs, adult education, counseling psychology, educational administra­ tion, 1988; M.A., Central Connecticut State University, community psychology, 1984; B.S., Southern Connecticut State College, physical education, 1976.

Arlene Ustin, Adventure Education Associate Faculty M.P.H., University of California, Berkeley, public health education and planning, 1984; M.A., University of California, Berkeley, education and curriculum development, 1982; B.A., Hunter College, University of the City of New York, fine arts and art history, 1965.

Master of Arts Program Administrative Staff Dean Paul Burkhardt, Ph.D. The dean is responsible for program development and direction and works to ensure that the academic standards and practice within the Master of Arts Program (as well as the Adult Degree and Ph.D. Programs) are consistent with the philosophy and policies of the college.

Associate Dean of Graduate Studies Joan Clingan, Ph.D. The program director for the Master of Arts Program is a full time faculty member who has the additional responsibilities of coordinating activities involving the MAP faculty and supporting the MAP operations staff. This job requires serving as chair of the Graduate Program Council and also includes respon­ sibility for supporting and advising the MAP director of academic operations in the operations of the program.

The program director is responsible for assembling relevant information and composing and maintaining the MAP handbooks.

Director of Academic Operations Frank Cardamone, M.A. The Adult Degree and Graduate Programs academic operations director is respon­ sible for all administrative aspects of the programs. This job manages the colloquium scheduling and design; works with college-wide personnel in managing all aspects of administration for the graduate programs; pro­ vides procedural support to students and advisors; and works closely with the dean and graduate program coun­ cil. The director of academic operations supervises the operations staff of the Adult Degree and Graduate Programs in Prescott.

MAP Academic Program Specialists

Kistie Simmons, M.A. MAP academic program specialist for AE, ED, ES, HU.

Maureen Ruth, B.A. MAP academic program specialist for CP. Academic program specialists are available to all students and advisors in their programs for questions relating to all administrative aspects of the program, including enrollment, extension, and leave options. Advising assis­ tants are responsible for managing the process of student materials; including the tracking of study/thesis plans, colloquium evaluations and attendance forms, qualifying packets, theses, and end-of-term materials. Advising assistants manage the confirmation and payment process for qualifying paper readers, practicum supervisors, and thesis second readers.

Residency and Special Events Manager Vita Marie Phares, B.A.I.L.S. This position coordinates and manages all of the logistical activities that take place prior to and during the Prescott MAP colloquium weekends. This includes working with faculty and stu­ dents to schedule and arrange presentations, including receipt of descriptions and arrangements for rooms and audio-visual equipment. It is also responsible for the oversight of a team of student employees who operate the 351

event. The residency coordinator serves as the liaison to the Prescott College scheduling personnel, facilities

office, and CafĂŠ or outside caterers.

Mentor Payment Specialist

Jody Lichtenberg, A.S. manages the confirmation and payment process for graduate advisors, and the receipt

of all unsolicited inquiries related to the graduate advisor role.

Admissions Officers

Ted Bouras, M.S. director of admissions for the Adult Degree and Graduate Programs.

Kerstin Alicki, M.S. assistant director of admissions for MAP.

These individuals respond to inquiries, meet with prospective students, and manage all aspects of studentsâ&#x20AC;&#x2122;

admission processes.

Associated Offices/Programs Ph.D. Program Rick Medrick, Ed.D. and Pramod Parajuli, Ph.D. are the faculty for the Ph.D. Program.

Tucson Center Debbie Heiberger, Ed.D. is the interim director of the Tucson Center. This position oversees academic and administrative operations for ADGP in the Tucson Center. Lydia Rowe has been with Prescott College since 1990 and serves as the director of ADGP admissions for the Tucson Center. This position is responsible for supervising the admissions officers in the Tucson Center.

Library Rich Lewis, Reference Librarian, is involved with MAP and available to students, faculty, and staff for any needs regarding the library and research. The reference librarian attends monthly MAP faculty meetings.

Business Office Catherine Boland, director of financial services/controller, participates on an as-needed basis with the MAP faculty.

Marguerite Price, payroll.

Debb Ross, accounts-payable.

Sandy Torres, student-billing.

Angela Ridlen, Business Office representative.

Office of the Registrar Mary Trevor, registrar.

Financial Aid Office

Laurie Gilbreth, financial aid associate, primary contact for MAP students.

Erin Wilborn, financial aid counselor.

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Teacher Education

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Introduction to Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Teacher Education Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Bachelor of Arts and Post-Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Elementary Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Secondary Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Special Education: Learning Disability Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Special Education: Mental RetardationProgram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

Special Education: Serious Emotional Disability Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

Early Childhood Special Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

Early Childhood Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Master of Arts and Post-Master of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Elementary Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Secondary Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Special Education: Learning Disability Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Special Education: Mental RetardationProgram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374

Special Education: Serious Emotional Disability Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375

Early Childhood Special Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375

Early Childhood Educaton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376

School Guidance and Counseling Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376

Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377

354

Introduction to Teacher Education Prescott College, accredited by the Higher Learning Commission a member of the North Central Association of Colleges and Schools, is a private, non-denominational college. A high proportion of the College's students are enrolled in the teacher education program.

Prescott College recognizes that teaching is a demanding profession requiring knowledge of specific theories and practical knowledge, comprehensive understanding of state and national standards, direct applications, and on-going professional development. While students in our program will learn and apply traditional approaches to teaching, they will also be exposed to alternative theories and experiential strategies, develop critical analy­ sis skills, as well as research emerging trends within the field.

The Prescott College teacher education program emphasizes: • Knowledge of core competencies, standards, and emerging approaches • Participative, experiential instruction involving learners in action, discussion, and thought-provoking activities • Classroom management techniques stressing praise and positive regard, conflict resolution, and enhanc­ ing motivation by learner chosen activities • Development of critical thinking skills and interdisciplinary learning • Use of multiple teaching strategies based on variations in learner styles and cultural backgrounds within school-based teaching settings • Student-centered learning • Sensitivity to the environment Prescott College offers programs approved by the Arizona Department of Education in the following areas: Early Childhood Education Early Childhood Special Education Elementary Education Secondary Education Special Education (with the following areas of exceptionality): Learning Disability

Mental Retardation

Serious Emotional Disability

School Guidance Counseling (graduate level program)

Teacher Education Program Personnel Adult Degree and Graduate Programs Paul Burkhardt, Ph.D. , Dean of the Adult Degree and Graduate Programs Noël Cox Caniglia, M.S., Faculty - Prescott Ellen Greenblum, M.Ed., Faculty - Prescott Deborah Heiberger, Ed.D., Faculty, Director of Professional Preparation Programs, Executive and Academic Director - Tucson Vance Luke, Ph.D., Faculty - Tucson Beth Scott, Ph.D., Faculty - Tucson Gary Stogsdill, M.A., Faculty - Prescott Vicky Young, M.Ed., Faculty and Coordinator for Native American Students - Prescott Resident Degree Program Gret Antilla, M.C., Education Faculty Maggie Cox, M.S., Education Instructor Bob Ellis, M.S., Education and Environmental Studies Faculty Anita E. Fernández, Ph.D., Education Faculty Jordana DeZeeuw Spencer, M.S., Education Instructor

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Bachelor of Arts and Post-Bachelor of Arts Course Sequences Elementary Education Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Elementary Education Provisional Certification, students must complete 46 semester credits in education coursework: Foundations and Theory: EDU47001 Foundations of Education (3 semester credits)

EDU47005 Learning Theories (3 semester credits)

EDU47010 Curriculum Design (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues

(3 semester credits)

EDU47030 Assessment and Measurement (3 semester credits)

EDU47035 Introduction to Special Education (3 semester credits)

Methods: EDU47020 Reading: Methods and Practice (3 semester credits)

EDU47022 Language Arts: Methods and Practice (2 semester credits)

EDU47024 Social Studies: Methods and Practice (2 semester credits)

EDU47026 Science: Methods and Practice (2 semester credits)

EDU47028 Mathematics: Methods and Practice (2 semester credits)

EDU47040 Classroom Management (3 semester credits)

EDU47002 Structured English Immersion Methods (3 semester credits)

EDU47003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: EDU47199 Student Teaching: Elementary Education (8 semester credits)

Secondary Education Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Elementary Education Provisional Certification, students must complete 38 semester credits in education coursework: Foundations and Theory: EDU47001 Foundations of Education (3 semester credits)

EDU47005 Learning Theories (3 semester credits)

EDU47010 Curriculum Design (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47030 Assessment and Measurement (3 semester credits)

EDU47035 Introduction to Special Education (3 semester credits)

Methods: EDU47207 Teaching Methods and Reading Strategies in the Secondary Content Area (3 semester credits) EDU47040 Classroom Management (3 semester credits) EDU47002 Structured English Immersion Methods (3 semester credits) EDU47003 Advanced Study in Structured English Immersion (3 semester credits) Capstone: EDU47299 Student Teaching: Secondary Education (8 semester credits)

Special Education: Learning Disability Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Learning Disabilities, students must complete 49 semester credits: in Special Education coursework: 356

Foundations and Theory: EDU47001 Foundations of Education (3 semester credits)

EDU47005 Learning Theories (3 semester credits)

EDU47010 Curriculum Design (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47301 Characteristics of Exceptional Children: Foundations of Special Education (3 semester credits)

EDU47355 Characteristics of the Specific Exceptionality: Learning Disability ( 3 semester credits)

EDU47330 Special Education Diagnosis and Evaluation (3 semester credits)

Methods: EDU47350 Reading Methods for the Exceptionality: Learning Disability (3 semester credits)

EDU47351 Language Arts Methods for the Exceptionality: Learning Disability ( 2 semester credits)

EDU47352Social Studies Methods for the Exceptionality: Learning Disability ( 2 semester credits)

EDU47353 Science Methods for the Exceptionality: Learning Disability (2 semester credits)

EDU47354Mathematics Methods for the Exceptionality: Learning Disability ( 2 semester credits)

EDU47315 Classroom Management for Special Education (3 semester credits)

EDU47002 Structured English Immersion Methods (3 semester credits)

EDU47003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: EDU47396 Student Teaching: Special Education: Learning Disability (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

Special Education: Mental Retardation Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Mental Retardation, students must complete 49 semester credits in Special Education coursework: Foundations and Theory: EDU47001 Foundations of Education (3 semester credits)

EDU47005 Learning Theories (3 semester credits)

EDU47010 Curriculum Design (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47301 Characteristics of Exceptional Children: Foundations of Special Education (3 semester credits)

EDU47365 Characteristics of the Specific Exceptionality: Mental Retardation (3 semester credits)

EDU47330 Special Education Diagnosis and Evaluation (3 semester credits)

Methods: EDU47360 Reading Methods for the Exceptionality: Mental Retardation (3 semester credits)

EDU47361 Language Arts Methods for the Exceptionality: Mental Retardation (2 semester credits)

EDU47362 Social Studies Methods for the Exceptionality: Mental Retardation (2 semester credits)

EDU47363Science Methods for the Exceptionality: Mental Retardation (2 semester credits)

EDU47364 Mathematics Methods for the Exceptionality: Mental Retardation (2 semester credits)

EDU47315 Classroom Management for Special Education (3 semester credits)

EDU47002 Structured English Immersion Methods (3 semester credits)

EDU47003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: EDU47397 Student Teaching: Special Education: Mental Retardation (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

357

Special Education: Serious Emotional Disability Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Serious Emotional Disability, students must complete 49 semester credits: in Special Education coursework: Foundations and Theory: EDU47001 Foundations of Education (3 semester credits)

EDU47005 Learning Theories (3 semester credits)

EDU47010 Curriculum Design (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47301 Characteristics of Exceptional Children: Foundations of Special Education (3 semester credits)

EDU47375 Characteristics of the Specific Exceptionality: Serious Emotional Disability (3 semester credits)

EDU4330 Special Education Diagnosis and Evaluation (3 semester credits)

Methods: EDU47370 Reading Methods for the Exceptionality: Serious Emotional Disability (3 semester credits)

EDU47371 Language Arts Methods for the Exceptionality: Serious Emotional Disability (2 semester credits)

EDU47372Social Studies Methods for the Exceptionality: Serious Emotional Disability (2 semester credits)

EDU47373 Science Methods for the Exceptionality: Serious Emotional Disability (2 semester credits)

EDU47374 Mathematics Methods for the Exceptionality: Serious Emotional Disability (2 semester credits)

EDU47315 Classroom Management for Special Education (3 semester credits)

EDU47002 Structured English Immersion Methods (3 semester credits)

EDU47003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: EDU47398 Student Teaching: Special Education: Serious Emotional Disability (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

Early Childhood Special Education (ECSE) Program Course Sequence In order to qualify for an Institutional Recommendation from Prescott College leading to Arizona Special Education: Early Childhood Certification, students must complete 50 semester credits in education course­ work, which includes 8 semester credits in student teaching/practicum. Students must also pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and subject/content area knowledge. If a stu­ dent is planning to obtain certification in a state other than Arizona, that student will be required to research that state’s requirements for certification to ensure compliance.

Foundations and Theory: EDU47601 Foundations of Early Childhood Special Education (3 semester credits)

EDU47602 Learning Theories and Early Childhood Special Education (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47609 Early Childhood Special Education Curriculum Development and Implementation

(3 semester credits) EDU47604 Normal and Atypical Language Development and Literacy in Early Childhood Special Education (3 semester credits) EDU47603 Child Growth and Development in Early Childhood Special Education (3 semester credits) Methods: EDU47621 Child Guidance and Behavior Management in Early Childhood Special Education (3 semester credits) EDU47607 Methods of Teaching Early Childhood Special Education (3 semester credits) EDU47615 The Exceptional Child and the Special Education Process (3 semester credits) EDU47630 Diagnosis and Evaluation of Early Childhood Special Education Learners (3 semester credits) EDU47002 Structured English Immersion Methods (3 semester credits) EDU47003 Advanced Study in Structured English Immersion (3 semester credits) 358

Note: All candidates for Arizona Provisional Teacher Certification must have completed a total of 6

semester credits in state-approved Structured English Immersion coursework beginning in the fall 2009.

EDU47632 Elective in Early Childhood Special Education (3 semester credits)

EDU47616 Observation and Participation: Field Experience with Early Childhood Special Education

Learners (3 semester credits) Capstone Experience: EDU47699 Practicum in Early Childhood Special Education: Birth to Age 5 (8 semester credits)

Early Childhood Education (ECE) Program Course Sequence In order to qualify for an institutional recommendation leading to Arizona Early Childhood Education Certification, students must complete 49 semester credits (a minimum 36 upper division credits and the practicum must be completed with Prescott College) in education coursework: Foundation and Theory: EDU47801 Foundations of Early Childhood Education (ECE) (3 semester credits)

EDU47803 Child Growth and Development (2 semester credits)

EDU47805 Social and Emotional Development (3 semester credits)

EDU47809 Curriculum Development and Implementation (3 semester credits)

EDU47815 The Exceptional Child and Special Education Processes (3 semester credits)

EDU47015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

EDU47819 Assessment and Evaluation (3 semester credits)

Methods: EDU47807 Early Language and Literacy (3 semester credits)

EDU47811 Parent, Family, School, and Community (3 semester credits)

EDU47813 ECE Instructional Techniques and Methodologies (2 semester credits)

EDU47817 Health, Safety, and Nutrition (2 semester credits)

EDU47821 Child Guidance and Classroom Management (3 semester credits)

EDU47823 Characteristics and Practices in a Young Child’s Behavior (2 semester credits)

EDU47002 Structured English Immersion Methods (3 semester credits)

EDU47003 Advanced Study in Structured English Immersion (3 semester credits – Note: Teacher

Education Candidates seeking Arizona Provisional Certification must complete both Structured English

Immersion courses beginning fall 2009.)

Capstone: EDU47899 Practicum (in the two required age groups: birth to preK and K to age 8) (8 semester credits total)

Bachelor of Arts and Post-Bachelor of Arts Course Descriptions Foundations of Education EDU47001 – 3 semester credits This course provides an introduction to the field of teacher education and presents knowledge of the social, cultural, historical, and political dimensions of public school education. The course challenges stu­ dents to think critically about education and learning strategies, and to begin to understand the academ­ ic study of the legal, financial and ideological constraints on the public school system. Of particular inter­ est will be the development of a critical, multicultural, inquiring perspective which reviews the more recent schooling reforms including, but not limited to, the “No Child Left Behind” Act of 2002. The broader implications of different legal and political constraints that apply to federal, state and local school curricula and policy will receive significant attention.

Structured English Immersion Methods EDU47002 – 3 semester credits This course provides teacher education students with an introduction to Structured English Immersion (SEI) issues, challenges, and methods designed to meet Arizona State Board-approved standards for preservice and in-service teachers of English Language Learners (ELL). Students will examine ELL Proficiency Standards, assessment strategies and tools for use with ELL, and SEI foundations and strate­ 359

gies. Students of early childhood education with study the Standards, strategies and tools with a focus on ELL needs from birth to prekindergarten and from kindergarten to grade three/age 8. Students will gain the competence to teach in an inclusive classroom, maximizing opportunities for proficiency in oral and written skills as a result of research, observation, and practicum experiences. Students will analyze disag­ gregated data to differentiate instruction and parental involvement. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education. This course meets ESL Endorsement requirements in conjunction with other coursework.

Prerequisite: Admission to the Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs.

Advanced Study in Structured English Immersion EDU47003 – 3 semester credits Note: This second SEI course, of the state-approved two-course sequence, will be required of all teacher edu­ cation certification candidates for Arizona Provisional Teacher Certification beginning in the fall 2009.

This course provides pre-service and in-service early childhood education teachers the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Early childhood stu­ dents will focus on the requirements as they are applied to ELL from birth to prekindergarten and from kindergarten to grade three/age 8. Building directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence, ED 2002. “Structured English Immersion Methods,” pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences – SEI Strategies; and, 4Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences.

Students will analyze disaggregated data and interpret results to effectively differentiate instruction for ELL and maximize home/school/community involvement and resources. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education.

Prerequisites: Admission to the Prescott College Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs, and completion of EDU47002 or a comparable state-approved 3 semester credit course with the grade of “B” or better.

Learning Theories EDU47005 – 3 semester hours This course provides an overview of the process of learning. Various theorists, such as Bloom, Dewey, and Vygotsky, who have made contributions within the field of education will be compared as a way to pro­ vide further insight into effective teaching strategies. Students will explore topics such as optimal condi­ tions for learning and how relationships within the classroom affect learning, and will gain an understand­ ing of learning differences. Psychological and developmental factors will be examined, as well as the impact of environmental and cultural conditions.

Curriculum Design EDU47010 – 3 semester credits This course explores curriculum at a theoretical and practical level as it prepares the student to interpret and present standards based curricula in the classroom. Students examine curriculum theory, issues of curriculum making, current trends in curriculum design, and the role of state and national standards.

Curriculum philosophy, aims, and processes are included to enable the student to develop a definition of curriculum within the context of standards, district guidelines, school expectations, and classroom culture.

Additionally, the course examines relevant applications for curriculum, strategies for successful curricular implementation, effective use of technology to support curriculum, and accommodations for special situ­ ations and individual differences. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that curricula designed and implemented embrace appropriate multiple cultural perspectives. This course will also address how mul­ ticultural and environmental factors inform curriculum theory.

Educating for the Future: Multicultural and Environmental Issues EDU47015 – 3 semester credits The focus of this course is to strengthen students’ environmental and multicultural awareness. The course 360

will explore the emerging issues in multicultural and environmental education, inclusive of children from birth to prekindergarten and kindergarten to grade three/age 8. The course is interdisciplinary in nature and the relationships among education, culture, and environment will be examined. Students will acquire foundational knowledge of theoretical issues and concepts, as well as identify real issues in today’s world for young children. Students will develop, through personal action, personal, societal, and educational perspectives on cultural and environmental issues.

Reading: Methods and Practice EDU47020 – 3 semester credits The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education mandates pertaining to the elementary reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program. The student will investigate environmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Language Arts: Methods and Practice EDU47022 – 2 semester credits This course provides an opportunity for future elementary teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and design develop­ mentally appropriate lesson plans. Students will be expected to implement original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Social Studies: Methods and Practices EDU47024 – 2 semester credits This course provides opportunities for students to explore the field of social science education as present­ ed in the elementary classroom in order to meet state and district standards. The different subject areas to be addressed include: citizenship, government, current events, history, geography, global studies, eco­ nomics, culture, and the environment. Students will explore historical events, environmental and cultur­ al issues, and methods for teaching the social sciences to diverse populations.

Science: Methods and Practice EDU47026 – 2 semester credits This course explores various elements of science and environmental education for elementary school stu­ dents. Students will gain an in-depth knowledge of the science curricular areas specific to their school dis­ trict, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; science as problem solv­ ing; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of "hands-on" exercises for science and environmental education.

Mathematics: Methods and Practice EDU47028 – 2 semester credits This course explores various elements of mathematics education for elementary school students. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations; and, methods for teaching specific mathematical operations.

The integration of mathematics into other subject areas, as well as environmental topics, will be explored.

Students will prepare original lesson plans, engage in classroom observations, and experience a wide range of experiential exercises for mathematics education.

Assessment and Measurement EDU47030 – 3 semester hours This course examines the rationale for numerous measurement and assessment methods utilized in the edu­ cation of diverse student populations. The course compares standardized testing with criterion-referenced testing and other assessment formats. Knowledge of concepts and procedures involved in student evaluation, the development and selection of assessment instruments, the analysis and interpretation of results, and the utilization and reporting of results will be explored. Applications to the classroom setting will be emphasized.

361

Introduction to Special Education EDU47035 – 3 semester credits This course introduces the various categories of special education eligibility and provides information about accommodating individuals with exceptional learning needs in the regular classroom setting.

Categories addressed include learning disabilities, mental retardation, emotional and behavioral disor­ ders, physical handicaps, sensory and speech impairments, severe and multiple disabilities, and the gift­ ed and talented. Current special education law and pertinent state and national standards are examined.

Attention is also given to issues of culturally and environmentally diverse backgrounds in the education of individuals with exceptional learning needs.

Classroom Management EDU47040 – 3 semester credits This course provides students with the opportunity to examine the theories and practices necessary for an effectively managed classroom. Students gain the understanding that there is a direct correlation between effective classroom management and optimal learning. Through observation and study, students will identify and analyze various discipline programs and techniques for their utility in particular classrooms. Students will learn to create optimal learning environments designed to meet the needs of diverse learners.

Student Teaching: Elementary Education EDU47199 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of class­ room teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Teaching Methods and Reading Strategies in the Secondary Content Area EDU47207 – 3 semester credits During this course, students will study methods and practices for instruction in the student’s selected content area. Students will become familiar with the content of texts in the subject area, state and national standards for the grade levels of the subject, and a variety of methods of instruction relevant to the subject area.

Emphasis will be placed upon creating effective strategies to meet the needs of a diverse population of learn­ ers as well as any environmental or ethical issues impacting the specific field of study. Additionally, the stu­ dent will engage in an in-depth study of systems involved in the reading process at the secondary level.

The student will review secondary reading standards and core English and Language Arts curriculum in order to support skills and include them into her/his specific content area(s). Topics such as vocabulary, reading fluency and comprehension are central components of this course, as well as comprehension in both literary and informational texts such as expository, functional, and persuasive writing. The student will consult with district reading specialists to become informed of reading diagnostic tools used within the district and state as well as additional tools and technology available to assist the struggling reader. The student will review the Arizona Department of Education (or the state in which she/he is being certified) website to maintain a working knowledge of legislation and programs that address literacy issues.

Student Teaching: Secondary Education EDU47299 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of class­ room teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

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Characteristics of Exceptional Children: Foundations of Special Education EDU47301 – 3 semester credits This course introduces the various categories of special education eligibility. Students overview the primary characteristics, prevalence, and current placement and educational practices for individuals with exceptional learning needs, including learning disabilities, mental retardation, emotional and behavioral disorders, physi­ cal handicaps, sensory and speech impairments, and severe and multiple disabilities. Characteristics and edu­ cational practices for the gifted and talented are also introduced. Current special education law and pertinent state and national standards are examined. Attention is also given to issues of culturally and linguistically diverse backgrounds in the education of individuals with exceptional learning needs.

Characteristics of Specific Exceptionality: Learning Disability EDU47355 – 3 semester credits This course provides in-depth information about the student’s chosen category of special education (learn­ ing disability, mentally retardation, or serious emotional disability). Topics addressed include the charac­ teristics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; place­ ment and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds per­ tinent to the exceptionality.

Characteristics of Specific Exceptionality: Mental Retardation EDU47365 – 3 semester credits This course provides in-depth information about the student’s chosen category of special education (learn­ ing disability, mental retardation, or serious emotional disability). Topics addressed include the character­ istics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; place­ ment and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds per­ tinent to the exceptionality.

Characteristics of Specific Exceptionality: Serious Emotional Disability EDU47375 – 3 semester credits This course provides in-depth information about the student’s chosen category of special education (learn­ ing disability, mental retardation, or serious emotional disability). Topics addressed include the character­ istics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; place­ ment and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds per­ tinent to the exceptionality.

Classroom Management for Special Education EDU47315 – 3 semester credits This course provides students with the opportunity to examine the theories and practices necessary for an effectively managed special education classroom. Students gain the understanding that there is a direct correlation between effective classroom management and optimal learning. Through observation and study, students will identify, implement, and analyze various discipline programs and techniques for their utility in particular classrooms and with particular learners with identified needs. Students will learn to create optimal learning environments designed to meet the needs of diverse special education learners.

Special Education Diagnosis and Evaluation EDU47330 – 3 semester credits This course examines all aspects of assessment for special education including diagnostic instruments, procedures for identifying and placing individuals with exceptional learning needs, appropriate uses and limitations of such assessments, legal and ethical considerations, pertinent state and national standards, measurement theory and key terminology, IEP procedures, and sensitivity to culturally and linguistically diverse backgrounds. Attention is also give to informal assessment practices addressing learning and behavior of individuals with exceptional learning needs.

Reading Methods for the Exceptionality: Learning Disability EDU47350 – 3 semester credits The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to iden­ tify and understand the components of a comprehensive reading program designed to ensure student 363

mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Reading Methods for the Exceptionality: Mental Retardation EDU47360 – 3 semester credits The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to iden­ tify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Reading Methods for the Exceptionality: Serious Emotional Disability EDU47370 – 3 semester credits The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to iden­ tify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Language Arts Methods for the Exceptionality: Learning Disability EDU47351 – 2 semester credits This course provides an opportunity for future special education: learning disability teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruc­ tion, and design developmentally and IEP-appropriate lesson plans. Students will be expected to imple­ ment original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Language Arts Methods for the Exceptionality: Mental Retardation EDU47361 – 2 semester credits This course provides an opportunity for future special education: mental retardation teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruc­ tion, and design developmentally and IEP-appropriate lesson plans. Students will be expected to imple­ ment original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Language Arts Methods for the Exceptionality: Serious Emotional Disability EDU47371 – 2 semester credits This course provides an opportunity for future special education: serious emotional disability teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum.

Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and design developmentally and IEP-appropriate lesson plans. Students will be expected to implement original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Social Studies Methods for the Exceptionality: Learning Disability EDU47352 – 2 semester credits This course provides opportunities for students to explore the field of social science education as presented in the special education classroom with learning disabled students in order to meet state and district stan­ dards. The different subject areas to be addressed include: citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, 364

environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Social Studies Methods for the Exceptionality: Mental Retardation EDU47362 – 2 semester credits This course provides opportunities for students to explore the field of social science education as presented in the special education classroom with students exhibiting mental retardation in order to meet state and dis­ trict standards. The different subject areas to be addressed include: citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Social Studies Methods for the Exceptionality: Serious Emotional Disability EDU47372 – 2 semester credits This course provides opportunities for students to explore the field of social science education as present­ ed in the special education classroom with students identified as seriously emotionally disabled in order to meet state and district standards. The different subject areas to be addressed include: citizenship, gov­ ernment, current events, history, geography, global studies, economics, culture, and the environment.

Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Science Methods for the Exceptionality: Learning Disability EDU47353 – 2 semester credits This course explores various elements of science and environmental education for special education: learning disabled learners. Students will gain an in-depth knowledge of the science curricular areas spe­ cific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; sci­ ence as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and expe­ rience a wide range of "hands-on" exercises for science and environmental education that meet the needs of special education: learning disabled learners.

Science Methods for the Exceptionality: Mental Retardation EDU47363 – 2 semester credits This course explores various elements of science and environmental education for special education: men­ tal retardation learners. Students will gain an in-depth knowledge of the science curricular areas specific to their school district, state, and national education standards. Topics covered include: a variety of manip­ ulative tools for science and environmental education; teaching science to diverse populations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts.

Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of "hands-on" exercises for science and environmental education that meet the needs of spe­ cial education: mental retardation learners.

Science Methods for the Exceptionality: Serious Emotional Disability EDU47373 – 2 semester credits This course explores various elements of science and environmental education for special education seri­ ously emotionally disabled learners. Students will gain an in-depth knowledge of the science curricular areas specific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse popu­ lations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of "hands-on" exercises for science and environmental education that meet the needs of special education seriously emotionally disabled learners.

Mathematics Methods for the Exceptionality: Learning Disability EDU47354 – 2 semester credits This course explores various elements of mathematics education for special education: learning disabled stu­ dents. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; meth­ ods for teaching mathematic to diverse populations which include learning disabled students; and, methods for teaching specific mathematical operations. The integration of mathematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original lesson plans, engage in special education 365

classroom observations, and experience a wide range of experiential exercises for mathematics education.

Mathematics Methods for the Exceptionality: Mental Retardation EDU47364 – 2 semester credits This course explores various elements of mathematics education for special education students diagnosed as mentally retarded. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations which include students exhibiting mental retardation; and, methods for teaching specific mathematical operations. The integration of math­ ematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original lesson plans, engage in special education classroom observations, and experience a wide range of experiential exercises for mathematics education of challenged learners.

Mathematics Methods for the Exceptionality: Serious Emotional Disability EDU47374 – 2 semester credits This course explores various elements of mathematics education for special education students diagnosed as mentally retarded. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations, which include students formally identified as seriously emotionally disabled, and methods for teaching specific mathematical operations.

The integration of mathematics into other subject areas, as well as environmental topics, will be explored.

Students will prepare original lesson plans, engage in special education classroom observations, and expe­ rience a wide range of experiential exercises for mathematics education of challenged learners.

Student Teaching: Special Education: Learning Disability EDU47396 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of the­ oretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the stu­ dent is expected to respond to critical feedback and participate in every facet of special education classroom teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher confer­ ences, and any other additional responsibilities typically conducted by the cooperating teacher within the spe­ cific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Learning Disability classroom.

Note: In accordance with State Board of Education Rule, placement of student teachers pursuing the specific special education exceptionality must be with a cooperating teacher certified in learning dis­ abilities and in a special education classroom comprised of at least 51% of students formally diagnosed with this disability. A Prescott College form must be completed by the cooperating teacher and the stu­ dent teacher verifying that these two conditions for placement have been met.

Student Teaching: Special Education: Mental Retardation EDU47397 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of the­ oretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the stu­ dent is expected to respond to critical feedback and participate in every facet of special education classroom teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher confer­ ences, and any other additional responsibilities typically conducted by the cooperating teacher within the spe­ cific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Mental Retardation classroom.

Note: The Arizona State Board of Education and the Arizona Department of Education require, for Certification purposes, that students complete their student teaching in special education classroom wherein the cooperating teacher is certified in the specific area of exceptionality being pursued by the student teacher, and that at least 51% of the students in the special education classroom have been formally diagnosed with that same exceptionality, (in this case, Mental Retardation). Prescott College requires completion of a specific form verifying that these two conditions have been met in the placement of the student teacher.

Student Teaching: Special Education: Serious Emotional Disability EDU47398 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of the­ oretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, 366

classroom management, and professional proficiency. Throughout the Student Teaching assignment, the stu­ dent is expected to respond to critical feedback and participate in every facet of special education classroom teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher confer­ ences, and any other additional responsibilities typically conducted by the cooperating teacher within the spe­ cific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Serious Emotional Disability classroom.

Note: The Arizona State Board of Education requires, for Certification purposes, that students com­ plete their student teaching in special education classroom wherein the cooperating teacher is certified in the specific area of exceptionality being pursued by the student teacher, and that at least 51% of the stu­ dents in the special education classroom have been formally diagnosed with that same exceptionality, (in this case, Serious Emotional Disability). Prescott College requires completion of a specific form verifying that these two conditions have been met in the placement of the student teacher.

Foundations of Early Childhood Special Education EDU47601 – 3 semester credits The aim of this course is to provide students of early childhood special education with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideo­ logical, and political dimensions of early childhood special education, which involves knowledge and experi­ ence of the birth to age five developmental and instructional levels. The course challenges students to think about commonly held ideas and learning strategies; examine current special education law, pertinent state and national standards; and to begin to understand the influencing factors within the learning environment.

Students will be actively engaged in developing a personal perspective on the functions and purpos­ es of early childhood special education. Students overview the primary characteristics, prevalence, eligi­ bility, and current placement and educational practices for individuals with exceptional learning needs including learning disabilities, mental retardation, autistic spectrum disorder, emotional and behavioral disorders, physical handicaps, sensory and speech impairments, and severe and multiple disabilities.

Students will develop a critical linguistically diverse and multicultural perspective which reviews the more recent schooling reforms, including but not limited to the “Leave No Child Behind Act” of 2002, within the broader implications of early childhood special education in federal, military, state, public, private, and tribal systems. Students will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources and mate­ rials for their future study and early childhood special education career.

Learning Theories and Early Childhood Special Education EDU47602 – 3 semester hours This course provides an overview of the process of learning, and gives the student opportunity to apply the process of learning within the field of early childhood special education. Various theorists, such as Bloom, Dewey, and Vygotsky, who have made contributions within the field of education will be compared as a way to provide further insight into effective teaching strategies to be implemented in response to identified diverse learner needs, especially as those strategies which support exceptional learners, from birth to age 5. Students will explore topics such as optimal conditions for learning and how relationships within the classroom or other educational settings affect learning, and will gain an understanding of learning differences. Psychological and developmental factors will be examined, as well as the impact of environmental and cultural conditions.

Child Growth and Development in Early Childhood Special Education EDU47603 – 3 semester credits Through this course, students will gain knowledge on the theories of child growth and development. The course will focus specifically on content about the stages of typical and atypical growth and developmen­ tal patterns in the cognitive, physical, social, and emotional growth domains for children from birth to age 5. Students will study children’s developmental patterns through a review of learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environ­ ments, and culturally appropriate approaches to learning. Critical to an educator’s professional develop­ ment is the teacher’s ability to create age-and ability-appropriate learning strategies and environments which enhance young children’s physical, cognitive, social, and emotional growth and development.

Normal and Atypical Language Development and Literacy in Early Childhood Special Education EDU47604 – 3 semester credits This course examines the acquisition and development of language skills in young children, birth to age 5.

Topics researched include oral language development, print awareness, name and letter recognition, pre-writ­ 367

ing skills, the Arizona Department of Education’s essential components of reading, atypical language devel­ opment, and language disorders. Students will have an emphasis on developmentally-appropriate language development, teaching phonological awareness, personal name and letter recognition, print awareness, and pre-writing skills. The student will gain knowledge of the Arizona Department of Education’s (ADE) five essential components of reading – phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension, and the Early Childhood Language and Literacy Standard and concepts. In this course, awareness of the benefits of the Individual Education Plan (IEP) will be investigated. The student will create a foundation of knowledge on atypical language patterns in order to recognize and plan instructional support for maximizing young children’s with special needs language development from birth to age 5.

Also addressed are appropriate methods and instructional techniques to honor and support cultural and linguistic diversity in early childhood special education, birth to age 5, language development. The student will develop a culturally and developmentally appropriate repertoire of songs, poems, rhymes, fin­ ger plays; and library of classroom readings and literature for young children, from birth to age 5. The stu­ dent will engage children in learning through literacy materials that honor their local natural environment.

Methods of Teaching Early Childhood Special Education EDU47607 – 3 semester credits This course focuses on the methodology involved in teaching early childhood individuals from birth to age 5 with exceptional learning needs. Topics addressed include IEP development, curriculum modification and individualization, classroom layout, social skills training, instructional and behavioral strategies, appropriate assessment, alignment with state and national standards, working effectively with parents and other IEP mem­ bers, and collaborating with other special education personnel and agencies. Students also learn to incorporate an awareness of culturally and linguistically diverse backgrounds into the special education methodology.

Early Childhood Special Education Curriculum Development and Implementation EDU47609 – 3 semester credits Through this course the student will create developmentally and culturally appropriate curriculum for early childhood special education learners birth to age 5 to be implemented in classroom settings with developmen­ tal and instructional groups. Curriculum will encourage active exploration and the opportunity for self-discov­ ery by the children and teacher initiated or selected activities. The student will create as appropriate for the special education environment, integrated thematic units and lesson plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional develop­ ment. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives. Through this course, the student will develop an understanding of the Arizona Department of Education’s (ADE) curriculum standards, benchmarks, and performance objectives.

Child Guidance and Behavior Management in Early Childhood Special Education EDU47621 – 3 semester hour This course explores the theoretical and practical aspects of child guidance and behavior management for early childhood special education individuals (birth to age 5) with emphasis on creating learning environ­ ments that foster safety, emotional well-being, positive social interactions, cultural understanding, respect for diversity, natural consequences of behavior, and active engagement. Consideration is given to cultur­ ally and linguistically diverse backgrounds as well as developmental differences. Behavior management strategies are applied to a variety of early childhood special education settings including individual and small group instruction, self-contained classrooms, and inclusion classrooms and experiences.

The Exceptional Child Birth to Age 5 and the Special Education Process EDU47615 – 3 semester credits The student will gain an understanding about the physical, social, and cognitive characteristics and clas­ sifications of the exceptional child starting at birth to age 5. Through high expectations set by develop­ mental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges. The course will examine the implications for inclu­ sive practices for children in both indoor and outdoor educational environments.

Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The student will develop appropriate modifications to meet the social, cognitive, and physical environment requirements in order to optimize exceptional children’s learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who 368

help exceptional children during the birth to age 5 years maximize their learning opportunities in order to reach their highest potential. The student will complete a project/ research paper based upon a specif­ ic exceptionality (e.g., attention deficit/hyperactivity disorder, autism, birth defects from premature birth, mental retardation, sensory processing disorder, cerebral palsy, etc.).

Observation and Participation: Field Experience with Early Childhood Special Education Learners EDU47616 – 3 semester credits This course provides extensive opportunity for observation and active participation in a variety of early childhood special education settings. Attention is given to similarities and differences in curriculum, diag­ nostic practices, IEP implementation through planning and delivery of instruction, environmental influ­ ences, behavior management, and social interactions. Also considered are opportunities for nature-based activities and issues pertaining to cultural and linguistic diversity.

Diagnosis and Evaluation of Early Childhood Special Education Learners EDU47630 – 3 semester credits This course examines all aspects of assessment for early childhood special education (birth to age 5) learners, including diagnostic instruments, procedures for identifying and placing individuals with exceptional learning needs, appropriate uses and limitations of such assessments, legal and ethical considerations, pertinent state and national standards, measurement theory and key terminology, IEP procedures, implications of PL99-457, and sensitivity to culturally and linguistically diverse backgrounds. Attention is also given to informal assess­ ment practices addressing learning and behavior of birth to age 5 individuals with exceptional learning needs.

Elective in Early Childhood Special Education EDU47632 – 3 semester credits This elective provides the opportunity to delve more deeply into a self-chosen area of interest within early childhood special education. Students combine in-depth research with field experience to document substan­ tial new learning vital to the education of individuals from birth to age five with exceptional learning needs.

Practicum/Student Teaching: Early Childhood Special Education: Birth to Age 5 EDU47699 – 8 semester credits The Practicum/Student Teaching is the final 12-week full-day capstone field experience allowing students to practice the application of theoretical knowledge as well as to demonstrate mastery in early childhood special education planning, instructing, evaluating, managing classrooms or other appropriate early childhood special education settings, and professional proficiency. Throughout the practicum assignment the student is expect­ ed to respond to critical feedback and participate in every facet of the daily learning environment activities from daily instruction to playground duties, extra-curricular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the supervisor or cooperating teacher within the specific early childhood special education teaching environment. The final preparation will assist the student in obtaining a professional special education position working with young children, from birth to age 5, such as that of an early childhood special education classroom lead teacher.

Note: Students have the responsibility to be cognizant of the current Arizona (or their states’) and Prescott College teacher certification requirements. Students are responsible for reading, downloading, and completing the current student teaching/practicum documents from the Prescott College website.

State teacher certification requirements are subject to change and students must comply with teacher cer­ tification requirements current at the time of their graduation/ certification application.

Foundations of Early Childhood Education (ECE) EDU47801 – 3 semester credits The aim of this course is to provide early childhood educators with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideological, and politi­ cal dimensions of early childhood education, which involves knowledge and experience both of the birth to prekindergarten and kindergarten to grade three/age 8 developmental and instructional levels. The course challenges students to think about commonly held ideas and learning strategies, and to begin to understand the influencing factors within the learning environment. The student will be actively engaged in developing a personal perspective on the functions and purposes of early childhood education (ECE). The student will develop a critical multicultural perspective which reviews the more recent schooling reforms, including but not limited to the “Leave No Child Behind Act” of 2002, within the broader implications of early childhood education in federal, military, state, public, private, and tribal systems. The student will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compila­ 369

tion of academic and professional resources and materials for their ADP studies and ECE career.

Child Growth and Development EDU47803 – 2 semester credits Through this course, the student will gain knowledge on the theories of child growth and development.

The course will include content on stages of typical cognitive and physical growth for children from birth to prekindergarten and kindergarten to grade three/age 8. The student will study children’s development through learning theories including research on brain-based cognitive development, multiple intelli­ gences, natural and place-based environments, and culturally appropriate approaches to learning. Critical to an educator’s professional development is the teacher’s ability to create age-appropriate learning strate­ gies and environments which enhance young children’s physical growth and cognitive development.

Social and Emotional Development EDU47805 – 3 semester credits Through this course the student will study the theories of social and emotional development, as they relate to the developmental and instructional stages of birth to prekindergarten and kindergarten to grade three/age 8, which can include the work of E.L. Thorndike, Howard Gardner, Albert Bandura, L.S. Vygotsky, Jean Piaget, and Daniel Goleman. In studying social intelligence, the student will develop an understanding of children’s ability to understand and relate to people, including intra- and interpersonal intelligences. The student will create an understanding of the five characteristics and abilities of emotional intelligences: 1) self-awareness, 2) mood management, 3) self-motivation, 4) empathy, and 5) managing relationships. In addition, the student will demonstrate her or his understanding of why social and emotional health is fundamental to effective learning and why children must have an understanding of themselves and how they best learn. An overview of how the brain and emotions work and the neuropsychology of emotions will be covered. Students will also investigate cultural and environmental factors that influence social and emotional development.

Early Language and Literacy EDU47807 – 3 semester credits Through this course the student will study early language and literacy, including development and acquisition of oral language for children in early childhood education (ECE) placements, from birth to prekindergarten and kindergarten to grade three/age 8. The student will have an emphasis on developmentally-appropriate language development, teaching phonological awareness, personal name and letter recognition, print aware­ ness, and pre-writing skills. The student will gain knowledge of the Arizona Department of Education’s (ADE) essential components of reading and the Early Childhood Language and Literacy Standard and con­ cepts. The student will also engage in activities that meet the National Association for the Education of Young Children (NAEYC) Professional Performance Standards. This course is a major component of the ECE pro­ gram of study. The student will develop a culturally and developmentally appropriate repertoire of songs, poems, rhymes, finger plays; and library of classroom readings and literature for young children, from birth to prekindergarten and kindergarten to grade three/age 8. The student will engage children in learning through literacy materials that honor their local natural environment.

Curriculum Development and Implementation EDU47809 – 3 semester credits Through this course the student will create developmentally and culturally appropriate curriculum for early childhood education and classroom implementation for both birth to prekindergarten and kinder­ garten to grade three/age 8 developmental and instructional groups. Curriculum will encourage active exploration and the opportunity for self-discovery by the children and teacher initiated or selected activ­ ities. The student will create integrated thematic units and lesson plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional devel­ opment. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment for both ECE groups. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives. Through this course, the student will develop an understand­ ing of the Arizona Department of Education’s (ADE) curriculum standards and benchmarks.

Parent, Family, School, and Community EDU47811 – 3 semester credits The student will study the social, emotional, and psychological aspects of child, parent, family, school, and community relationships for young children, from birth to prekindergarten and kindergarten to grade three/age 8. The student will develop technology-based and other types of outreach strategies to create links 370

and materials that can facilitate a communication flow to and from the parent or guardian, family, school, and community resources. The student will become competent in understanding the diversity of the families and the community, including looking at culture, languages, genders, abilities, family and social structures, ethnic­ ity, socio-economical, environmental, and educational factors. In this course, the student will develop profes­ sional practices which will honor and engage the young children’s family cultural traditions, customs, and cel­ ebrations into the learning process and curriculum. Furthermore, the student will create learning opportuni­ ties that appropriately enhance and embrace the natural and human communities.

ECE Instructional Techniques and Methodologies EDU47813 – 2 semester credits The student will study instructional techniques and methodologies in early childhood education settings, for children from birth to prekindergarten and kindergarten to grade three/age 8, which can include cur­ riculum that uses culturally and developmentally appropriate practices; different types of activity/learning centers; individualized and differentiated instruction; educational play; and multi-sensory approaches.

The student will develop instructional techniques and methods for teaching subject-area knowledge in art, music, literature, language, reading, movement, mathematics, natural science, and social studies. In this course, the student will create strategies to formulate a consistent and predictable learning environ­ ment. The early learning environment shall consist of activities in indoor, outdoor, and community-based arenas offering the young children ways to be challenged and grow to their capacity.

The Exceptional Child and Special Education Processes EDU47815 – 3 semester credits The student will gain an understanding about the physical, social, and cognitive characteristics and clas­ sifications of the exceptional child starting at birth to prekindergarten and from kindergarten to grade three/age 8. Through high expectations set by developmental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges.

The course will examine the implications for inclusive practices for children in both indoor and outdoor educational environments. Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The stu­ dent will develop appropriate modifications to meet the social, cognitive, and physical environment requirements in order to optimize exceptional children’s learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who help exceptional children during the birth to prekindergarten and kindergarten to grade three/age 8 years maximize their learning opportunities in order to reach their highest potential.

Health, Safety, and Nutrition EDU47817 – 2 semester credits This course will focus on procedures to protect the health and safety of young children, in both birth to prekindergarten and kindergarten to grade three/age 8, at home, in the community, and while engaged in learning and school environments. The student will explore methods to develop and promote healthy life­ long habits including the fundamentals of good nutrition, rest, and exercise. This course will examine cul­ tural and environmental factors that can impact the health, safety, and nutrition of young children.

Research will be completed which examines how brain development, nutrition, and safe environments are related. The students will develop skills to share knowledge with families and the greater community in order to provide the safest possible environment for young children 24-hours a day. This course will advo­ cate for the educator to establish appropriate and safe human and natural community interactions inclu­ sive of the local environment (e.g., plants, animals, firefighters, public safety officers, and medical person­ nel). Furthermore, the student will understand the importance of developing curriculum to encourage safe and vigorous movement, active exploration, and opportunities for self-discovery by the children.

Assessment and Evaluation EDU47819 – 3 semester credits Educators must acquire knowledge of the current research on the assessment and evaluation of young chil­ dren, from birth to prekindergarten and kindergarten to grade three/age 8, and their classroom activities and environment. This course will focus on using assessments to evaluate how young children learn starting at birth; understand how to monitor the young child’s progress; determine levels of young student’s knowledge and skills; ensure developmentally and age-appropriate systems are in place; and to guarantee educators use the young child’s language(s) and culturally appropriate instruction. The assessment tools evaluated will sup­ port individual student progress, a variety of learning styles, and the diverse abilities of young children. The 371

analysis of the different types of assessments will take into regard their characteristics, cultural application, uses, advantages, and limitations. Assessments will consider student initiated and adult facilitated activities, learning in indoor and outdoor environments, observable behaviors, anecdotal record keeping, and portfolios of children’s work as means to document progress. Through this course the student will develop competence in reporting, as required and appropriate, young children’s progress to parents or guardians, educators, school/district, health care, and community, tribal, and state, and national governmental agencies.

Child Guidance and Classroom Management EDU47821 – 3 semester credits This course will focus on child guidance and classroom management procedures to protect the health and safety of young children, from birth to prekindergarten and kindergarten to grade three/age 8, and optimize learning opportunities in all early childhood settings. The student will examine cultural and environmental factors that can facilitate and enhance learning strategies for all young children. Through this course the stu­ dent will develop an understanding of how the physical layout of the learning environment or classroom and outdoor play areas can impact child guidance and classroom management strategies. The early childhood edu­ cator will help young children learn developmentally appropriate skills for self-awareness, mood manage­ ment, self-motivation, and empathy in order to create positive relationships with other children and adults.

Characteristics and Practices in the Young Child’s Behavior EDU47823 – 2 semester credits This course will focus on recognition of the range of typical and atypical behaviors in young children from birth to prekindergarten and from kindergarten to grade three/age 8. The student will explore practices that facilitate a learning environment where the young child can develop his or her own physical, social, and cognitive skills and age-appropriate behaviors. Using the knowledge of age-appropriate behaviors, the student can develop practices which will enhance children’s critical thinking, good health, and physical development. The student will study behavioral factors for both indoor and outdoor learning situations, including appropriate behavior in the classroom, on playgrounds, and during community visits and field trips for children from birth to prekindergarten and kindergarten to grade three/age 8. This course will examine cultural and environmental factors that can support developmentally appropriate behaviors in young children.

Early Childhood Practicum (2 parts) EDU47899 - 47899B Section I: Practicum/Student Teaching - Birth to Pre-Kindergarten – 4 semester credits Section II: Student Teaching - Kindergarten to Grade Three/Age 8 – 4 semester credits The practicum is the final capstone field experience allowing the student to practice the application of theo­ retical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. The early childhood practicum must include a mini­ mum of 6 quarter hours in a supervised field experience, practicum, internship, or student teaching setting serving children birth through prekindergarten and a minimum of 6 quarter hours in a supervised student teaching setting serving children kindergarten through grade three/age 8. Throughout the practicum assign­ ment the student is expected to respond to critical feedback and participate in every facet of the daily learn­ ing environment activities and classroom teaching from daily instruction to playground duties, extra-curricu­ lar commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the supervisor or cooperating teacher within the specific early childhood teaching environment. The final preparation will assist the student in obtaining a professional position working with young children, from birth to prekindergarten and kindergarten to grade three/age 8, such as an early childhood classroom lead teacher.

Note: Students have the responsibility to be cognizant of the current Arizona (or their states’) and Prescott College teacher certification requirements. Students are responsible for reading, downloading, and completing the current student teaching/practicum documents from the Prescott College website.

State teacher certification requirements are subject to change and students must comply with teacher cer­ tification requirements current at the time of their graduation/ certification application.

372

Master of Arts and Post-Master of Arts Course Sequences Elementary Education Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Elementary Education Provisional Certification, students must complete 46 semester credits in education coursework: Foundations and Theory: MAED57001 Foundations of Education (3 semester credits)

MAED57005 Learning Theories (3 semester credits)

MAED57010 Curriculum Design (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57030 Assessment and Measurement (3 semester credits)

MAED57035 Introduction to Special Education (3 semester credits)

Methods: MAED57020 Reading: Methods and Practice (3 semester credits)

MAED57022 Language Arts: Methods and Practice (2 semester credits)

MAED57024 Social Studies: Methods and Practice (2 semester credits)

MAED57026 Science: Methods and Practice (2 semester credits)

MAED57028 Mathematics: Methods and Practice (2 semester credits)

MAED57040 Classroom Management (3 semester credits)

MAED57002 Methods of Structured English Immersion (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: MAED57199 Student Teaching: Elementary Education (8 semester credits)

Secondary Education Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Elementary Education Provisional Certification, students must complete 38 semester credits in education coursework: Foundations and Theory: MAED57001 Foundations of Education (3 semester credits)

MAED57005 Learning Theories (3 semester credits)

MAED57010 Curriculum Design (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57030 Assessment and Measurement (3 semester credits)

MAED57035 Introduction to Special Education (3 semester credits)

Methods: MAED57207 Teaching Methods and Reading Strategies in the Secondary Content Area (3 semester credits)

MAED57040 Classroom Management (3 semester credits)

MAED57002 Structured English Immersion Methods (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: MAED57299 Student Teaching: Secondary Education (8 semester credits)

Special Education: Learning Disability Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Learning Disabilities, students must complete 49 semester credits in Special Education coursework: Foundations and Theory: MAED57001 Foundations of Education (3 semester credits) MAED57005 Learning Theories (3 semester credits) 373

MAED57010 Curriculum Design (3 semester credits)

MAED75015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57301 Characteristics of Exceptional Children: Foundations of Special Education

(3 semester credits) MAED57355 Characteristics of the Specific Exceptionality: Learning Disability (3 semester credits) MAED57330 Diagnosis and Evaluation (3 semester credits) Methods: MAED57350 Reading Methods for the Exceptionality: Learning Disability (3 semester credits)

MAED57351 Language Arts Methods for the Exceptionality: Learning Disability (2 semester credits)

MAED57352 Social Studies Methods for the Exceptionality: Learning Disability (2 semester credits)

MAED57353 Science Methods for the Exceptionality: Learning Disability (2 semester credits)

MAED57354 Mathematics Methods for the Exceptionality: Learning Disability (2 semester credits)

MAED57315 Classroom Management for Special Education (3 semester credits)

MAED57002 Structured English Immersion Methods (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: MAED57396 Student Teaching: Special Education: Learning Disability (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

Special Education: Mental Retardation Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Mental Retardation, students must complete 49 semester credits: in Special Education coursework: Foundations and Theory: MAED57001 Foundations of Education (3 semester credits)

MAED57005 Learning Theories (3 semester credits)

MAED57010 Curriculum Design (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57301 Characteristics of Exceptional Children: Foundations of Special Education

(3 semester credits) MAED57365 Characteristics of the Specific Exceptionality: Mental Retardation (3 semester credits) MAED57330 Special Education Diagnosis and Evaluation (3 semester credits) Methods: MAED57360 Reading Methods for the Exceptionality: Mental Retardation (3 semester credits)

MAED57361 Language Arts Methods for the Exceptionality: Mental Retardation (2 semester credits)

MAED57362 Social Studies Methods for the Exceptionality: Mental Retardation (2 semester credits)

MAED57363 Science Methods for the Exceptionality: Mental Retardation (2 semester credits)

MAED57364 Mathematics Methods for the Exceptionality: Mental Retardation (2 semester credits)

MAED57315 Classroom Management for Special Education (3 semester credits)

MAED57002 Methods of Structured English Immersion (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits)

Capstone: MAED57397 Student Teaching: Special Education: Mental Retardation (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

374

Special Education: Serious Emotional Disability Program Course Sequence In order to qualify for an Institutional Recommendation leading to Arizona Special Education Provisional Certification with a focus in Serious Emotional Disability, students must complete 49 semester credits: in Special Education coursework: Foundations and Theory: MAED57001 Foundations of Education (3 semester credits)

MAED57005 Learning Theories (3 semester credits)

MAED57010 Curriculum Design (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57301 Characteristics of Exceptional Children: Foundations of Special Education

(3 semester credits) MAED57375 Characteristics of the Specific Exceptionality: Serious Emotional Disability (3 semester credits) MAED57330 Special Education Diagnosis and Evaluation (3 semester credits) Methods: MAED57370 Reading Methods for the Exceptionality: Serious Emotional Disability (3 semester credits)

MAED57371 Language Arts Methods for the Exceptionality: Serious Emotional Disability (2 semester

credits)

MAED57372 Social Studies Methods for the Exceptionality: Serious Emotional Disability (2 semester

credits)

MAED57373 Science Methods for the Exceptionality: Serious Emotional Disability (2 semester credits)

MAED57374 Mathematics Methods for the Exceptionality: Serious Emotional Disability

(2 semester credits) MAED57315 Classroom Management for Special Education (3 semester credits) MAED57002 Methods of Structured English Immersion (3 semester credits) MAED57003 Advanced Study in Structured English Immersion (3 semester credits) Capstone: MAED57398 Student Teaching: Special Education: Serious Emotional Disability (8 semester credits) Students must pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and con­ tent area knowledge. If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

Early Childhood Special Education (ECSE) Program Course Scope and Sequence In order to qualify for an Institutional Recommendation from Prescott College leading to Arizona Special Education: Early Childhood Certification, students must complete 50 semester credits in education coursework, which includes 8 semester credits in student teaching/practicum. Students must also pass the Arizona Educator Proficiency Assessments (AEPA) in both professional and subject/content area knowledge. If a student is planning to obtain certification in a state other than Arizona, that student will be required to research that state’s requirements for certification to ensure compliance.

Foundations and Theory Coursework: MAED57601 Foundations of Early Childhood Special Education (3 semester credits)

MAED57602 Learning Theories and Early Childhood Special Education (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57609 Early Childhood Special Education Curriculum Development and Implementation

(3 semester credits) MAED57604 Normal and Atypical Language Development and Literacy in Early Childhood Special Education (3 semester credits) MAED57603 Child Growth and Development in Early Childhood Special Education (3 semester credits) Methods: MAED57621 Child Guidance and Behavior Management in Early Childhood Special Education (3 semester credits) 375

MAED57607 Methods of Teaching Early Childhood Special Education (3 semester credits)

MAED57615 The Exceptional Child Birth to Age 5 and Special Education Processes (3 semester credits)

MAED57630 Diagnosis and Evaluation of Early Childhood Special Education Learners (3 semester credits)

MAED57002 Structured English Immersion Methods (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits)

Note: All candidates for Arizona Provisional Teacher Certification must have completed a total of 6

semester credits in state-approved Structured English Immersion coursework beginning in the fall 2009.

MAED57632 Elective in Early Childhood Special Education (3 semester credits)

MAED57616 Observation and Participation: Field Experience with Early Childhood Special Education

Learners (3 semester credits) Capstone Experience: MAED57699 Practicum in Early Childhood Special Education: Birth to Age 5 (8 semester credits)

Early Childhood Education Program Course Sequence In order to qualify for an institutional recommendation leading to Arizona Early Childhood Education Certification, students must complete 49 semester credits in education coursework and the practicum must be completed with Prescott College.

Foundation and Theory Coursework: MAED57801 Foundations of Early Childhood Education (ECE) (3 semester credits)

MAED57803 Child Growth and Development (2 semester credits)

MAED57805 Social and Emotional Development (3 semester credits)

MAED57809 Curriculum Development and Implementation (3 semester credits)

MAED57815 The Exceptional Child and Special Education Processes (3 semester credits)

MAED57015 Educating for the Future: Multicultural and Environmental Issues (3 semester credits)

MAED57819 Assessment and Evaluation (3 semester credits)

Methods: MAED57807 Early Language and Literacy (3 semester credits)

MAED57811 Parent, Family, School, and Community (3 semester credits)

MAED57813 ECE Instructional Techniques and Methodologies (3 semester credits)

MAED57817 Health, Safety, and Nutrition (2 semester credits)

MAED57821 Child Guidance and Classroom Management (3 semester credits)

MAED57823 Characteristics and Practices in a Young Childâ&#x20AC;&#x2122;s Behavior (2 semester credits)

MAED57002 Structured English Immersion Methods (3 semester credits)

MAED57003 Advanced Study in Structured English Immersion (3 semester credits - Note: Candidates

for Arizona Provisional Certification in Teacher Education must have completed two courses/6 semester

credits in state-approved Structured English Immersion coursework beginning in the fall 2009.)

Capstone: ED 57899 Practicum (in the 2 required age groups: birth to preK and K to age 8) (8 semester credits total)

School Guidance and Counseling Program Course Sequence In order to qualify for an institutional recommendation leading to Arizona School Guidance Counseling Certification, students must complete 33 semester credits in School Guidance Counseling coursework: Foundation and Theory MASG51010 Counseling Theory (3 semester credits)

MASG50030 Social and Ecological Perspectives (3 semester credits)

MASG50020Human Growth and Development (3 semester credits)

MASG50080 Group Dynamics Processing and Counseling (4 semester credits)

MASG57103 Foundations of School Counseling (3 semester credits)

MASG50070 Vocational Counseling and Career Development (3 semester credits)

MASG50112 School Guidance Counseling: Program Development, Implementation, and Evaluation

(3 semester credits) 376

Methods: MASG50111 Research Methodologies (3 semester credits) Capstone: MASG51020 Supervised School Guidance Counseling Practicum (8 semester credits) In addition, students must have earned a masters degree from a regionally accredited post-secondary institution prior to receiving an Institutional Recommendation from Prescott College for a School Guidance Counseling Certificate.

If a student is planning to obtain certification in a state other than Arizona, he/she will be required to research that state’s requirements for certification to ensure compliance.

Master of Arts and Post-Master of Arts Course Sequences Elementary Education Program Foundations of Education MAED57001 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course is an introduction to the field of teacher education and includes knowledge of the social, cul­ tural, historical, and political dimensions of public school education. The course challenges students to think critically about education and learning strategies, and to begin to understand the academic study of the legal, financial and ideological constraints on the public school system. Of particular interest will be the development of a critical, multicultural, inquiring perspective that reviews the more recent schooling reforms including but not limited to the federal “No Child Left Behind” Act of 2002. The broader implications of different legal and political constraints that apply to federal, state and local school curricula and policy will also be a focus.

Structured English Immersion Methods MAED57002 – 3 semester credits This course provides teacher education students with an introduction to Structured English Immersion (SEI) issues, challenges, and methods designed to meet Arizona State Board-approved standards for preservice and in-service teachers of English Language Learners (ELL). Students will examine ELL Proficiency Standards, assessment strategies and tools for use with ELL, and SEI foundations and strate­ gies. Students of early childhood education with study the Standards, strategies and tools with a focus on ELL needs from birth to prekindergarten and from kindergarten to grade three/age 8. Students will gain the competence to teach in an inclusive classroom, maximizing opportunities for proficiency in oral and written skills as a result of research, observation, and practicum experiences. Students will analyze disag­ gregated data to differentiate instruction and parental involvement. Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education. This course meets ESL Endorsement requirements in conjunction with other coursework.

Prerequisite: Admission to the Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs.

Advanced Study in Structured English Immersion MAED57003 – 3 semester credits Note: This second SEI course, of the state-approved two-course sequence, will be required of all teacher edu­ cation certification candidates for Arizona Provisional Teacher Certification beginning in the fall 2009.

This course provides pre-service and in-service early childhood education teachers the opportunity to master the knowledge and skills necessary to meet the requirements in Structured English Immersion (SEI) for full endorsement as required for the standard Arizona teacher education certificate. Early child­ hood students will focus on the requirements as they are applied to ELL from birth to prekindergarten and from kindergarten to grade three/age 8. Building directly on the knowledge and skills acquired through successful completion of the first Prescott College course in the two-SEI-course sequence, ED 377

2002. “Structured English Immersion Methods,” pre-service and in-service teachers will examine, extend, and apply material related to the following State SEI goal areas: ELL Proficiency Standards; Data Analysis and Application; Formal and Informal Assessment; SEI Foundations; Learning Experiences – SEI Strategies; and, Parent/Home/School Interactions and Communication. Students will gain increased competence to teach in an exemplary manner in inclusive classrooms through research, observation, and practicum experiences. Students will analyze disaggregated data and interpret results to effectively dif­ ferentiate instruction for ELL and maximize home/school/community involvement and resources.

Students must obtain, for use with this course, specific study and professional materials as designated by the Arizona Department of Education.

Prerequisites: Admission to the Prescott College Degree or Post-Degree Teacher Education Certification Program or Permission of the Dean of the Prescott College Adult Degree and Graduate Programs, and completion of ED 2002 or a comparable state-approved 3 semester credit course with the grade of “B” or better.

Learning Theories MAED57005 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides an overview of the process of learning. Theorists examined will include but not be limited to Benjamin Bloom, Lev Vygotsky, John Dewey, Erik Erickson, Geoffrey and Renate Nummela Caine, Maria Montessori, Howard Gardner, and Paulo Freire. Students will explore topics such as optimal conditions for learning and how relationships within the classroom affect learning, and will gain an under­ standing of learning differences. Psychological and developmental factors will be examined as well as the impact of environmental and cultural conditions. Various theorists who have contributed to the field of edu­ cation will be compared and contrasted as a way to provide further insight into effective teaching strategies.

Curriculum Design MAED57010 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores curriculum at a theoretical and practical level as it prepares the student to inter­ pret and present standards based curricula in the classroom. Students examine curriculum theory, issues of curriculum making, current trends in curriculum design, and the role of state and national standards.

Curriculum philosophy, aims, and processes are included to enable the student to develop a definition of curriculum within the context of standards, district guidelines, school expectations, and classroom culture.

Additionally, the course examines relevant applications for curriculum, strategies for successful curricular implementation, effective use of technology to support curriculum, and accommodations for special situ­ ations and individual differences. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that curricula designed and implemented embrace appropriate multiple cultural perspectives. This course will also address how mul­ ticultural and environmental factors inform curriculum theory.

Educating for the Future: Multicultural and Environmental Issues MAED57015 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

The focus of this course is to strengthen the graduate student’s environmental and multicultural aware­ 378

ness, with a primary focus on young children. It will explore the evolving issues in the fields of multicul­ tural and environmental education for children from birth to prekindergarten and from kindergarten to grade three/age 8. It is interdisciplinary in nature and will examine the relationship among education, cul­ ture, and environment. The graduate student will acquire foundational knowledge of theoretical issues and concepts, and also look at past and current class, ecological, gender, and racial inequities. The grad­ uate student will connect both cultural and environmental issues on a personal, societal, and educational level. In addition, the graduate student will actively apply coursework to her/his local community.

Reading: Methods and Practice MAED57020 – 3 semester credits This graduate course builds upon students’ undergraduate studies and prior field experiences. The expec­ tation is that students will not only cover the course content and expectations for teacher certification, but that they will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the students will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

During this course of study, students will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. Students will gain an understanding of legislative and state board of education mandates pertaining to the elementary reading program. Students will be expected to master instructional strategies for each of the five research-based essential components of reading: phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension which are age and grade appropriate. Students will explore diagnostic and remedial reading strategies for use with diverse learn­ ers, including ELL. Students will investigate environmental and cultural factors that influence reading, and plan for their accommodation within an effective classroom reading program.

Language Arts: Methods and Practice MAED57022 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

The purpose of this course is for future elementary teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and be able to design developmentally appropriate lesson plans. Students will be expected to implement original lesson plans in a grade appropriate setting. This course also requires students to research the needs of cognitively and culturally diverse learners, students impacted by specific environmental conditions as well as demonstrate sensitivity to these areas through the design and implementation of lessons.

Social Studies: Methods and Practices MAED57024 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores the field of social science education as presented in the elementary classroom in order to meet the state and district standards. The different subject areas included are citizenship, gov­ ernment, current events, history, geography, global studies, economics, culture, and the environment.

Students will read and review published texts for social science instruction, and develop lessons and units to accommodate a variety of learning styles. Students will critique the district’s social science curricula.

Students will compare and contrast traditional and alternative methodologies related to the teaching of social science and design activities to motivate and stimulate classroom interest. Potential areas of explo­ ration are: Whose history is valid? How do students learn about other times and places in a reflective, sub­ stantive manner? Do textbooks engage students or do real stories about real people? Furthermore, the 379

student will investigate environmental and cultural factors that influence the teaching of social studies and methods for teaching social studies to diverse populations.

Science: Methods and Practice MAED57026 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of science and environmental education for elementary school students. Students will gain an in depth knowledge of the science curricular areas specific to their school district to include state and national standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; science as problem solv­ ing; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of "hands-on" exercises for science and environmental education.

Mathematics: Methods and Practice MAED57028 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of mathematics education for elementary school students.

Topics covered include: the importance of concrete manipulation in the formation of symbolic levels of understanding and reasoning; a variety of specific manipulative tools for math education; methods for teaching mathematics to diverse populations; and methods for teaching specific mathematical operations.

The notion of integrating the mathematics into other areas such as environmental topics will be explored.

Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of experiential exercises for mathematics education.

Assessment and Measurement MAED57030 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she also will be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that evidences graduate level synthesis, perspective, and foci.

This course examines the characteristics and types of measurement and assessments utilized in the education of students. Knowledge of concepts and procedures involved in student evaluation, the devel­ opment and selection of assessment instruments, the analysis and interpretation of results, and the utiliza­ tion and reporting of results will be explored. Cultural and environmental impacts on assessment will be considered. Applications to the classroom setting will be emphasized.

Introduction to Special Education MAED57035 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course introduces the various categories of special education eligibility and provides information 380

about accommodating individuals with exceptional learning needs in the regular classroom setting.

Categories addressed include learning disabilities, mental retardation, emotional and behavioral disor­ ders, physical handicaps, sensory and speech impairments, severe and multiple disabilities, and the gift­ ed and talented. Current special education law and pertinent state and national standards are examined.

Attention is also given to issues of culturally and environmentally diverse backgrounds in the education of individuals with exceptional learning needs.

Classroom Management MAED57040 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores the theories and practices for an effectively managed classroom. Different the­ ories and a variety of practices related to effective classroom management will be studied. Students will observe various approaches to classroom management in order to formulate their own classroom manage­ ment style and practices. Students will learn to create optimal learning environments designed to meet the needs of diverse students considering both cultural and learning differences.

Student Teaching: Elementary MAED57199 – 8 semester credits This capstone experience for graduate students builds upon the student’s undergraduate studies and prior field experience. Student Teaching is the final field experience in the program, providing the student the opportunity to practice the application of theoretical knowledge as well as to demonstrate mastery in plan­ ning, instruction for diverse students, assessment, classroom management, and professional proficiency.

In addition to the practicum content of the course, the graduate student will submit at least two 15-20 page scholarly papers that discuss the student’s practical experience within student teaching in relation to education theorists previously studied. These scholarly papers evidence graduate level synthesis, perspec­ tive, and foci in the context of the capstone experience.

Throughout the Student Teaching assignment the student is expected to respond to critical feedback and participate in every facet of classroom teaching from daily instruction to playground duties, extra-cur­ ricular commitments, parent-teacher conferences, and any other additional responsibilities typically con­ ducted by the cooperating teacher within the specific teaching environment. This final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom.

Teaching Methods and Reading Strategies in the Secondary Content Area MAED57207 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she also will be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that evidences graduate level synthesis, perspective, and foci.

This course covers methods and practices for instruction in the student’s content area. Students will become familiar with the content of texts in the subject area, state and national standards for the grade levels of the subject, and a variety of methods of instruction relevant to the subject area. Emphasis will be placed upon creating effective strategies to meet the needs of a diverse population of learners as well as any environmental or ethical issues impacting the specific field of study. Additionally, the student will engage in an in-depth study of systems involved in the reading process at the secondary level. The stu­ dent will review secondary reading standards and core English and Language Arts curriculum in order to support skills and include them into her/his specific content area(s). Topics such as vocabulary, reading fluency and comprehension are central components of this course, as well as comprehension in both lit­ erary and informational texts such as expository, functional, and persuasive writing. The student will con­ sult with district reading specialists to become informed of reading diagnostic tools used within the dis­ trict and state as well as additional tools and technology available to assist the struggling reader. The stu­ dent will review the Arizona Department of Education (or the state in which he/she is being certified) 381

website to maintain a working knowledge of legislation and programs that address literacy issues.

Student Teaching: Secondary Education MAED57299 – 8 semester credits This capstone experience for graduate students builds upon the student’s undergraduate studies and prior field experience. Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment the student is expected to respond to critical feedback and participate in every facet of classroom teaching from daily instruction to playground duties, extra-curricular commit­ ments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment.

The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a grade and subject appropriate classroom. In addition to the practicum content of the course, the gradu­ ate student will submit at least two 15-20 page scholarly papers that discuss the student’s practical experience within student teaching in relation to education theorists previously studied. These scholarly papers evidence graduate level synthesis, perspective, and foci in the context of the capstone experience.

Characteristics of Exceptional Children: Foundations of Special Education MAED57301 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course introduces the various categories of special education eligibility. Students overview the primary characteristics, prevalence, and current placement and educational practices for individuals with exceptional learning needs, including learning disabilities, mental retardation, emotional and behavioral dis­ orders, physical handicaps, sensory and speech impairments, and severe and multiple disabilities.

Characteristics and educational practices for the gifted and talented are also introduced. Current special edu­ cation law and pertinent state and national standards are examined. Attention is also given to issues of cultur­ ally and linguistically diverse backgrounds in the education of individuals with exceptional learning needs.

Characteristics of Specific Exceptionality: Learning Disability MAED57355 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides in-depth information about the student’s chosen category of special education (learning disability, mentally retardation, or serious emotional disability). Topics addressed include the characteristics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; placement and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds pertinent to the exceptionality.

Characteristics of Specific Exceptionality: Mental Retardation MAED57365 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides in-depth information about the student’s chosen category of special education (learning disability, mental retardation, or serious emotional disability). Topics addressed include the 382

characteristics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; placement and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds pertinent to the exceptionality.

Characteristics of Specific Exceptionality: Serious Emotional Disability MAED57375 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides in-depth information about the student’s chosen category of special education (learning disability, mental retardation, or serious emotional disability). Topics addressed include the characteristics, causes, and management protocol for the exceptionality; diagnostic and eligibility criteria; placement and IEP considerations; and common academic and behavioral strategies in the context of state and national standards. Students also consider issues of culturally and linguistically diverse backgrounds pertinent to the exceptionality.

Classroom Management for Special Education MAED57315 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides students with the opportunity to examine the theories and practices necessary for an effectively managed special education classroom. Students gain the understanding that there is a direct cor­ relation between effective classroom management and optimal learning. Through observation and study, stu­ dents will identify, implement, and analyze various discipline programs and techniques for their utility in par­ ticular classrooms and with particular learners with identified needs. Students will learn to create optimal learning environments designed to meet the needs of diverse special education learners.

Special Education Diagnosis and Evaluation MAED57330 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course examines all aspects of assessment for special education including diagnostic instruments, procedures for identifying and placing individuals with exceptional learning needs, appropriate uses and limitations of such assessments, legal and ethical considerations, pertinent state and national standards, measurement theory and key terminology, IEP procedures, and sensitivity to culturally and linguistically diverse backgrounds. Attention is also give to informal assessment practices addressing learning and behavior of individuals with exceptional learning needs.

Reading Methods for the Exceptionality: Learning Disability MAED57350 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to 383

identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Reading Methods for the Exceptionality: Mental Retardation MAED57360 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Reading Methods for the Exceptionality: Serious Emotional Disability MAED57370 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The student will examine the Arizona K-12 Reading/Language Arts Academic Standards, in order to identify and understand the components of a comprehensive reading program designed to ensure student mastery in grade level skills. The student will understand legislative and state board of education man­ dates pertaining to the reading program. The student will explore diagnostic and remedial strategies which can be incorporated as part of an effective classroom reading program that addresses the needs of special education students, especially in the area of Learning Disability. The student will investigate envi­ ronmental and cultural factors that influence reading, as well as methods for teaching diverse learners.

Language Arts Methods for the Exceptionality: Learning Disability MAED57351 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 10-15 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides an opportunity for future special education: learning disability teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruc­ tion, and design developmentally and IEP-appropriate lesson plans. Students will be expected to imple­ ment original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Language Arts Methods for the Exceptionality: Mental Retardation MAED57361 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ 384

hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides an opportunity for future special education: mental retardation teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum. Students will explore the relationship between reading and writing skills, examine methods for language arts instruc­ tion, and design developmentally and IEP-appropriate lesson plans. Students will be expected to imple­ ment original lesson plans in a grade appropriate setting. This course also requires that students research effective strategies to meet the needs of cognitively and culturally diverse learners.

Language Arts Methods for the Exceptionality: Serious Emotional Disability MAED57371 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides an opportunity for future special education: serious emotional disability teachers to gain knowledge of and demonstrate competence in the development of language arts curriculum.

Students will explore the relationship between reading and writing skills, examine methods for language arts instruction, and design developmentally and IEP-appropriate lesson plans. Students will be expect­ ed to implement original lesson plans in a grade appropriate setting. This course also requires that stu­ dents research effective strategies to meet the needs of cognitively and culturally diverse learners.

Social Studies Methods for the Exceptionality: Learning Disability MAED57352 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 10-15 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides opportunities for students to explore the field of social science education as present­ ed in the special education classroom with learning disabled students in order to meet state and district stan­ dards. The different subject areas to be addressed include: citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Social Studies Methods for the Exceptionality: Mental Retardation MAED57362 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides opportunities for students to explore the field of social science education as present­ ed in the special education classroom with students exhibiting mental retardation in order to meet state and district standards. The different subject areas to be addressed include: citizenship, government, current events, history, geography, global studies, economics, culture, and the environment. Students will explore historical events, environmental and cultural issues, and methods for teaching the social sciences to diverse populations.

Social Studies Methods for the Exceptionality: Serious Emotional Disability MAED57372 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ 385

tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides opportunities for students to explore the field of social science education as pre­ sented in the special education classroom with students identified as seriously emotionally disabled in order to meet state and district standards. The different subject areas to be addressed include: citizen­ ship, government, current events, history, geography, global studies, economics, culture, and the environ­ ment. Students will explore historical events, environmental and cultural issues, and methods for teach­ ing the social sciences to diverse populations.

Science Methods for the Exceptionality: Learning Disability MAED57353 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 10-15 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of science and environmental education for special education: learning disabled learners. Students will gain an in-depth knowledge of the science curricular areas spe­ cific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; sci­ ence as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and expe­ rience a wide range of "hands-on" exercises for science and environmental education that meet the needs of special education: learning disabled learners.

Science Methods for the Exceptionality: Mental Retardation MAED57363 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of science and environmental education for special education: mental retardation learners. Students will gain an in-depth knowledge of the science curricular areas spe­ cific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; sci­ ence as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and expe­ rience a wide range of "hands-on" exercises for science and environmental education that meet the needs of special education: mental retardation learners.

Science Methods for the Exceptionality: Serious Emotional Disability MAED57373 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of science and environmental education for special education seriously emotionally disabled learners. Students will gain an in-depth knowledge of the science cur­ ricular areas specific to their school district, state, and national education standards. Topics covered include: a variety of manipulative tools for science and environmental education; teaching science to diverse populations; science as problem solving; and a variety of specific experiential exercises for teaching ecology and science concepts. Students will prepare original lesson plans, engage in several classroom observations, and experience a wide range of "hands-on" exercises for science and environ­ 386

mental education that meet the needs of special education seriously emotionally disabled learners.

Mathematics Methods for the Exceptionality: Learning Disability MAED57354 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 10-15 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of mathematics education for special education: learning dis­ abled students. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations which include learning disabled stu­ dents; and, methods for teaching specific mathematical operations. The integration of mathematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original les­ son plans, engage in special education classroom observations, and experience a wide range of experien­ tial exercises for mathematics education.

Mathematics Methods for the Exceptionality: Mental Retardation MAED57364 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of mathematics education for special education students diag­ nosed as mentally retarded. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations which include students exhibiting mental retardation; and, methods for teaching specific mathematical operations. The integra­ tion of mathematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original lesson plans, engage in special education classroom observations, and experience a wide range of experiential exercises for mathematics education of challenged learners.

Mathematics Methods for the Exceptionality: Serious Emotional Disability MAED57374 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will master the course content and expectations for teacher certification, and that he/she will also be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of this course, the graduate student will submit a 10-15 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores various elements of mathematics education for special education students diagnosed as mentally retarded. Topics covered include: use of a Constructivist approach to mathematics teaching and learning; methods for teaching mathematic to diverse populations, which include students formally identified as seriously emotionally disabled, and methods for teaching specific mathematical operations. The integra­ tion of mathematics into other subject areas, as well as environmental topics, will be explored. Students will prepare original lesson plans, engage in special education classroom observations, and experience a wide range of experiential exercises for mathematics education of challenged learners.

Student Teaching: Special Education: Learning Disability MAED57396 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of the­ oretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the stu­ dent is expected to respond to critical feedback and participate in every facet of special education classroom teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher confer­ ences, and any other additional responsibilities typically conducted by the cooperating teacher within the spe­ cific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the 387

position of a lead teacher in a Special Education: Learning Disability classroom.

Note: In accordance with State Board of Education Rule, placement of student teachers pursuing the specific special education exceptionality must be with a cooperating teacher certified in learning dis­ abilities and in a special education classroom comprised of at least 51% of students formally diagnosed with this disability. A Prescott College form must be completed by the cooperating teacher and the stu­ dent teacher verifying that these two conditions for placement have been met.

Student Teaching: Special Education: Mental Retardation MAED57397 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of the­ oretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the stu­ dent is expected to respond to critical feedback and participate in every facet of special education classroom teaching from daily instruction to playground duties, extra-curricular commitments, parent-teacher confer­ ences, and any other additional responsibilities typically conducted by the cooperating teacher within the spe­ cific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Mental Retardation classroom.

Note: The Arizona State Board of Education and the Arizona Department of Education require, for Certification purposes, that students complete their student teaching in special education classroom wherein the cooperating teacher is certified in the specific area of exceptionality being pursued by the stu­ dent teacher, and that at least 51% of the students in the special education classroom have been formally diagnosed with that same exceptionality, (in this case, Mental Retardation). Prescott College requires completion of a specific form verifying that these two conditions have been met in the placement of the student teacher.

Student Teaching: Special Education: Serious Emotional Disability MAED57398 – 8 semester credits Student Teaching is the final capstone field experience allowing the student to practice the application of theoretical knowledge as well as demonstrating mastery in planning, instruction for diverse students, assessment, classroom management, and professional proficiency. Throughout the Student Teaching assignment, the student is expected to respond to critical feedback and participate in every facet of spe­ cial education classroom teaching from daily instruction to playground duties, extra-curricular commit­ ments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to prepare the student teacher for obtaining the position of a lead teacher in a Special Education: Serious Emotional Disability classroom.

Note: The Arizona State Board of Education requires, for Certification purposes, that students complete their student teaching in special education classroom wherein the cooperating teacher is certi­ fied in the specific area of exceptionality being pursued by the student teacher, and that at least 51% of the students in the special education classroom have been formally diagnosed with that same exception­ ality, (in this case, Serious Emotional Disability). Prescott College requires completion of a specific form verifying that these two conditions have been met in the placement of the student teacher.

Foundations of Early Childhood Special Education MAED57601 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The overarching goal of this course is to provide students of early childhood special education, birth to age 5, with broad foundational knowledge of the social, cultural, historical, theoretical, socio-econom­ ic, environmental, legal, financial, ideological, and political dimensions of early childhood special educa­ tion, which involves knowledge and experience of the birth to age 5 developmental and instructional lev­ els. The course challenges students to think about commonly held ideas and learning strategies; examine current special education law, pertinent state and national standards; and to begin to understand the influ­ encing factors within the learning environment.

Students will be actively engaged in developing a personal perspective on the functions and purposes 388

of early childhood special education. Students overview the primary characteristics, prevalence, eligibili­ ty, and current placement and educational practices for individuals with exceptional learning needs including learning disabilities, mental retardation, autistic spectrum disorder, emotional and behavioral disorders, physical handicaps, sensory and speech impairments, and severe and multiple disabilities.

Students will develop a critical linguistically diverse and multicultural perspective which reviews the more recent schooling reforms, including but not limited to the “No Child Left Behind” Act of 2002, within the broader implications of early childhood special education in federal, military, state, public, private, and tribal systems. Students will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources and mate­ rials for their future study and early childhood special education career.

Learning Theories and Early Childhood Special Education MAED57602 – 3 semester hours This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides an overview of the process of learning, and gives the student opportunity to apply the process of learning within the field of early childhood special education. Various theorists, such as Bloom, Dewey, and Vygotsky, who have made contributions within the field of education will be com­ pared as a way to provide further insight into effective teaching strategies to be implemented in response to identified diverse learner needs, especially as those strategies which support exceptional learners, from birth to age 5. Students will explore topics such as optimal conditions for learning and how relationships within the classroom or other educational settings affect learning, and will gain an understanding of learn­ ing differences. Psychological and developmental factors will be examined, as well as the impact of envi­ ronmental and cultural conditions.

Child Growth and Development in Early Childhood Special Education MAED57603 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course, students will gain knowledge on the theories of child growth and development.

The course will focus specifically on content about the stages of typical and atypical growth and develop­ mental patterns in the cognitive, physical, social, and emotional growth domains for children from birth to age 5. Students will study children’s developmental patterns through a review of learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally appropriate approaches to learning. Critical to an educator’s professional development is the teacher’s ability to create age-and ability-appropriate learning strategies and environ­ ments which enhance young children’s physical, cognitive, social, and emotional growth and development.

Normal and Atypical Language Development and Literacy in Early Childhood Special Education MAED57604 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course examines the acquisition and development of language skills in young children, birth to age 5. Topics researched include oral language development, print awareness, name and letter recogni­ tion, pre-writing skills, the Arizona Department of Education’s essential components of reading, atypical language development, and language disorders. Students will have an emphasis on developmentally­ 389

appropriate language development, teaching phonological awareness, personal name and letter recogni­ tion, print awareness, and pre-writing skills. The student will gain knowledge of the Arizona Department of Education’s (ADE) five essential components of reading – phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension, and the Early Childhood Language and Literacy Standard and concepts. In this course, awareness of the benefits of the Individual Education Plan (IEP) will be investigated. The student will create a foundation of knowledge on atypical language patterns in order to recognize and plan instructional support for maximizing young children’s with special needs language development from birth to age 5.

Also addressed are appropriate methods and instructional techniques to honor and support cultural and linguistic diversity in early childhood special education, birth to age 5, language development. The student will develop a culturally and developmentally appropriate repertoire of songs, poems, rhymes, fin­ ger plays; and library of classroom readings and literature for young children, from birth to age 5. The stu­ dent will engage children in learning through literacy materials that honor their local natural environment.

Methods of Teaching Early Childhood Special Education MAED57607 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course focuses on the methodology involved in teaching early childhood individuals from birth to age 5 with exceptional learning needs. Topics addressed include IEP development, curriculum modifica­ tion and individualization, classroom layout, social skills training, instructional and behavioral strategies, appropriate assessment, alignment with state and national standards, working effectively with parents and other IEP members, and collaborating with other special education personnel and agencies. Students also learn to incorporate an awareness of culturally and linguistically diverse backgrounds into the special education methodology.

Early Childhood Special Education Curriculum Development and Implementation MAED57609 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course the student will create developmentally and culturally appropriate curriculum for early childhood special education learners birth to age 5 to be implemented in classroom settings with devel­ opmental and instructional groups. Curriculum will encourage active exploration and the opportunity for selfdiscovery by the children and teacher initiated or selected activities. The student will create as appropriate for the special education environment, integrated thematic units and lesson plans for mathematics, natural sci­ ence, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional development. The student will explore curriculum applications that can expand out of the classroom into the natural learning environment. The student will ensure that the curriculum embraces appropriate multiple cultural perspectives. Through this course, the student will develop an understanding of the Arizona Department of Education’s (ADE) curriculum standards, benchmarks, and performance objectives.

Child Guidance and Behavior Management in Early Childhood Special Education MAED57621 – 3 semester hours This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course explores the theoretical and practical aspects of child guidance and behavior management 390

for early childhood special education individuals (birth to age 5) with emphasis on creating learning envi­ ronments that foster safety, emotional well-being, positive social interactions, cultural understanding, respect for diversity, natural consequences of behavior, and active engagement. Consideration is given to culturally and linguistically diverse backgrounds as well as developmental differences. Behavior manage­ ment strategies are applied to a variety of early childhood special education settings including individual and small group instruction, self-contained classrooms, and inclusion classrooms and experiences.

The Exceptional Child Birth to Age 5 and Special Education Processes MAED57615 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The student will gain an understanding about the physical, social, and cognitive characteristics and clas­ sifications of the exceptional child starting at birth to age 5. Through high expectations set by develop­ mental specialists and educational professionals, the student will learn strategies for the inclusion of all young children with disabilities and other challenges. The course will examine the implications for inclu­ sive practices for children in both indoor and outdoor educational environments.

Through this course the student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The student will develop appro­ priate modifications to meet the social, cognitive, and physical environment requirements in order to opti­ mize exceptional children’s learning needs. The course will offer the student the opportunity to examine the strategies of the team of educators, parents or guardians, therapists, and support people who help exceptional children during the birth to age 5 years maximize their learning opportunities in order to reach their highest potential. The student will complete a project/ research paper based upon a specific exceptionality (e.g., attention deficit/hyperactivity disorder, autism, birth defects from premature birth, mental retardation, sensory processing disorder, cerebral palsy, etc.).

Observation and Participation: Field Experience with Early Childhood Special Education Learners MAED57616 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course provides extensive opportunity for observation and active participation in a variety of early childhood special education birth to age 5 settings. Attention is given to similarities and differences in curriculum, diagnostic practices, IEP implementation through planning and delivery of instruction, envi­ ronmental influences, behavior management, and social interactions. Also considered are opportunities for nature-based activities and issues pertaining to cultural and linguistic diversity.

Diagnosis and Evaluation of Early Childhood Special Education Learners MAED57630 – 3 semester credits This graduate course builds upon the student’s prior studies and field experiences. The expectation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course examines all aspects of assessment for early childhood special education (birth to age 5) learners, including diagnostic instruments, procedures for identifying and placing individuals with excep­ tional learning needs, appropriate uses and limitations of such assessments, legal and ethical considera­ tions, pertinent state and national standards, measurement theory and key terminology, IEP procedures, implications of PL99-457, and sensitivity to culturally and linguistically diverse backgrounds. Attention is also given to informal assessment practices addressing learning and behavior of birth to age 5 individuals with exceptional learning needs.

391

Elective in Early Childhood Special Education MAED57632 – 3 semester credits This elective provides the opportunity to delve more deeply into a self-chosen area of interest within early childhood special education. Students combine in-depth research with field experience to document substan­ tial new learning vital to the education of individuals from birth to age five with exceptional learning needs.

Practicum/Student Teaching: Early Childhood Special Education: Birth to Age 5 MAED57699 – 8 semester credits The Practicum/Student Teaching is the final 12-week full-day capstone field experience providing stu­ dents with the opportunities to practice the application of theoretical knowledge as well as to demonstrate mastery in early childhood special education planning, instructing, assessing, managing classrooms or other appropriate early childhood special education settings, and professional proficiency. Throughout the practicum assignment the student is expected to respond to critical feedback and participate in every facet of the daily learning environment activities from daily instruction to playground duties, extra-curric­ ular commitments, parent-teacher conferences, and any other additional responsibilities typically con­ ducted by the supervisor or cooperating teacher within the specific early childhood special education teaching environment. The final preparation will assist the student in obtaining a professional special edu­ cation position working with young children, from birth to age 5, such as that of an early childhood spe­ cial education classroom lead teacher.

In addition to the practicum content of the course, the graduate student will submit at least two schol­ arly papers that discuss the graduate student’s practical experience with student teaching in relation to education theorists previously studied. These scholarly papers demonstrate graduate level synthesis, analysis, perspective, and foci within the context of the capstone experience.

Note: Students have the responsibility to be cognizant of the current Arizona (or their states’) and Prescott College teacher certification requirements. Students are responsible for reading, downloading, and com­ pleting the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certifi­ cation requirements current at the time of their graduation/ certification application.

Foundations of Early Childhood Education MAED57801 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, students will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The aim of this course is to provide early childhood educators with broad foundational knowledge of the social, cultural, historical, theoretical, socio-economic, environmental, legal, financial, ideological, and politi­ cal dimensions of early childhood education for children from birth to prekindergarten and from kindergarten to grade three/age 8. The course challenges students to think about commonly held ideas and learning strate­ gies, and to begin to understand the influencing factors within the learning environment.

The graduate student will be actively engaged in developing a personal perspective on the functions and purposes of early childhood education. The student will develop a critical multicultural perspective which reviews the more recent schooling reforms, including but not limited to the “No Child Left Behind Act” of 2002, within the broader implications of early education in federal, military, state, public, private, and tribal systems. The student will examine the impact of education on the natural environment and the diverse human community. Graduate students will begin a compilation of academic and professional resources and materials for their Program studies and career.

Note: Students have the responsibility to be cognizant of the current Arizona (or their states’) and Prescott College teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certifi­ cation requirements current at the time of their graduation/ certification application.

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Child Growth and Development MAED57803 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course, the early childhood education graduate student will gain knowledge on the the­ ories of child growth and development for children from birth to prekindergarten and from kindergarten to grade three/age 8. The course will include content on stages of typical cognitive and physical growth for children from birth to age eight. The graduate student will study children’s development through learning theories including research on brain-based cognitive development, multiple intelligences, natu­ ral and place-based environments, and culturally appropriate approaches to learning. Critical to an edu­ cator’s professional development is the teacher’s ability to create age-appropriate learning strategies and environments which enhance young children’s physical growth and cognitive development.

Social and Emotional Development MAED57805 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expec­ tation is that the student will not only cover the course content and expectations for teacher certification, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this early childhood education course. In addition to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course the graduate student will study the theories of social and emotional development, which can include the work of E.L. Thorndike, Howard Gardner, Albert Bandura, L.S. Vygotsky, Jean Piaget, and Daniel Goleman. In studying social intelligence, the graduate student will develop an understanding of young children’s (from birth to prekindergarten and from kindergarten to grade three/age 8) ability to under­ stand and relate to people, including intra and interpersonal intelligences. The graduate student will create an understanding of the five characteristics and abilities of emotional intelligences: 1) self-awareness, 2) mood management, 3) self-motivation, 4) empathy, and 5) managing relationships. In addition, the graduate student will demonstrate her/his understanding of why social and emotional health is fundamental to effective learn­ ing and why children must have an understanding of themselves and how they best learn. An overview of how the brain and emotions work and the neuropsychology of emotions will be covered. Graduate students will also investigate cultural and environmental factors that influence social and emotional development.

Early Language and Literacy MAED57807 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course the graduate student will study early language and literacy, including development and acquisition of oral language for children in Early Childhood Education (ECE) placements, for chil­ dren from birth to prekindergarten and from kindergarten to grade three/age 8. The graduate student will have an emphasis on teaching phonological awareness, personal name and letter recognition, print aware­ ness, and pre-writing skills. The graduate student will gain knowledge of the Arizona Department of Education’s (ADE) essential components of reading and the Early Childhood Language and Literacy Standard and concepts. The graduate student will also engage in activities that meet the National Association for the Education of Young Children (NAEYC) Professional Performance Standards. This course is a major component of the ECE program of study. The graduate student will develop a cultural­ ly and developmentally appropriate repertoire of songs, poems, rhymes, finger plays; and library of class­ room readings and literature for young children. The graduate student will engage children in learning through literacy materials that honor their local natural environment.

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Curriculum Development and Implementation MAED57809 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

Through this course, the graduate student will create developmentally and culturally appropriate cur­ riculum for early childhood education, from birth to prekindergarten and from kindergarten to grade three/age 8, and learning environments and classroom implementation. Curriculum will encourage active exploration and the opportunity for self-discovery by children, from birth to grade three/age 8, and teacher initiated or selected activities. The graduate student will create integrated thematic units and les­ son plans for mathematics, natural science, literacy, language arts, social studies, art, music, movement, educational play, and social/emotional development. The graduate student will explore curriculum appli­ cations that can expand out of the classroom into the natural learning environment. The graduate student will ensure that the curriculum embraces appropriate multiple cultural perspectives. Through this course, the graduate student will develop an understanding of the Arizona Department of Education’s (ADE) cur­ riculum standards and benchmarks.

Parent, Family, School, and Community MAED57811 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

The graduate student will study the social, emotional, and psychological aspects of child, parent, fam­ ily, school, and community relationships. The course is focused on children from birth to prekindergarten and from kindergarten to grade three/age 8. The graduate student will develop technology-based and other types of outreach strategies to create links and materials that can facilitate a communication flow to and from the parent or guardian, family, school, and community resources. The graduate student will become competent in understanding the diversity of the families and the community, including looking at culture, languages, genders, abilities, family and social structures, ethnicity, socio-economical, environ­ mental, and educational factors. In this course, the graduate student will develop professional practices which will honor and engage the children’s family cultural traditions, customs, and celebrations into the learning process and curriculum. Furthermore, the graduate student will create learning opportunities which embrace the natural and human communities.

ECE Instructional Techniques and Methodologies MAED57813 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

The graduate student will study instructional techniques and methodologies which can include cur­ riculum that uses culturally and developmentally appropriate practices; different types of activity/learning centers; individualized and differentiated instruction; educational play; and multi-sensory approaches for children from birth to prekindergarten and from kindergarten to grade three/age 8. The graduate student will develop instructional techniques and methods for teaching subject-area knowledge in art, music, lit­ erature, language, reading, movement, mathematics, natural science, and social studies. In this course, the graduate student will create strategies to formulate a consistent and predictable learning environment.

The learning environment shall consist of activities in indoor, outdoor, and community-based arenas offer­ ing the children ways to be challenged and grow to their capacity.

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The Exceptional Child and Special Education Processes MAED57815 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

The graduate student will gain an understanding about the physical, social, and cognitive characteristics and classifications of the exceptional child from birth to prekindergarten and from kindergarten to grade three/age 8. Through high expectations set by educational professionals, the graduate student will learn strate­ gies for the inclusion of young children with disabilities and other challenges. The course will examine the implications for inclusive practices for children in both indoor and outdoor educational environments.

Through this course the graduate student will understand the required compliance with the local, district, state, federal, and tribal special education laws, rules, policies, and regulations. The graduate student will develop appropriate modifications to meet the social, cognitive, and physical environment requirements in order to optimize exceptional children’s learning needs. The course will offer the graduate student the oppor­ tunity to examine the strategies of the team of educators, parents or guardians, therapists, and support peo­ ple who help exceptional children, from birth to prekindergarten and from kindergarten to grade three/age 8, maximize their learning opportunities to help them reach their highest potential.

Health, Safety, and Nutrition MAED57817 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, students will submit a 15-20 page scholarly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course will focus on procedures to protect the health and safety of young children (from birth to prekindergarten and from kindergarten to grade three/age 8) in home, community, and school environ­ ments. The graduate student will explore methods to develop and promote healthy lifelong habits includ­ ing the fundamentals of good nutrition, rest, and exercise. This course will examine cultural and environ­ mental factors that can impact the health, safety, and nutrition of young children. Research will be com­ pleted which examines how brain development, nutrition, and safe environments are related. The gradu­ ate students will develop skills to share knowledge with families and the greater community in order to provide the safest possible environment for children 24 hours a day. This course will advocate for the edu­ cator to establish appropriate and safe human and natural community interactions inclusive of the local environment (e.g., plants, animals), firefighters, public safety officers, and medical personnel.

Furthermore, the graduate student will understand the importance of developing curriculum to encour­ age safe and vigorous movement, active exploration, and opportunities for self-discovery by the children.

Assessment and Evaluation MAED57819 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

Educators must acquire knowledge of the current research on the assessment and evaluation of young chil­ dren, from birth to prekindergarten and from kindergarten to grade three/age 8, and their classroom activi­ ties and environment. This course will focus on using assessments to evaluate how students learn; understand how to monitor student progress; determine levels of student knowledge and skills; ensure age-appropriate systems are in place, and to guarantee educators use developmentally and culturally appropriate instruction.

The assessment tools evaluated will support individual student progress, a variety of learning styles, and the diverse abilities of young children. The analysis of the different types of assessments will take into regard their characteristics, cultural application, uses, advantages, and limitations. Assessments will consider student initi­ ated and adult facilitated activities, learning in indoor and outdoor environments, observable behaviors, anec­ 395

dotal record keeping, and portfolios of children’s work as means to document children’s progress. Through this course the graduate student will develop competence in reporting, as required, young children’s progress to parents or guardians, educators, and community and governmental agencies.

Child Guidance and Classroom Management MAED57821 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course will focus on child guidance and classroom management procedures to protect the health and safety of young children and optimize learning opportunities in the early childhood setting, for children from birth to prekindergarten and from kindergarten to grade three/age 8. The graduate student will examine cul­ tural and environmental factors that can facilitate and enhance learning strategies. Through this course the graduate student will develop an understanding of how the physical layout of the classroom and outdoor play areas can impact child guidance and classroom management strategies. The early childhood educator will help children learn developmentally appropriate skills for self-awareness, mood management, self-motivation, and empathy in order to create positive relationships with other children and adults.

Characteristics and Practices in the Young Child’s Behavior MAED57823 – 2 semester credits This graduate course builds upon the student’s undergraduate studies and prior field experience. The expectation is that the student will not only cover the course content and expectations for teacher certifi­ cation, but that he/she will also be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course.

In addition to the certification content of the course, the graduate student will submit a 15-20 page schol­ arly research paper that demonstrates graduate level synthesis, perspective, and foci.

This course will focus on recognition of the range of typical and atypical behaviors in young children from birth to prekindergarten and from kindergarten to grade three/age 8. The graduate student will explore practices that facilitate a learning environment where the young child can develop his or her own physical, social, and cognitive skills and age-appropriate behaviors. Using the knowledge of age-appropri­ ate behaviors, the graduate student can develop practices which will enhance children’s critical thinking, health, and physical development. The graduate student will study behavioral factors for both indoor and outdoor learning situations, including appropriate behavior in the classroom, on playgrounds, and during community visits and field trips. This course will examine cultural and environmental factors that can sup­ port developmentally appropriate behaviors in young children.

Early Childhood Practicum (2 parts)

MAED57898 –

Section I: Practicum/Student Teaching - Birth to Pre-K – 4 semester credits

Section II: Student Teaching - Kindergarten to Grade Three/Age 8 – 4-5 semester credits

This capstone experience for graduate students builds upon the student’s undergraduate and graduate stud­ ies and prior field experience. The Early Childhood Practicum is the final field experience allowing the grad­ uate student to practice the application of theoretical knowledge as well as demonstrating mastery in plan­ ning, instruction for diverse students, assessment, classroom management, and professional proficiency. The early childhood practicum must include a minimum of 6 quarter hours in a supervised field experience, practicum, internship, or student teaching setting serving children birth through prekindergarten and a min­ imum of 6 quarter hours in a supervised student teaching setting serving children from kindergarten through grade three/age 8. Throughout this practicum the graduate student is expected to respond to critical feedback and participate in every facet of classroom teaching from daily instruction to playground duties, extra-curric­ ular commitments, parent-teacher conferences, and any other additional responsibilities typically conducted by the cooperating teacher within the specific teaching environment. The final preparation will serve to pre­ pare the graduate student teacher for obtaining a position working with young children such as an early child­ hood lead teacher. In addition to the practicum content of the course, the graduate student will submit at least two scholarly papers that discuss the graduate student’s practical experience within student teaching in rela­ tion to education theorists previously studied. These scholarly papers evidence graduate level synthesis, per­ spective, and foci in the context of the capstone experience.

396

Note: Students have the responsibility to be cognizant of the current Arizona (or their states’) and Prescott College teacher certification requirements. Students are responsible for reading, uploading, and completing the current student teaching/practicum documents from the Prescott College website. State teacher certification requirements are subject to change and students must comply with teacher certifi­ cation requirements current at the time of their graduation/ certification application.

Counseling Theory MASG51010 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. This course introduces counseling theories for the field of Counseling Psychology and School Guidance Counseling. The developmental needs of individuals at all levels will be examined. It includes the study of major counseling theories, principles, and their application. This shall include five of the following the­ ories: Cognitive Behavioral, Person-Centered, Brief Solution Focused, Behaviorism, Psychoanalytic, Neopsychoanalytic, Gestalt, Rational-Emotive, Reality, Adlerian, and Jungian. In addition to the certifi­ cation content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

Social and Ecological Perspectives MASG50030 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20-page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

This course provides a broad understanding of the social contexts of P-12 students. These social con­ texts may include factors such as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, adoption, religious and spiritual values, socioeconomic status and unique characteristics of individuals. Graduate students may explore the implications for coun­ seling of the major racial cultural groups in the U.S., such as Hispanics, Asians, Afro-Americans, and Native-Americans. Students will also relate the concepts of ecological health to the diverse human envi­ ronment within a School Guidance Counseling Program.

Human Growth and Development MASG50020 – 3 semester hours This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

Through this course, the student will study individual, family, and life-span developmental theories, which can include the work of Howard Gardner, Lev Vygotsky, Albert Bandura, Jean Piaget, Erik Erikson, Carol Gilligan, Lawrence Kohlberg, and Mary Field Belenky. Developmental differences influenced by social forces, cultural background, socioeconomic status, gender, race, ability, sexual orientation, age, and environment will be examined. Both typical and atypical development will be studied, as well as an overview of how the brain and emotions work. The neuropsychology of emotions also will be addressed.

In addition, the student will demonstrate her/his understanding of the impact school, family, community, and peers have on children, why social and emotional health is fundamental to effective learning, and how these concepts relate to school guidance counseling.

397

Group Dynamics, Processing, and Counseling MASG50080 – 3 semester hours This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

Through this course, the student will gain a theoretical and experiential understanding of group devel­ opment, dynamics, group counseling theories, group leadership styles, and basic and advanced group counseling methods and skills. The student will explain and defend the process for planning and organiz­ ing small groups in a school setting This course will explore individual and small group appraisal and advisement, in addition to group process assessment. The student also will examine counseling and con­ sultation processes, as well as the knowledge and skill requirements for school counselors. Course objec­ tives are aligned with national standards proscribed by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Foundations of School Guidance Counseling MASG57103 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

This course introduces the roles and responsibilities of a school counselor. The course provides an overview of the functions and skills critical to delivering a comprehensive competency-based guidance program (ASCA Model) for ALL students in grades pre-k-12. The course will provide an introduction to school counseling knowledge and skill competencies including historical perspectives, professional iden­ tity of the school counselor, knowledge of school setting, current policies and legislation relevant to school counseling, the role of technology in school counseling, and ethical and legal considerations in school counseling as endorsed by CACREP and ASCA. Vocational Counseling and Career Development MASG50070 – 3 semester credits This course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the student will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, comprehensive specificity in study, and incisive, intellectual investment in the completion of this course. In addition to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

This course examines career and vocational development theories; occupational and advanced education planning information sources and systems; career and leisure counseling, guidance, and education; decisionmaking and vocational and career development program planning and placement, and evaluation.

School Guidance Counseling: Program Development, Implementation, and Evaluation MASG50112 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

This course is based on the study of design, implementation, monitoring, and evaluation of compre­ 398

hensive competency-based developmental school counseling programs including an awareness of various systems that affect all P-12 students, school, and home. This course will explore the means to work col­ laboratively in a competency–based program with students, teachers, administrators, school support per­ sonnel, business partners and community leaders.

Research Methodologies MASG50111 – 3 semester credits This graduate course builds upon the student’s undergraduate studies and any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the stu­ dent will not only cover the course content and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship, research, compre­ hensive specificity in study, and incisive, intellectual investment in the completion of this course. In addi­ tion to the certification content of the course, the graduate student will submit a 15-20 page scholarly research paper that that demonstrates graduate level synthesis, perspective, and foci.

This course will provide students with fundamental knowledge about the area of research method and design in the field of school guidance counseling. After demonstrating competency in research methodolo­ gies students should be versed well enough in research methods to 1) read and critically review current research in the field of school guidance counseling, and 2) design, implement, and confidently articulate the underlying theoretical principles used in the required scholarly research project. This course will require a demonstrated understanding of the following: individual and group approaches to assessment and evaluation, appropriate research methods within the field, statistical analysis, needs assessment, and program evaluation.

Supervised School Guidance Counseling Practicum MASG51020 – 8 semester credits The school guidance counseling practicum is designed to provide the opportunity for graduate students to participate in all forms of counseling services in the school setting under the supervision of a certified school guidance counselor and Prescott College core faculty. The 600 supervised clock hours (with a minimum of 240 direct service clock hours) of graduate practicum builds upon the student’s graduate and undergraduate studies in counseling as well as any prior field experience in working with P-12 students in paraprofessional school counseling contexts. The expectation is that the student will not only professionally address the daily practicum requirements and expectations for school guidance counseling certification, but that he/she also will be responsible for demonstrating graduate level scholarship and application of research in the comple­ tion of this course. In addition to the practicum content and log, the graduate student will submit at least two 15-20 page scholarly papers that discuss the student’s practical experience within the school guidance coun­ seling in relation to counseling theories previously studied. These scholarly papers evidence graduate level synthesis, perspective, and foci in the context of the capstone experience.

Students will work in a school setting under the supervision of an experienced school counselor.

Throughout the school guidance counseling assignment the student is expected to respond to critical feed­ back and participate in every facet of school guidance counseling. This will include daily direct and indirect interaction with students and staff to involvement with parents, administrators, and other community mem­ bers, and any other additional responsibilities typically conducted by the supervising certified school guidance counseling practicum supervisor within the school environment. This final preparation will serve to prepare the practicum student for obtaining a position as a school guidance counselor in a P-12 setting.

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400

Doctor of Philosophy

Program

Concentration in Sustainability Education

401

402

Overview of the Ph.D. in Philosophy, Concentration in Sustainability Education . . . . . . . . . . . . . . . . . . . . 405

Ph.D. Program Misson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

Program in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

Program in Sustainability Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406

Ph.D. Program Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406

Admissions Preferred Level of Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406

Admission Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406

Application Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Application Form and Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Official Transcripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Resume or Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Recommendation Form and Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

Personal Statement and Program Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Prior Graduate Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Application Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Program Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Curriculum Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Residency Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Doctoral Committee Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

Graduation Requirements and Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

Residency Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410

Entry Orientation and Colloquium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410

Colloquia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

First Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Subsequent Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Colloquium Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Student Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Doctoral Mentor/Committee Member Attendance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

Colloquium Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

Potential Models for Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

Presentation Design Criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412

Presentation Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Miscellaneous Matters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Maintaining a Community-friendly Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Program Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413

Foundation Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414

Course Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414

Sustainability Theory and Practice I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414

Transformational Learning and Sustainabilty Education I and II . . . . . . . . . . . . . . . . . . . . . . . . 414

Modes of Scholarly Inquiry and Action Research I and II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414

Independent Study Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415

Practicum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415

Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Credentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Doctoral Committee and Practicum Supervisors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Practicum Supervisor Honorarium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

403

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

Study Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

During Phase One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

During Phase Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

During Phase Three. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

Semester Study Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

Guidelines for Writing the Study Plan for Doctoral Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

Guidelines for Writing a Study Plan for the First Three Phases of Doctoral Study . . . . . . . . . . . . . . . . . . . 418

A Final Phase or Dissertation/Project Study Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418

Amending a Study Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418

Outcomes of Study in the Ph.D. Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419

Ph.D. Program Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419

Scholarly Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

Examples of Style Manuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422

Support for the Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422

Scholarly Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423

Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See Common Section

Learning Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423

Examples of Principle Papers the Might be Learning Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

Excellence in Passionate Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

Competency in Research and Scholarship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424

Dissertation/ Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Dissertationh/Project Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425

Introduction and Discussion of the Issue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Review of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Discussion of the Methodology and Methods Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Discussion of the Research/Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Conclusion/Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

Procedures for Submission, Review, Revision and Approval of the Dissertation/Project Proposal . . . . . . . 427

Procedures for Completing the Dissertation/Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427

Measure of Academic Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Academic Outcome Criteria for the Ph.D. Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Evaluation of Student Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Evaluation by Ph.D. Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Foundation Coureswork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Independent Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Comprehensive Assessment and Research Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Dissertation/Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Evaluation by Doctoral Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Evaluation by Qualifying Paper Reviewers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429

Evaluation by the Practicum Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429

End-of Semester Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429

Ph.D. Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430

Ph.D. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431

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Overview of the Ph.D. in Philosophy Program Concentration in Sustainability Education

Ph.D. Program Misson The Ph.D. program in Education, concentrating in Sustainability Education, provides an opportunity for advanced, interdisciplinary, student-centered learning that addresses important global and local issues. It is based on the tra­ ditions, values, and educational philosophies that have differentiated Prescott College from other educational insti­ tutions since the 1960s. This Ph.D. Program emphasizes rigorous scholarship, critical thinking, and action-oriented research. The program fosters open discourse through respect for diverse perspectives and scholarly collaboration.

Integrated, interdisciplinary thinking promotes the evolution of ecological understanding, psychological/philosoph­ ical consciousness, and social learning for a humane and sustainable future.

Program in Brief Prescott College proposes to grant the Doctor of Philosophy (Ph.D.) in Education (Concentration in Sustainability Education). This program enlarges the mission of Prescott College, which is: …To educate students of diverse ages and backgrounds to understand, thrive in, and enhance our world community and the environment. We regard learning as a continuing process and strive to provide an education that will enable students to live productive lives while achieving a balance between self-fulfillment and service to others. Students are encouraged to think critically and act ethically with sensitivity to both the human community and the biosphere. Our philosophy stresses experiential learning and self-direction within an interdisciplinary curriculum.

The doctoral program in Education at Prescott College, concentrating as it does in Sustainability Education, logically derives from and brings together several current undergraduate and graduate (Masters level) curricu­ lar specialties. These are Education (especially Alternative and Experiential Education), Environmental Studies (especially Environmental Education and Sustainability Science and Practice), Humanities and Social Sciences (especially Social Justice and Peace Studies), and Psychology (especially Ecopsychology and Educational Psychology).

The design of the program is flexible enough to accommodate many individual learning goals, but is focused sufficiently to generate collaborative and challenging scholarly discourse within a solid, if relatively new, aca­ demic concentration. Breadth is achieved through participation in a shared sequence of foundational courses and a common area of interdisciplinary inquiry (Sustainability Education). Depth is achieved through study of individually designed courses and the dissertation/project process.

This low-residency program uniquely combines expansive, interdisciplinary inquiry with intense, individu­ alized research and practice. Four years of concentrated study and research culminate in a dissertation/project that reflects the high academic rigor expected of a doctoral dissertation and also includes a socially significant application.

The primary mode of academic engagement for doctoral students is independent study guided by Graduate Faculty and Doctoral Committees. Each student’s committee consists of a Prescott College Ph.D. Faculty member (hereafter referred to as “Ph.D. Faculty”), two Doctoral Mentors, and an External Consultant Reviewer. The Ph.D. Faculty oversee the students’ academic program and facilitate interactions between the students and other Doctoral Committee members. The Ph.D. Faculty normally chairs the Doctoral Committees but with approval from the Ph.D. Faculty, another chair may be assigned. In full consultation with the doctoral student, the Ph.D. Faculty member approves selection of the two Doctoral Mentors during the first year of the student’s program. The External Consultant Reviewer joins the committee during the disserta­ tion/project phase to provide additional expertise and critical review of the student’s work. Ph.D. Faculty, Doctoral Mentors, and External Consultant Reviewers are recruited on the basis of personal and professional understanding of sustainability education, as well as expertise in the student’s planned individual focus area(s).

Fulltime students in the Ph.D. Program are expected to complete a minimum of 20-30 study hours per week for the eighteen week enrollment period of each semester. This includes reading and writing, library research, interviews, workshops, internships, presentations, projects, reading several books a week, numerous individual book chapters, or the equivalent in journal articles and other materials (e.g., web-based materials). The amount of time spent reading, studying, and writing, will vary depending on the balance between: theory and practice; field and library research; participation in coursework, workshops, etc. at other institutions or organizations; and involvement with publishable paper production, dissertation writing and revisions, action-based projects, etc.

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Program in Sustainability Education The Prescott College Ph.D. Program in Education views education broadly—as social learning that occurs in settings that are both formal (educational institutions, for example) and non-formal (such as families, community events, media, and businesses). Furthermore, the term “education” is considered to mean both the act or practice of educating or being educated and the study of education as a process (Richardson, 2003; Sterling, 2001).

Education for sustainability, therefore, is the act or practice of learning how to achieve global and local sustain­ able communities. It is a life-long, individual, and social learning progression that challenges the dominant eco­ logical, psychological, economic, and social paradigms. The desired outcome is an informed, involved citizenry with the social and scientific literacy, commitment, and creative problem-solving skills to engage in responsible individual and cooperative actions toward a sustainable society.

Education as sustainability, on the other hand, is the study of the educational process with the goal of reform­ ing education itself. Specifically, it is a response to the dominant transmissive educational methodology of imposed instruction and transfer of information. In contrast, transformative educational methodology engages the learner through experience, participation, and reflection in the construction of meaning and knowledge (Mezirow et al., 2000).

Although these two aspects of sustainability education can be defined differently, are often studied inde­ pendently, and practiced separately – they are interdependent. Achieving sustainability in all dimensions of human existence depends on adopting an education paradigm that manifests and supports change toward a sustainable, secure society. In other words, “you cannot learn without changing, or change without learn­ ing” (Kosko, 1994). Since sustainability education should be “…essentially transformative, constructive, and participatory” (Sterling, 2001), all doctoral students in the new program are invited to participate in and study the transformative educational paradigm, even if their primary focus is Education for Sustainability.

The Ph.D. Program strives to contribute to synergistic learning and change in consciousness, education, culture, and, ultimately, society.

Ph.D. Program Admissions The admissions process for the Ph.D. Program in Education, with a concentration in Sustainability Education, is comprehensive, selective, and requires several demonstrations of preparedness to enter into this self-designed, self-directed, community-based doctoral program. The admissions committee considers all completed applications. The program is designed for educators and teachers, educational training or administrative personnel, supervisory staff involved with government and non-government organizations, and people in other fields related to sustainability. Prospective doctoral students will have a strong desire to advance their education in order to contribute to a sustainable, humane, and secure future. Students who are energized by academic and professional challenges, have a commitment to scholarly excellence, want to develop their leadership abilities, and are passionate about designing, implementing, and evaluating inno­ vative research and action projects are a good fit in this program.

Admissions Preferred Level of Performance Admissions preferred level of performance includes, but is not limited to: • Completion of a regionally-accredited master’s degree in which the student completed a thesis; • Demonstration of significant life/work experience related to area of study; • Evidence of self-direction and previous relevant academic experience; • Critical thinking and writing skills; • A well-written Program Proposal with clearly articulated educational goals; and • Computer competence.

Life and work experience may include education administration, teaching, research, writing, consulting, busi­ ness, communications, advocacy, public relations, policy development and analysis, politics.

Admission Schedule Students are admitted to the program in the fall each year. Admission is competitive and enrollment is limited.

Application by February 15 is advised. Applications received after the class is full are placed on a waitlist for enroll­ ment. Applicants will be given an admissions decision four to six weeks after February 15. The final date to apply is May 15. Deferral of applications is not permitted. Applicants not offered admission or who choose not to enroll need to reapply the following year.

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Application Requirements Application materials may be submitted separately. An admissions decision will not be made until the applica­ tion is complete. Application materials submitted to the Admissions Office become the property of Prescott College and cannot be returned to the applicant or forwarded to another institution.

Application Form and Fee Applicants must complete and submit a signed application form along with a non-refundable $50 application fee.

Official Transcripts Official transcripts from the colleges and universities where the applicant received his/her bachelor’s and master’s degrees must be submitted in sealed envelopes from the issuing institutions. An applicant may submit official tran­ scripts with his/her admissions materials or have them sent directly to the Admissions office. An applicant current­ ly enrolled in a degree program must submit an official transcript of coursework through the preceding semester.

It is the applicant’s responsibility to forward the final official transcript upon completion of the degree.

Résumé or Curriculum Vitae The résumé or curriculum vitae must include your employment history including each employer’s name, dates of employment, and job responsibilities. It must include your educational background, and current interests and activities. Include experience in research, publications, presentations, and membership in professional organizations. Include a brief description and date of awards or other honors.

Recommendation Form and Letters Three letters of recommendation are required from academic and/or professional sources. The recommender must send his or her completed form and letter directly to Prescott College, Ph.D. Admissions, 220 Grove Ave., Prescott, AZ 86301. See the form for guidelines on content of the letters.

Personal Statement and Program Proposal The Personal Statement and Program Proposal are the heart of the application and the admissions committee reads these with great care. The suggested length for each document is three to five typewritten pages.

Personal Statement You will demonstrate the extent of your knowledge and preparation in your field; your capacity for introspection, reflection, and critical thinking; your writing skills; your personal/professional communication style; and who you are and what brings you to this point in your life. The Personal Statement should incorporate the following: • You in relation to your proposed doctoral studies. What events in your life have led you to want to earn a Ph.D. with a concentration in Sustainability Education? What have been your life and learning experi­ ences in this field? How large a part does the field currently play in your life?

• Your learning goals; what you want to learn; what do you want to do that you haven’t already done; how you want to be different than you are now; how this learning relates to your Program Proposal; which of your per­ sonal, social, or work-related interests might become areas of research and inquiry as a doctoral student?

• Your readiness for doctoral study; what projects you initiated and directed; your success and satisfaction with previous self-directed study; what areas of expertise you looking for in your adjunct faculty; and what you are looking for in a relationship with adjunct faculty?

Program Proposal You will demonstrate your readiness to conceive and carry out independent doctoral work in Sustainability Education. The Program Proposal should include the following: Introduction: • A discussion of your understanding of sustainability education; Phase One: • Course descriptions for the three foundational courses including how they might be enhanced by you to relate to your specific area of interest within the doctoral program; Phase Two: • Four to six individual courses to be studied that reflect your specific focus. Include a title, a three–five sentence description, and a proposed bibliography of three–five titles; Phase Three: • A relevant research methodologies and methods course including proposed bibliography; 407

• One or more possible practica in your field where you provide service to a community and learn from the experience; Phase Four • A preliminary idea for a dissertation/project.

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 paperbased test or at least 173 on the computer-based test.

Prior Graduate Work Prescott College does not accept transfer credits from other doctoral programs.

Application Checklist • Application Form, complete and signed • Résumé or Curriculum Vitae • Three Letters of Recommendation along with forms sent directly to admissions • Official transcripts in sealed envelopes from the colleges and universities where you received your bach­ elor’s and master’s degrees • Personal Statement • Program Proposal • Computer Skills and Equipment Assessment Form • Application Fee of $50

Enrollment (See Common Section) Fulltime students in the Ph.D. Program are expected to complete a minimum of 20-30 study hours per week for the semester enrollment period. This includes writing, library research, interviews, workshops, internships, presen­ tations, projects, reading several books a week, book chapters, or the equivalent in journal articles and web-based materials. The amount of time studying will vary depending on the balance between: theory and practice; field and library research; participation in coursework, workshops, etc. at other institutions; and involvement with publish­ able paper production, dissertation writing and revisions, action-based projects, etc.

Program Requirements Curriculum Requirements Doctoral students complete this program in four phases during a minimum of four years. There is also a max­ imum time limit of seven years from the date of entry to completion of all degree requirements, including the dissertation/project, and a minimum of ninety-six semester-hour credits beyond the master’s degree.

Phase One The first phase of the program is devoted to participating in foundational courses facilitated by the Ph.D. Faculty. Interdisciplinary and exploratory, this coursework is designed to help students develop a broad understanding of sustainability education as well as prepare for more specialized studies. During this first phase, students refine and revise their overall program study plan and also create personal learning plans for individual focus areas.

• Sustainability Theory and Practice for Education I & II • Sustainability Education and Transformational Change I & II • Modes of Scholarly Inquiry, Systems Thinking, and Action Research I & II • Submit Revised Study Plan as a Whole and for one the next phase • Identify Independent Study Mentors to Ph.D. Faculty for Approval Phase Two During the second phase, students participate in a planned, individualized program of learning that reflects their personal, academic, and specialized orientations. With support from Faculty members and their cohort, students design four to six independent study theory courses. These courses are supervised by Doctoral Mentors. In addition to face-to-face meetings, students and their mentors use many modes of communication including email, letters, telephone calls, fax, and web-based exchanges. Specific course requirements are negotiated between Doctoral Mentors and students and then approved by the Ph.D. Faculty members. Doctoral Committee members are chosen and negotiated with Ph.D. Faculty for the committee to be in place for the next phase.

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• At least Two 6-Credit Independent Study Courses per Semester • Submit Study Plan for Third Phase Phase Three • Practicum • Dissertation/Project Proposal and Presentation (which is the Study Plan for the last Two Phases) • Focused Research Methodologies and Methods Course Phase Four The fourth phase is devoted to the implementation and completion of the Doctoral Dissertation/Project which consists of two separate but closely interrelated components. One component is a traditional disser­ tation that provides documentation of rigorous scholarship and research methodology that supports the project. The project is a practical application of the student’s expertise in an individual focus area. Through this process, the student learns how to frame and solve problems in a scholarly fashion, considers multiple perspectives on a subject matter, articulates the context of the study, reveals an academic understanding of the project’s boundaries, and demonstrates the ability to apply research to “real world” problems. The last steps in the process are final evaluation/approval of the dissertation/project by the student’s full Doctoral Committee and a presentation to the Prescott College community at the last colloquium. The successful dissertation/project demonstrates the student’s ability to be an effective, reflective, and passionate scholar/practitioner.

• Dissertation/Project and Presentation Residency Requirements The Ph.D. Program is based on a low-residency model. Doctoral students will complete approximately thirtyfive days of residency at Prescott College for the entire program.

All Ph.D. Program colloquia are usually organized and held in conjunction with the Prescott College Master of Arts Program colloquia. However, each Ph.D. colloquium includes additional days. The colloquia are opportu­ nities for scholarly collaboration, interdisciplinary learning, presentation, research, and teaching about topics and issues related to the doctoral students’ programs of study.

Doctoral Committee Structure The Doctoral Committee consists of four members: • One Ph.D. Faculty member • Two Doctoral Mentors selected in the second phase (year) of the student’s program.

• One External Consultant Reviewer (last phase only) During the second year of the program, a student collaborates with Ph.D. Faculty to select the two Doctoral Mentors to serve on the Doctoral Committee. The External Consultant Reviewer is added to the Doctoral Committee in the final dissertation/project phase of the student’s program. All committee mem­ bers are selected for their deep commitment to education, specifically sustainability education, expertise in a related area(s), and usually hold terminal degrees in their respective fields. Ph.D. Faculty members, Doctoral Mentors, Practicum Supervisors, External Consultant Reviewer and others in a mentoring rela­ tionship review with the student complete qualitative narrative assessments of the student’s learning, and these become part of the student’s permanent academic record.

Graduation Requirements and Program Completion • 96 semester credits completed with satisfactory evaluation by faculty of all learning/study documents, written materials, and oral presentations within 7 years time • Attendance at all 7 residencies or documentation of prior written approval from the appropriate Ph.D. Program Ph.D. Faculty to miss a specific colloquium • Final study plan for the program as a whole and for each phase of the program • Foundational courses in: 1. Sustainability Theory and Practice for Education I and II (10 credits) 2. Sustainability Education and Transformational Change I and II (10 credits) 3. Modes of Scholarly Inquiry, Systems Thinking, and Action Research I and II (4 credits) • 4 to 8 independent study courses: conceptual, integrative, and theoretical in focus area within Sustainability Education (24 credits) • Research Methodologies and Methods course (6 credits) 409

• Supervised practicum (6-12 credits) • Doctoral level competencies demonstrated through Comprehensive Assessment (6-12 credits) Publishable qualifying paper that is reviewed and approved by the full Doctoral Committee

Approved Dissertation/Project Proposal & Presentation (6 credits)

Dissertation/Project & Presentation (24 credits)

In addition, to graduate, students must also meet the following administrative clearance requirements: Library clearance of all outstanding books and fines Business office clearance of any outstanding balance from tuition, fees, fines, etc.

Satisfactory completion of all aspects of the four phases (in four to seven years) of doctoral study will fulfill all the requirements for the Ph.D. in Education, with a concentration in Sustainability Education, at Prescott College.

Residency Requirements The residency requirement for Ph.D. students is approximately thirty-five days and is fulfilled in a mini­ mum of four years corresponding with the four phases of the doctoral program. First phase (first year) stu­ dents will be required to complete a 5-day entry orientation and colloquium. They will also participate in two 5-day colloquia in the spring semester of the first year. During phase 2, continuing students will partic­ ipate in two 5-day colloquia. In phases 3 and 4 of their program, students participate in one 5-day colloqui­ um per year.

First Phase • Entry Orientation & Colloquium (5 days total) • Late January Colloquium (5 days) • Spring semester Colloquium (5 days) Second Phase* • Late November Colloquium (5 days) • Spring semester Colloquium (5 days) Third and Fourth Phases* • Spring semester Colloquium (5 days) Dissertation/Project Presentation Presentations required at one residency in each of the last three phases

Entry Orientation and Colloquium In late summer, as part of their phase one colloquium, all new Ph.D. students must attend a 5-day entry orien­ tation to the Ph.D. Program. No student will be enrolled into the doctoral program who has not participated in this entry orientation. Should a situation arise where an individual who has been accepted to the Ph.D. Program cannot attend the entry orientation, he/she will need to defer enrollment to the following term.

These sessions will be an opportunity for doctoral students to come together in intensive interaction with other new students, Ph.D. Faculty, and other resource people about the purposes, processes, and requirements of the program. The following outlines the general content and scheduling of the entry orientation. * Day 1 – Networking, cohort building, and collaborative learning will be initiated by faculty and students briefly introducing themselves and their area(s) of interest within the field of Sustainability Education. This will be fol­ lowed by a thorough entry orientation to the Prescott College Ph.D. Program, including its philosophy, expec­ tations, assessment components, and administrative processes and policies. All aspects of the program process­ es from study plan design, course descriptions and content, demonstration of learning, cohort expectations, practicum requirements, residency and colloquia planning/design, and the successful undertaking of the disser­ tation/project will be discussed. A campus tour and will also be provided. *An actual schedule will be sent via email to all students ahead of time.

Day 2 – Introduction to foundation courses: Sustainability and Education for Sustainability. To facilitate cohort evolution, as well as to provide the opportunity for some experiential learning in sustainability education, part of the day will be spent exploring the rapidly growing, greater Prescott, Arizona area, identifying some of the landscape features, ecological conditions, and sustainability issues, as well as discussing possible approaches to education for sustainability in the region. Library orientation part I. 410

Day 3 – The purpose of the third day of entry orientation is two-fold. First, the morning session will be dedi­ cated to introducing the foundation course processes and subject matter, especially the Sustainability Education and Transformational Learning course. Ph.D. Affiliate Faculty and students will meet over lunch. In the afternoon, there will be library and research resources orientation part II. Day 4 – Students and Ph.D. Faculty will participate in a training seminar on virtual seminar management using a web-based program called Moodle. Later, in the afternoon, students will be introduced to APA writing style.

Finally, there will be a presentation on sustainability and sustainability education by a guest speaker.

Days 5 - On the last day of the colloquium students attend a debriefing/planning session to bring this res­ idency to closure. New Ph.D. students join MAP students for a registration and financial aid introduction session on Day 5. This is followed by the Financial Aid orientation which is a required workshop for all stu­ dents receiving Federal financial aid now or in the future. Individual consultations with Ph.D. Faculty are available. For the remainder of the weekend Ph.D. students may participate in the MAP colloquium and attend presentations.

Colloquia At all the colloquia, students and faculty from diverse cultures as well as different areas of interest and expertise, come together to share their work and build a community of spirited and caring co-learners. A central purpose of the colloquia is to provide close interactive peer learning and dialogue, and thereby reduce the potential isolation of the independent learner.

First Phase (Year) Colloquium As explained above, all new students participate in an entry orientation and colloquium that lasts five days. The entry orientation and colloquium is devoted to seminars and training sessions including introduction to the required foundational courses. The Ph.D. Faculty will collaboratively facilitate these seminars and model sus­ tainable education teaching methods (e.g., experiential learning and interactive course design). Students will be prepared for participation in the seminars with pre-requisite reading, writing, and presentation preparations.

In addition, first phase students will also attend two other 5-day colloquia. During the periods between collo­ quia seminars, coursework and study of the foundation courses will continue throughout the year via individ­ ual studies, online electronic and written communication, and collaborative learning.

Subsequent Phases (Years) Colloquia Continuing students in phases two through four of their studies participate in one 5-day colloquia. These colloquia occur one or two times per year. These 5-day colloquia will be opportunities for collaboration, interdisciplinary learning, presenting, researching, and teaching about topics and issues related to the continuing doctoral students’ programs of study. Colloquia include: conferences between students and their Ph.D. committee members, presen­ tations by students of their work in progress, panel discussions, and interdisciplinary seminars that supplement the individual student learning/study plans. Colloquia may also include seminars and workshops that address the “nuts and bolts” of the Ph.D. Program such as: research design, methodologies and methods, applied and action research strategies, grant writing and research funding, and dissertation/project planning and production.

Colloquium Attendance Student Attendance Fulltime students must attend a total of seven colloquia: three the first phase (year), two in the second phase, and one during each of the last two phases. They must plan their schedules to accommodate these residencies during their tenure in the doctoral program.

All students must attend the first entry orientation colloquium held in August of every year. After the entry colloquium, there may be rare occasions when a student may have a compelling need to miss a colloquium due to a practicum-, research-, work-, or family-related scheduling conflict. If such an emergency arises, the student must first gain approval from her or his Ph.D. Faculty for the requested absence, and then must submit a written request to the Ph.D. Program Director noting the reason for the needed absence and not­ ing that the Ph.D. Faculty member has given approval for the absence. The student will be required to determine with her or his Doctoral Committee some work that can compensate for a missed colloquium.

For example, the Doctoral Committee might request that the student prepare a research paper on a topic that was discussed at the colloquium or a reflection paper on a similar conference theme.

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Doctoral Mentor/Committee Member Attendance Doctoral Mentors are invited to attend each colloquium, though not necessarily in their entirety. It is recog­ nized that many Ph.D. mentors live outside of the Prescott area and commit to serve a student with the under­ standing that they may not be able to attend every Prescott colloquium.

Doctoral Mentors and Committee members are not expected to attend in the same way that students are; rather there are specific colloquia and sessions during each residency to meet as a group or individually with their student. Some of these meeting may be accomplished through tele- or videoconferencing.

Note: Detailed scheduling of when doctoral committees meet as a whole and when committee members meet individually with the student to be determined on a case-by-case basis.

Colloquium Presentations All doctoral students must make a minimum of three presentations to students, faculty and interested other participants at regular colloquia sessions during phases (years) 2-4 of her or his program, including the final presentation of the dissertation/project results. Students may present more often then the basic requirement if the presentation can be accommodated by the colloquium schedule.

The final dissertation/project presentation, must be done as an individual presentation, but the others may be done as part of a group or individually. Ph.D. Faculty and the Ph.D. Operations Office will assist students in arranging for group presentations and their scheduling if needed.

Approximately two months prior to each colloquium, students who are scheduled to present and faculty who are planning to present are asked to submit a title and description of the presentation. It should included a relevant descriptive title, a two to three sentence description written in third person, and any other special needs, such as audio/video, scheduling needs, etc. Please contact the ADGP Residency Coordinator vphares@prescott.edu.

The following criteria are used by the Ph.D. Program Director to create the colloquium schedules; the criteria are considered in the following order: 1. faculty schedules—if possible, a student will not ever be scheduled at the same time as her or his Doctoral Mentors, External Consultant Reviewer, or Ph.D. Faculty; as much as possible, the schedule is arranged so that student and faculty presentations take place at different times of the day; 2. area of study and topic—overlap of presentations by students or faculty presenting on the same topic will be avoided; and, 3. schedule preferences—students may request their first, second, and third choices for time and day and will probably be given the first or second choice.

The schedule is emailed to each student, as well as their Doctoral Committee, approximately three weeks prior to the colloquium and may be found on the Prescott College website. This schedule notifies Doctoral Mentors and others of the day, time, and location of their students' presentations so they may attend.

Potential Models for Presentations • Individual presentation • Joint presentation – with another Ph.D. Student or Doctoral Mentor (the name of the other presenter must be included when submitting the title and description) • Group presentation – several Ph.D. students and/or Doctoral Mentors (the name of the other presenters must be included when submitting the title and description) • Other format – allowing scholarly exploration of a topic and approved by Ph.D. Faculty Presentation Design Criteria • All student facilitated sessions must be high quality, graduate-level presentations.

• Colloquium presentations should be informed, scholarly, and passionate.

• Engaging – experiential sessions are strongly encouraged.

• Students will plan each presentation in consultation with her or his faculty.

• Ph.D. Faculty must approve the plan for the presentation before it is submitted to the Ph.D. Program office in Prescott for inclusion on the colloquium schedule.

• Content of the presentation should be specifically related to the student’s current research and all data should be substantiated with scholarly evidence.

• While discussion and participation from the audience is encouraged, the presentation should first provide 412

• • • •

listeners with evidence of the student’s theoretical and practical knowledge, and a sense of the student’s thinking about his/her field of study.

Presenters may not ask for volunteers from the audience for any type of therapy or anything that involves touch.

If a model is needed, before the presentation, the presenter should make arrangements ahead of time.

While the student or students should assume primary responsibility for facilitating the presentation, fac­ ulty can share in the presentation of substantive material Group presentations, high standards must also be maintained. Presenters need to be sensitive to interdis­ ciplinary concerns such as how the research in an individual area impacts other areas.

All handouts need to be free from misinformation, typos, and undocumented material.

Presentation Tips These tips are intended to assist students in planning and carrying out a scholarly presentation.

• Watch your time. Schedule is back-to-back. Assign a time-keeper.

• Allow extra time for questions. If you have a 50 minute slot, plan for 30 minutes because it often takes longer than expected when you add in audience participation.

• Present yourself professionally.

• Use experiential techniques. Lectures can be appropriate in some cases, but students tend to come to Prescott College to avoid that style of education.

• The sky is the limit—if you want to leave Prescott for a field course, do that!

• You can use the computer lab, the college grounds, local parks, whatever!

• Be thoughtful about introducing any activity that involves physical touch or emotional involvement.

Introduce with an invitation to participate only if so inclined.

• Consider the best of what you see during colloquia, professional conferences, or classroom experiences, or the best workshops or field courses you have ever done and aim for that.

• It is always a good idea to provide a bibliography of works you used or recommend.

• Consider doing a group presentation with your faculty, practicum supervisor, work colleagues who you bring with you, etc.

• Audience members: Ask questions that are for your learning and the learning of the presenter. For exam­ ple: Autobiographical statements don’t add to the learning: “I was in Costa Rica once, too.” Challenging the presenter’s opinion doesn’t support risk-taking and exploration: “That’s wrong!” Ask questions that will lead to more in-depth understanding of the topic for the presenter and the rest of the attendees: “Why do you think that is so?”

Miscellaneous Matters Maintaining a Community-Friendly Environment Due to the limited space in classrooms where colloquia are held, as well as the long hours of these residencies,

all in attendance are asked to be considerate of the personal comfort of the learning community.

Attendees are kindly and specifically asked to:

• turn off cell phones and pagers before coming into any sessions; • hold all conversations or discussions that are not part of the session outside of the room; • abstain from wearing perfumes or strongly scented lotions; and • limit cigarette smoking to designated outdoor areas that are some distance from the buildings’ doors and windows.

Child Care It is expected that students and mentors who are parents will provide off-site care for infants and small children.

Occasionally it is necessary for a colloquium attendee to have a small child with her or him. In these cases it is required that the attendee provide someone, either her- or himself or another person, who will be in direct contact with the child at all times. In the event that the child becomes distracted or needs more attention, that person must leave the room immediately with the child in order to not disturb anyone else attending the session.

Program Design The general design objectives of the doctoral program are threefold: • to offer doctoral students the opportunity to challenge accepted educational knowledge and practices; • to create a flexible and responsive learning model that allows exploration in individual focused areas of study and praxes within a broad, interdisciplinary framework; • and to explicitly link research and social action in a way that contributes to an expanded vision of doctor­ al level study for the future.

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As a “rule-of-thumb”, 3 semester credits involves approximately 125–150 hours of the student's time. This is only a guideline. Students should consult their Ph.D. Faculty if this does not seem applicable to an individual situation.

All Ph.D. students are expected to actively study and aid the societal transition to local and global sustainabili­ ty and security. This entails understanding and critiquing current thought as well as practice. It also involves visioning and designing credible alternatives for either education as sustainability or education for sustainabil­ ity or both. The initial year of intensive foundational coursework sets the stage for further study in these areas.

Foundation Courses Doctoral students are required to complete three foundational courses in the first phase (year) of their pro­ gram. This experience will provide students with a shared, broad platform of knowledge upon which to build their future studies in sustainability education. Students develop a background to prepare them to understand and analyze controversial issues, research topics, information sources, modes of scholarly inquiry, and potential individual focus areas. Collaborative participation in these courses also helps form a cohort of cooperating doc­ toral students each year and provides students opportunities to exercise initiative and leadership.

Course Descriptions The first two foundation courses explore concepts and theory in the two program realms of education as sus­ tainability and education for sustainability. The third course focuses on the methodologies and methods com­ mon to all areas of scholarship and research in sustainability education.

Sustainability Theory and Practice I and II (10 credits) Simply put, Education for Sustainability involves the use of education as a means to an end – to achieve sustainabil­ ity locally and globally. Although sustainability is a “contestable concept” and an evolving movement, most theoreti­ cians and practitioners agree that sustainability encompasses three central and intertwined components: environ­ ment, economy, and society. Sustainability may be thought of as a paradigm for thinking about and bringing about a future that balances environmental, economic and societal forms and processes. Although Education about Sustainability is not enough by itself to further the “sustainability revolution”, it is important that everyone involved with sustainability education have some fundamental and shared knowledge about the three sustainability compo­ nents. In other words, sustainability educators should have a broad, common, interdisciplinary (generalist) knowl­ edge base in order to integrate their focused (specialized) interests and actions. With faculty guidance, in this course students individually and collectively examine the intellectual history and current status of the concept of sustainabil­ ity, examine the main aspects of environmental, economic, and social sustainability, explore potential applications of various sustainability narratives in solving the problems of global unsustainable development, and consider how these theories and practices can inform our own areas of special interest in sustainability education.

Transformational Learning and Sustainability Education I and II (10 credits) Education as Sustainability explores the theories, processes, and conditions through which individuals, groups, and organizations learn and transform in ways that support a sustainable future. This entails an examination of current educational approaches and strategies as well as innovations that challenge traditional assumptions and practices.

This investigation may take place in such arenas as public and private education, community development endeav­ ors, business and economic ventures, government training programs, and through all the social and ecological net­ works critical for human survival. Sustainable Education is the process by which individuals and organizations engage in new learning that challenges existing norms and draws upon the resources and initiative of those involved in this learning. This approach to education is designed to contrast the predominant managerial and mechanistic paradigm of learning, such as exists in most public education settings and in much of higher education, with a more holistic and ecological model that emphasizes the realization of human potential and interdependence of social, economic, and ecological wellbeing. Such learning is more engaged, experiential, and addresses the physical, mental, emotional, and spiritual components of our roles in the world and in human society. Such learning is based on core values of lifelong learning, recognition of diversity, cooperation and collaboration, personal reflection and values, integrative understanding, responsibility and faith in others, and developing learning communities with a commitment to the good of the whole. Education as Sustainability is the means through which we educate our citizenry to the values, opportunities, and choices each person has to develop one’s self as an aware, independent, responsible, and active agent of one’s own fate and hence contribute to the future of our society and ecological systems.

Modes of Scholarly Inquiry and Action Research I and II (4 credits) This course is an overview of scholarly thinking, research and writing. In the realm of scholarship, the course is designed to address such issues as: how to select a research problem or question, how to conduct a literature 414

review, 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).

Since systems analysis and thinking are critical to effectively applying scholarship to problem solving and social action, it will also be a subject of this course. Finally, the course examines: the role of inquiry or research in the context of focused efforts to promote social learning and change, how to identify important and doable action or project-based research, how to collect and analyze data to improve the work of scholar/practitioners, and how to include and foster participation by other educators and/or community members in a team approach to collaborative inquiry and participatory research.

In addition to advancing individual and collective understanding of sustainability education, the foundation cours­ es contribute to the revision of the program-as-a-whole study plan and the individual focus area study plan.

Independent Study Courses Doctoral students pursue their individual interests and experience intellectual depth by designing, with the help of their Doctoral Mentors and Ph.D. Faculty, an individualized approach to learning. Individual focus areas incorporate content concentrations and independent study within a sustainability education context and orientation. The individual focus areas can be thought of as the constellation of intellectual history, cultural tra­ ditions, philosophies, theories, subjects, methodological approaches, and research methods that comprise the student’s specialized learning and praxis interests.

Education, concentrating on sustainability education, is the broad interdisciplinary structure within which all doc­ toral students in the program, from many different disciplinary backgrounds, pursue their particular academic interests. Students learn the concepts, theories, research methods, and practical skills of their individual focus areas through consideration of aspects of education, sustainability education in particular. This nexus between the major program theme and individual student focus areas is best illustrated with a few hypothetical examples.

Students particularly interested in education for sustainability might, for example, consider the interaction of global climate change, sustainable development, and sustainability education from a variety of interests and perspectives. Thus, in the individual focus areas: • students might study the economic causes and effects of global climate change and the potential role of sustainability education in sustainable economic development; • those students with a political science or policy analysis focus might research the role of climate policy, politics, and law in sustainability education and advocacy; • students might explore how to increase learning about climate change issues in formal education systems.

Students especially interested in the study and practice of education as sustainability might explore the follow­ ing kinds of subjects in their individual focus areas: • the nature of effective transformational change and learning approaches for adults in the realm of sustainability education; • ways to integrate diverse cultural perspectives and divergent worldviews about education and sustainability; • the roles of ethical issues and morality in sustainability education.

Appropriate course descriptions and curricula will be planned by the students in collaboration with their Ph.D. Faculty and Doctoral Mentors. These courses will be supervised by Doctoral Mentors on an independent study basis utilizing a system of regular meetings (in person or by phone), email, web pages, regular mail, or presentations at colloquia.

Specific course requirements will be negotiated between the Doctoral Mentors and the student and approved by the Ph.D. faculty supervising the student’s program. These responsibilities will be discussed with Ph.D. faculty and prospective Doctoral Mentors prior to the beginning of study.

There are standards or expectations in each academic discipline about what constitutes an appropriate Ph.D. program. It is suggested that students look at other programs in fields similar to their focused studies to see what is expected in varying types of academic institutions or professional organizations. The role of the Doctoral Mentors is to ensure that the student is covering the appropriate conceptual and theoretical courses to earn the degree in the area he/she has identified. The student and Doctoral Mentors will work with the student’s origi­ nal proposed study plan, and considering generalized standards in related fields, will determine the best course of study for the intended focused area of study within sustainability education.

Practicum Graduates of the Ph.D. Program will be prepared to serve as reflective professionals who integrate theory, research, 415

and values with high integrity practice and scholarship in sustainability education. To foster the scholar-practition­ er role, each student will create and participate in a practicum which incorporates his or her focused studies with practical application. The emphasis of this project is on providing service to a community and learning from the experience. An interdisciplinary approach is strongly recommended and encouraged in planning and implementa­ tion of the practicum site, focus, and supervision. Students may develop more than one practicum if desired. The Doctoral Committee formed by the end of the second phase (year), will approve all practica.

Guidelines Each doctoral student undertakes a supervised practicum or active project and reflects on the relationship between theory and praxis. Students continue to devote a total of 20 to 30 hours a week to their doctoral stud­ ies during the practicum, but there is a great deal of flexibility and variety in what the student does, the num­ ber of hours per week devoted to hands-on experience, and how he/she uses supervision. A supervised practicum should integrate theory, research, and values with practice and scholarship oriented to positive indi­ vidual, organizational, and social change.

Praxis is the practical application of a branch of knowledge. Since the practicum must be based on new learning in the doctoral program, it must follow or be coincident with some theoretical coursework. Therefore, the first and second phases (years) of the doctoral program are devoted to developing the conceptual and theoretical founda­ tion, followed by a practicum in the third year and completion of dissertation/project work in the final year.

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 it is based on the student’s learning in the doctoral program, provides new challenges, and represents a stretch for the student. Business-as-usual is not sufficient. The Ph.D. program has no requirement that students be compensated for practica, nor does it prohibit such compensation.

Supervision The student must locate and secure an appropriate Practicum Supervisor. The student and her or his Doctoral Committee members are to determine the student’s needs in supervision and ensure that the supervisor provides appropriate and relevant support. The student’s Doctoral Committee approves the Practicum Supervisor.

Credentials Practicum Supervisors are selected by Ph.D. students for what they can bring to the student’s work and thinking.

Selection should be academic and based on the potential supervisor’s previous academic research; the selection can be based on life experience and personal knowledge rather than educational background; selection can be limited by the geographic region where the practicum will take place. Students should keep their needs in mind and what the supervisor can offer and how it relates to the support available from the Doctoral Committee.

If possible, a practicum supervisor should have: • a terminal degree or doctoral degree in an academic discipline which is appropriate to the student’s work; • several years of professional experience in the field, preferably serving as a supervisor; • a superior reputation based on her or his professional experience, or record of research, publications, accomplishments, or speaking related to the subject; Doctoral Committee and Practicum Supervisors The Doctoral Committee want to ensure that students are getting a variety of perspectives on their work. Selfdirected, independent study can be very isolating. It is critical to students’ learning to incorporate the thinking and perspectives of as many people as possible. The Practicum Supervisor serves an important role in being one additional person to formally evaluate and constructively critique a student’s work.

Students may want to request that one of their Doctoral Committee members serve as their practicum super­ visor. The Ph.D. Faculty recommend that this not be done unless there is some specific and compelling reason why a Doctoral Mentor or External Expert Advisor is really the most appropriate person to fill both roles. If there are significant mitigating reasons why one person should serve in several roles, including Practicum Supervisor, the student must have approval from her or his Ph.D. Faculty.

Practicum Supervisor Honorarium Most Practicum Supervisors do not require a fee for the service of supervising a doctoral student—in most situations it is an expected part of the person’s work and the individual or organization is compensated via the actual service or work the student provides. However, the Ph.D. Program has a maximum of $600 available per student for practicum 416

supervision. This money can be used to pay an honorarium to a Practicum Supervisor for a practicum of 12 semes­ ter credits. If a student does a number of smaller practica, this amount must be divided as appropriate. Students should ask potential Practicum Supervisors if they require such a fee. If supervising a doctoral student is not one of the Practicum Supervisor’s regular responsibilities, the Ph.D. Program can pay this honorarium.

Evaluation All Practicum Supervisors are required to submit a letter of evaluation at the end of the practicum period to the Doctoral Committee. The evaluation should include the dates, total number of hours, and duties of the student's practicum; the student's strengths and weaknesses; and suggestions for further work. The Doctoral Committee will incorporate comments from this evaluation into the overall assessment of the student’s performance.

Study Plans During Phase One submit Plan for Phase Two Newly admitted Ph.D. students will expand the proposed program plan used in the admissions process into a thoroughly developed overall study plan for their entire graduate program (program-as-a-whole). During this first phase, students also create personal learning plans, or study plans, for individual focus areas and work with Ph.D. Faculty members to identify and recruit their Doctoral Mentors. By the beginning of the second phase, all Ph.D. students are required to have their study plans developed so fully that they include course titles, course syllabi, prospective Doctoral Mentor’s names, and number of credits planned for each course.

During Phase Two Submit Plan for Phase Three By the beginning of the second phase, students will also submit a new study plan for the third phase and describe the planned Practicum, Research Methodologies and Methods course, and the Dissertation/Project Proposal.

During Phase Three Submit Plan for Phase Four In the third phase, students are required to submit a detailed Dissertation/Project Proposal which will be the

study plan for the fourth and final phase of the doctoral program. This study plan is to be completed with input

from the student's Doctoral Committee and their approval.

A final copy of all study plans and semester study plan summaries (described below), must be in the Ph.D.

Operations Office by Monday, four weeks after the beginning of each phase. Please email these and all other

documents to ksimmons@prescott.edu:

Ph.D. Operations Office, Attn: Kistie Simmons

220 Grove Avenue

Prescott, AZ 86303

Students and the Doctoral Committee members should keep in mind the total number of 96 semester credits done

in a minimum of four fulltime years are required to graduate when they are designing study plans for each year. All

credits must be recorded in whole numbers only; Prescott College cannot award half credits.

Semester Study Plan Summary The Semester Study Plan Summary is a simple one-paged form that outlines the expectations of the semester.

This form is to be filled out and submitted to the Ph.D. Operations Office prior to the beginning of the semes­ ter. See http://www.prescott.edu/students/phd/forms.html.

Guidelines for Wriing the Study Plan for Doctoral Study as a Whole Content A student’s STUDY PLAN FOR DOCTORAL STUDY AS A WHOLE will be an expansion and refinement of the proposed study plan that was used as a part of the application for admission. The student will develop the study plans in conference with Ph.D. Faculty, and Doctoral Mentors, and Committee Members in the final phases of the program, as well as discussions with other students. The plan should say, as specifically as possi­ ble, what the student wants to learn and why, and how the student will go about learning it.

The plan should relate to the outcomes listed below, as well as to the following components of Prescott College doctoral education: 1. Coursework: Doctoral students are required to complete three foundation courses (24 credits) in sustainability education and scholarly practices as well as four to six independent study courses in their respec­ tive concentrations (24 credits). These conceptual, integrative, and theoretical courses will help them 417

develop a solid foundation for understanding important research themes, topic areas, information sources, scholarly inquiry, and controversial issues in sustainability education.

2. Practicum: To foster the scholar-practitioner role, each student will create and participate in a practicum (6-12 credits) which integrates his or her focused studies with action research and practical application.

3. Research Methodologies and Methods course: Each student designs and/or participates in at least one research methodologies and methods course (6 credits) relevant to their individual focus area and disser­ tation/project.

4. Comprehensive Assessment: demonstration of competence to integrate knowledge across program. a. Qualifying Paper (6 credits possible): preparation of a publishable paper that is reviewed by two External Consultant Reviewers, presented at a regular colloquium session, and approved by the full Doctoral Committee.

5. Dissertation/Project Proposal (6 credits): an approved dissertation/project proposal/plan.

6. Dissertation/Project: The Dissertation/Project (24 credits minimum) should consist of at least two separate components, a dissertation and a project. The Dissertation/Project should be a culmination of the student’s coursework, practicum, and research. The dissertation/project is the concluding demonstration of the doctor­ al student’s ability to be an effective and passionate scholar/practitioner in the field of Sustainability Education

Guidelines for Writing a Study Plan for the First Three Phases of Doctoral Study The first three phases or years of doctoral study will focus primarily on required foundational coursework, indi­ vidualized and focused independent study courses, research methodologies and methods course, the practicum, and the dissertation/project proposal. In as much detail as possible, each year’s study plans should state the student’s objectives, the goals the student hopes to reach, and the learning activities and resources planned for use in order to acquire sufficient knowledge and understanding of the key information and rele­ vant concepts and theory in the field. Questions to be answered in study plans include the following: • What are the broad goals for this year’s study?

• What are the specific objectives for the courses and topics to be studied this year?

• What products will emerge from this year’s study (for example, papers, research reports, annotated bibliographies,...)?

• How do these courses or other studies relate to the planned dissertation/project problem or question?

The plan should include potential course titles and number of credits planned for each; a preliminary bibliog­ raphy, by author and title; the names of agencies or institutions of which the student may be making use; what kinds of materials for demonstration of scholarship the student plans to send the Doctoral Mentors, Ph.D. Faculty and/or Doctoral Committee by what dates.

Course titles and descriptions should be similar in tone and content to any standard academic title and description.

They should be concise and clearly describe what will actually be studied in the course. The student should be as specific as possible about the actual calendar for the term and year. For most people, having deadlines to meet is a great spur to effort. A calendar may say that by such and such a date the student will complete a paper on this or that aspect of study, have made so many photographs, have carried out a certain number of interviews, etc. Students should keep in mind the fact that they will be sending documentation to their Doctoral Mentors and Ph.D. Faculty at regular intervals (due dates to be determined collaboratively by students and faculty members).

NOTE: At the end of each term and year the student and appropriate Ph.D. Faculty, Doctoral Mentors, and External Consultant Reviewer will write evaluative summaries, including course descriptions of the work and narrative evaluations, which will become part of the official transcript. At that time it will be necessary to look at the year’s study plan and ask how well it was followed. The more specific the plan is, the easier it will be to compare with what was actually done during the year; specificity will also facilitate ease in preparation of the End of Semester evaluations.

A Final Phase (Year) or Dissertation/Project Study Plan The Dissertation/Project Proposal will serve as the study plan for this final phase of the doctoral program.

Amending a Study Plan It is expected that students will deviate in at least minor ways as they proceed along the path of learning—an amended study plan is not necessary in these cases. Minor changes would be such things as: changing course titles or topics but remaining within the same basic focus of the field; rearranging the order of planned studies within a year or across years; changing bibliographies; eliminating an individual course and replacing it with something more appropriate to the student’s evolving goals; reframing the dissertation/project problem or question; etc.

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If the student and their Doctoral Committee agree that a modification is major or substantive in nature, the changes must be written in an amended study plan, signed by the student and the Doctoral Committee mem­ bers, dated, and sent to the Ph.D. Operations Office. Major changes would include such things as: a complete change in the focus area within Sustainability Education which may require a different Ph.D. Faculty and/or Doctoral Mentor; a change in the planned dissertation/project problem or methodology; elimination of a major area or aspect of study; addition of a major area or aspect of study which is outside of the area documented in the original study plan; or any other aspect of the program which raises considerable questions for the Doctoral Committee members and student.

Outcomes of Study in the Ph.D. Program Students and their Doctoral Committee members should keep in mind, as they plan each semester/phase of study, the ways in which they can move toward meeting the following degree outcome criteria: 1. Ability to see research and practice as socially situated; 2. Substantive knowledge of theory and modes of practice in the field; 3. Theoretical and critical thinking skills; 4. Ability to frame fruitful and relevant research questions and problems; 5. Skill to design research by approaching researchable problems with appropriate methods of inquiry; 6. Ability to collect, analyze, and interpret data; 7. Skill in oral and written communication for various audiences.

Ph.D. Program Assessment Effective and consistent assessment is essential for sustaining high academic standards. The Ph.D. Program makes every effort to put in place appropriate and effective processes for assessing each student’s proficiency in core the­ oretical areas, skill in research methodologies and methods, and ability to develop and communicate new knowl­ edge in his/her field. A key challenge to the Ph.D. Program is to establish effective assessment measures related to the acquisition of core knowledge and research that is on-going and specific to adult learning. It is also imperative that a direct feedback loop for program improvement be a part of the process for each assessment cycle. For these assessment measures to be effective, they must be employed on a regular, sustained basis.

General learning outcomes for the Ph.D. Program are outlined in the following table:

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What Learners Need to Know and Be Able to Do

Habits of Mind Learners Need to Develop

1. Ability to see research and practice as socially situated

• Know different people or groups who have worked on related issues • Understand the history of one’s research tradition/field • Connect the purposes of their work to the work of others (e.g., challenging, adding, shifting, refuting) • Keep up with the literature • Ground questions in practice as well as theory

• See criticism as contributing to the quality of one’s work • View one’s work as a contribution to practice • Recognize and use local knowl­ edge in the inquiry process • Sensitivity to different discourses in the design, conduct, and com­ munication of research in differ­ ent settings and with different audiences • See research and practice as part of an ongoing conversation and evolution

2. Have substantive knowl­ edge of theory and modes of practice in the field

• Theories, analytic frameworks, empirical results, ideas of the fields central to one’s work • Major controversies or theoretical positions • Historical perspective on a field and its evolution • Understand the nature of particu­ lar claims and theories

• Curiosity about how others have thought about an area • Reading partly to get more sub­ stance, and partly to identify the growth points of a field • Keep up with developments in the field in and outside of one’s own area

3. Think theoretically and crit­ ically

• Distinguish empirical issues from conceptual/analytic • Understand different theoretical perspectives and what each illu­ minates and obscures • Read broadly, in other fields, seeking connections that are not at first obvious • Compare across research and philosophical traditions

• Humility to respect prior work; courage to question accumulated wisdom • Awareness of one’s own assump­ tions and disposition to examine those critically • Discriminate between knowledge and belief • Willingness to change one’s mind based on argument or evidence

4. Ability to frame fruitful and relevant research questions/ problems

• Issues in the field: where are there gaps? Unexamined issues?

Where is there controversy?

Where is something that needs to be challenged?

• Literature in related fields • Articulate researchable questions • Formulate hypotheses and hunches • Connect one’s work to other’s • Identify critical elements of a problem

• Passion for the ideas but dispas­ sion for scholarship (i.e., genuine curiosity or desire to develop a careful analytic contribution to a problem) • Willingness to take intellectual risks

5. Skill to design research (i.e., join researchable problems to appropriate methods of inquiry)

1. Different sources of “data” 2. Match research questions to kinds of information needed 3. Different methodological tradi­ tions and orientations

8. Intellectual honestly and integri­ ty: respect for setting and partici­ pants in research, setting up research to investigate, not mere­ ly support belief

Learning Outcomes

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Learning Outcomes

What Learners Need to Know and Be Able to Do

Habits of Mind Learners Need to Develop

4. Central conceptual constructs, e.g., dependent/independent vari­ ables, change, comparison 5. Different methods of data collec­ tion 6. Conceptually map of aspects of the inquiry, developing of meth­ ods to address particular aspects of the map 7. Create frameworks

9. Seek and use criticism 10. Choose methods without parti­ san loyalties, matched instead to intention and question 11. Seek methods, designs, instru­ ments from other’s work

6. Ability to collect, analyze, and interpret data

• Methods of data analysis • Standards of evidence • Sources of ideas, uses of litera­ ture • Write • Use different methods of data analysis

• Openness to surprise • Look for disconfirming evi­ dence, considering alternative interpretations or explanations • Seek criticism • Use of the literature to help develop explanations; balance in such use, neither directly importing others’ ideas, nor unnecessary invention

7. Skill in oral and written communication with various audiences about research and practice

• Different audiences • Different genres and forms (e.g., essay, empirical article, case study, conceptual analysis, etc.)

• What constitute “findings” or “products” of particular programs of research/practice • What kinds of claims are being made and what constitutes effec­ tive means of presentation and provision of evidence • Writing skills—general and tech­ nical • Persuasion and argument • Structuring arguments • Writing precisely and plainly • Participating in oral presentation and debate • Examine the ways in which the research activity is a form of dis­ semination

• Seek opportunities to present draft analyses or arguments, revise as a result of listeners’ reactions • See writing as part of interpre­ tive and analytic work, not merely “writing up” research • Seek criticism • Expectations of revision—that writing and rewriting entailed • Respect for language, caution in introducing new terms, care in created needed ones • Sensitive to different discourses in the design, conduct, and com­ munication of research in differ­ ent settings and with different audiences • To see research as contributing to an ongoing conversation and evolution

Scholarly Writing The Ph.D. Program is writing-intensive. Most coursework is done through independent study so students have lim­ ited opportunity for oral demonstration of their learning and knowledge. The program, therefore, relies heavily on the written learning documents, the qualifying paper, the Dissertation/Project Proposal, and the Ph.D. Dissertation/Project as the principal illustration of the quality and quantity of work completed for the program.

In all requisite written work for the Ph.D. Program, students are required to know and use the writing and pub­ lication guidelines appropriate for their area of studies within Sustainability Education (e.g., APA, MLA, etc.).

Although APA will likely be used most often by doctoral students in this program, manuals for some of the other common styles are included below. All formal papers included in course related learning documents, the qual­ ifying paper, the Dissertation/Project Proposal, and the Dissertation/Project must be written according to these 421

guidelines. Individual Doctoral Mentors or External Consultant Reviewer may also request that a specific paper be written in an informal manner.

Students should note that many style guides are geared toward writing papers for publication in scholarly jour­ nals. Although students will follow these guidelines when writing their publishable qualifying paper, expecta­ tions for the Doctoral Dissertation/Project, can be somewhat different than what is expected for materials being submitted for publication. Students should carefully review the guide they are using, as most include specific information for writing the dissertation.

Examples of Style Manuals American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Gibaldi, Joseph. (1998). MLA style manual and guide to scholarly publishing (2nd ed.). New York: Modern Library Association of America.

Note regarding MLA: This guide is intended for graduate students and is different than the MLA guide to which many students are accustomed, the MLA handbook for writers of research papers also by Gibaldi. The MLA handbook is intended for high school and undergraduate students. Although the current edition of the MLA handbook is more recent than the MLA style manual and guide to scholarly publishing, the information in the MLA style manual is accurate. There is additional information on citing electronic sources students will find valuable in the MLA handbook or at www.mla.org.

McMillan, Victoria E. (1997). Writing papers in the biological sciences (2nd ed.). Boston: Bedford Books.

University of Chicago Press. (1993). The Chicago manual of style: The essential guide for writers, editors, and publishers (14th ed.). Chicago: Author.

Regardless of the style guide being used, written work by a student in the Ph.D. Program must be nonsexist, non-racist, non-homophobic, and tolerant of diversity. Information about gender-free or nonsexist language is included in all current style guides; the MLA has a book dedicated entirely to this subject.

Countless books are available on writing, including various aspects of style, grammar, writing a research paper, writ­ ing a paper for publication in specific fields, and writing “online.” MLA and APA (the associations) are good resources for these books—in addition to their standard publication style handbooks, they have specific books on writing theses and dissertations and other writing-related topics. Other professional organizations in individual fields or disciplines, college bookstores, and academic libraries will also have many varied writing-support books.

Grammar guides include information on correct grammar and words that are frequently misused and include infor­ mation on punctuation and capitalization, etc. There are various software packages, e.g. Grammatik, Right Writer, and Writer’s Tool Kit, available for grammar checking. Style guides address the basic elements of writing, including things like when to use a comma versus a hyphen or a semi-colon, spelling, verb usage, and how to write a report or letter. (These general style guides are different than the professional publication style guides mentioned above.)

Support for the Writer Here are some classic support books for the writer (Note: these may not be the most current editions and more may be added): Bailey, Edward P. & Powell, Philip A. (1987). Writing research papers: A practical guide (2nd ed.) New York: Holt, Rinehart and Winston.

Ferganchick-Neufang, Julia K. (ed.). (1995). Rhetoric of academic writing: A student’s handbook for composition. Needham Heights, MA: Simon and Schuster.

Rudestom, Kjell Eric & Newton, Rae R. (1992). Surviving your dissertation: A comprehensive guide to content and process. Newbury Park, CA: Sage.

Roth, Audrey J. (1989). The research paper: Process, form, and content (6th ed.). Belmont, CA: Wadsworth Publishing.

Shertzer, Margaret. (1986). The elements of grammar. New York: Collier Books.

Shipley Associates. (1990). Style guide (Rev. ed.). Bountiful, UT: Author.

Strunk, William, Jr., E.B. White, and Roger Angell. (2000). The elements of style (4th ed.). Boston: Allyn & Bacon.

Walker, Melissa. (1993). Writing research papers: A Norton guide (3rd ed.). New York: W.W. Norton.

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Williams, Joseph M. (2002). Style: Ten lessons in clarity and grace. (6th ed.). Boston: Addison-Wesley.

Zinsser, William K. (2001). On writing well: The classic guide to writing nonfiction (25th Anniversary ed.).

New York: Harper.

Many of the books on writing also include very good suggestions about scholarly reading, including support for retaining or absorbing information, and critical thinking.

Scholarly Reading Much has been written on how to read, how to best absorb what is being read, critical thinking and so on. The Ph.D. Faculty members recommend the following book which has excellent ideas about reading: Adler, Mortimer J. & Van Doren, Charles. (1972). How to read a book (Rev. & updated ed.). New York: Simon & Schuster. Note: There may be a more current edition of this book. It was originally published in 1940 and multiple revised editions are available in used bookstores.

Chaffee, John (1994). Thinking critically (4th ed.). Boston: Houghton Mifflin.

Rosenberg, Vivian M. (1989). Reading, writing, and thinking: Critical connections. New York: Random House.

Studying Ideas: Ellis, David B. (1985). Becoming a master student (5th ed.). Rapid City, SD: College Survival, Inc.

Academic Integrity (See Common Section) Learning Documents Course related and other Learning Documents (LDs) serve as the presentation, certification, and record of graduate learning in the Ph.D. Program, especially the foundational and individualized coursework. LDs are reviewed and evaluated by each Ph.D. Faculty, Doctoral Mentor, or Practicum Supervisor overseeing the stu­ dent’s coursework. In order to receive credit, students are required to verify all learning by submitting docu­ mentation that demonstrates thorough comprehension and proficiency.

The primary purpose of the LD is to verify a student’s ability to do independent research in an area/field, and to think critically, evaluate, and synthesize the results. The LD process provides an opportunity for students to prac­ tice, strengthen, and demonstrate writing and critical thinking skills in preparation for the qualifying paper, Dissertation/Project Proposal and the Dissertation/Project itself. Through this process, students demonstrate think­ ing, writing, and research skills that are necessary for doctoral work in general and the dissertation in particular.

Most coursework LDs will include one or more principal papers, which are formal research papers or critical essays. In general, a research paper or essay in the Ph.D. Program: • reflects original research and thought by expression of the writer’s own ideas, analyses, interpretations, and judgment, as well as alternative views; • includes awareness of the larger domain of knowledge (i.e. the discipline) that is the context for the par­ ticular topic; • is usually written for a scholarly rather than a popular audience; • acknowledges all the sources of information used.

The objective of scholarly writing is to answer a question or attempt to solve a problem, review the literature, ana­ lyze and synthesize information, develop an argument, take a stand, or explore the implications of a subject. An indi­ vidual paper provides sufficient development and support of a question or statement. Scholarly sources should be cited to adequately explore the issues, illustrating the writer’s ability to critically examine issues in her or his area.

Some academic disciplines or programs require that formal papers be written in the third-person voice—the Ph.D. Program does not require this practice, although students should discuss this with their mentors and fac­ ulty and consider the importance of this approach to the student’s own work. Generally speaking, writing in learning documents should be in the writer’s own natural voice. When material is quoted or paraphrased, accu­ rate and complete documentation must be provided. Students must follow the style guidelines consistent with their field of study.

During the two phases prior to the Dissertation/Project Proposal, the study LDs include demonstration of the coursework and practical work the student has completed. During the Dissertation/Project phase, the LDs include drafts or chapters of the Dissertation/Project and Proposal.

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Examples of Principal Papers that Might be Learning Documents: • Standard scholarly research paper that uses a format similar to a dissertation, but shorter. It includes an introduction to a problem, methodologies used, analysis/discussion, results, and conclusion.

• General scholarly paper based on the reading. In other words, a literature review, a critical response to the reading, a comparative essay on two or more texts or journal articles, etc. This paper must be a detailed, critical, reflective articulation of the meaning and thought the student has derived from the material. These responses should synthesize and integrate materials read. Students may wish to review journal articles, college textbooks, or any other scholarly texts.

• Case study. This paper would present a specific case or situation that addresses a research question through analysis, synthesis, and application of theory and current thought in the field.

• Essay on field-specific topic. This might be a written report demonstrating the student’s knowledge in research methodologies, critical theories, or any topic within the field of study.

Additional ingredients: these items may be included as part of the LD, but should not constitute the entire product and cannot serve as the required principal paper(s): • Annotated bibliography; students should discuss with their mentors and faculty the focus or tone of the anno­ tating, but generally this will include a brief critical reflection on the text (rather than an abstract of the text).

• Report on the progress of the practicum. This includes details on the hours spent doing the practicum, meeting with the practicum supervisor, and thorough and thoughtful discussion of the student’s learning.

• Essay on doctoral study, such as the art of critical thinking and writing, or other aspectx of the student’s program.

• Draft of the Dissertation/Project Proposal.

• Report on student’s attendance and participation at a professional conference or seminar. These reports might include informative reading done in preparation for the conference or seminar; papers or other products completed and presented; information on the organization sponsoring the event; report on facil­ itators at the event including critical responses to written work of such presenters, or any other informa­ tion significant to the student’s studies; and any aspect of the learning relevant to doctoral studies.

• Report on student’s participation in an academic course or workshop at another institution. Although the Ph.D. Program cannot give transfer credit for a course attended at another college or university, often students will attend such courses and write about them as part of their learning documentation. Such reports might include information on reading done for the course, papers or other products completed, and any aspect of the learning relevant to their Ph.D. studies.

• Some other scholarly work determined by the student and approved by the appropriate Ph.D. Faculty member and/or Doctoral Committee as a whole.

Excellence in Passionate Scholarship Combining rigorous scholarship and research with practica corresponding to the student’s area of interest, along with course work as independent study, the student will be well prepared to pursue his/her passions with­ in the field of Sustainability Education. The Dissertation/Project will be a traditional research document that has an applied and/or action-oriented relationship to the wider world beyond academia. Doctoral students will be expected to achieve excellence in scholarship and practice in the following ways: • building on previous experience, knowledge and skills, acquire a coherent and sophisticated knowledge in their chosen areas of study; • demonstrate comprehensive and thorough knowledge of major problems, literature, concepts, theories, practices, ethical issues, and research methodologies in Sustainability Education and their respective areas of interest; • present confirmation of their ability to formulate questions, develop hypotheses or conceptual frame­ works, assemble pertinent data and information, and critically assess evidence in an interdisciplinary and cross-disciplinary context; • present evidence of a capacity for significant and socially relevant intellectual inquiry in the form of

original research that has an applied or action-oriented component;

• display clarity, effectiveness and sophistication in written and oral communication along with develop­ ment of a persuasive point of view; • exhibit a willingness and ability to participate in and promote interdisciplinary, collaborative inquiry as well as shared creativity and action.

Competency in Research and Scholarship Before beginning their Dissertation/Projects all students are required to demonstrate competency in the modes of scholarship and a variety of research methodologies and methods that are traditionally used in their areas of study.

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Although all doctoral students are expected to be familiar with action or participatory research, they are also encour­ aged to explore different research methodologies and methods that may be applicable to their areas of study or interests. All students will need to be thoroughly grounded in methodologies—the specific critical theory or philos­ ophy that motivates and supports their research. All students will want some basic familiarity with quantitative and qualitative approaches to research. In addition, students emphasizing education as sustainability may want to devel­ op a deep understanding of various types of qualitative research, including surveys, interviews, action research, etc.

Likewise, students emphasizing education for sustainability may also need an in-depth understanding of qualitative methods as well as a solid foundation in quantitative methods such as statistics. Many students with varied interests will need to be familiar with textual research, or other specialized methods commonly used in their specific area.

This expectation is meant to provide students with fundamental knowledge about the area of research design and method in their particular field. After demonstrating this competency, students should be versed well enough in research methods to 1) read and critically review current research in their particular field, 2) design and implement a research project, and 3) confidently articulate the underlying theoretical principals by which they are conducting their dissertation research or investigation. This competency is satisfied by taking the two required courses: Modes of Scholarly Inquiry and Research and Research Methodologies and Methods. The full Doctoral Committee must agree that these requirements have been satisfactorily completed. It will be to the student’s advantage to complete these requirements before any work is done on the final Dissertation/Project Proposal .

Dissertation/Project Components The Dissertation/Project in Sustainability Education will consist of two separate components, a dissertation and a project. This outcome will be the concluding synthesis of the student’s coursework, practicum, and doctoral research. One component is a traditional dissertation that contains the rigorous scholarship and research methodology that will support and accompany the project. The dissertation itself will reveal that the student has attained technical mastery of her or his focused area, is capable of independent scholarly work, and is able to make an original contribution to knowledge on an important topic within the field of Sustainability Education. The project is an applied and/or action-oriented effort that exists outside academia and is a practi­ cal application of the student’s studies and expertise in her/his focused area.

Purpose The Dissertation/Project is the final demonstration of a doctoral student’s ability to be an effective and passion­ ate scholar/practitioner in Sustainability Education. Following the guidelines from the Council of Graduate Schools policy statement, we believe that the purpose of the dissertation component is to: 1. reveal the student’s ability to analyze, interpret, and synthesize information; 2. demonstrate the students knowledge of the literature relating to the topic or at least acknowledge; prior scholarship on which the dissertation is based; 3. describe the methodologies, methods, and procedures used; 4. present results in a logical and sequential manner; and, 5. display the student’s ability to discuss fully and coherently the meaning of the results.

Through the dissertation process, the student learns how to clearly outline and solve a problem of importance to society in a scholarly fashion, demonstrate an academic understanding of the parameters of the study, consider multi- and interdisciplinary perspectives on the topic, and appreciate the professional context of the study.

However, it is expected that in choosing an area of study and research, the student will be involved in a highly engaged, dynamic, learning dialog with the world outside academia. Research that has direct application in the field of Sustainability Education is required. The project component of the Dissertation/Project must demonstrate direct education, social and ecological application and impact in the realm of Sustainability Education.

Dissertation/Project Proposal By the end of the third year, each student must have created a detailed Proposal for the Dissertation/Project, which is reviewed and approved by student’s Doctoral Committee. As part of the review and approval process, the Dissertation/Project Proposal will be presented and subjected to the scrutiny of other students, faculty, mentors, and other peers or professionals at one of the colloquia preceding the final Dissertation/Project Phase.

Student peers are especially encouraged to write constructively critical reviews of one another’s proposals and provide feedback on the quality of proposal presentations.

Important: Before a student can enroll for the final or Dissertation Phase, the Dissertation/Project Proposal 425

must be approved by the Doctoral Committee and in the Ph.D. Operations Office, or it must be in the final stages of revision according to the Ph.D. Faculty.

There is not a specific format for the Dissertation/Project Proposal. Students are encouraged to be very specif­ ic and thorough in creating the plan. The more specificity the student includes, the higher the likelihood that all committee members will have the same expectations regarding the outcome of the Dissertation/Project.

Clarity of understanding in the planning stage will make the writing and revision process go more smoothly.

The proposal/plan should include: • A narrative overview of the Dissertation/Project as a whole; • Identification of the Doctoral Committee Members and the their fields of expertise; • Clear organization and labeling of the each of the typical dissertation components: 1. Introduction and discussion of the issue, problem, or question; • review of the literature; • discussion of the methodology and methods used; • discussion of the research/results; • conclusions/recommendations; • references cited; • appendices (if applicable).

• A timeline for writing drafts or chapters of the dissertation and submitting them to the committee (spe­ cific calendar); • An overview and outline of what the final applied and/or action-oriented project will look like, when it will be done, and how it will be documented.

Within the discussion of the required components in the proposal, students may want to consider or include the following: 2. Introduction and Discussion of the Issue • the research problem or question that you will address in your work • why you have chosen to do this work (need)

• objectives, goals, personal significance, expectations, etc.

• why you believe you have or will have the knowledge and skills to undertake this project • how it will be useful and to whom it will be useful (purpose) • how your work relates to the existing state of knowledge and practice in your field 3. Review of the Literature • the body of literature that you plan to cover (include a preliminary bibliography) • discussion of the breadth of your planned review • ideas about including those theorists whose work opposes yours • a brief sample (2-3 paragraphs) of your literature review 4. Discussion of the Methodology and Methods Used • an explanation in very specific detail of the methods being used, including procedures and techniques for conducting the research and methods of gathering and analyzing data • what analytical approach you will use to interpret your research (methodology) • the literature or other research you plan to validate the integrity and reliability of the work • the authors or texts that were or will be considered in designing the research • any information about the use of human or living subjects, including the selection process, agreements and payments made, informed consent and confidentiality issues, demographic characteristics • description of participants, testing instruments, and procedure by which you plan to collect data 5. Discussion of the Research/Results • how you think you will approach or include this discussion • your plans for demonstrating the results to readers • discussion of any form of presenting results other than text, such as tables, art, transcripts, etc.

• your willingness to not know what this section will be. In other words, consider your biases or agen­ das and how you plan to let them go and allow the research to dictate the results 6. Conclusions/Recommendations • what you think you will include here • your thoughts about how this section may related to the applied or action-oriented project • your thinking about future research or what is not being addressed by this research • your willingness to not know what this section will be 426

Proceducres for Submission, Review, Revision, and Appoval of the Dissertation/Project Proposal During the Third Phase of the PhD program, the focus of the student is on developing a research design, Institutional Review Board (IRB) procedures, writing a Qualifying Paper (QP), engaging in a Practicum, and presenting a Dissertation Proposal (DP) for review and approval by the student’s doctoral committee. Normally the chair of the student’s committee will be a PhD faculty member and selection of the other committee mem­ bers will be based on recommendations by the student subject to approval by the core faculty member over­ seeing the student’s program. Two committee members will serve as primary resources to the student during the writing of the dissertation proposal (DP) and the dissertation; a third committee member will be a desig­ nated External Expert Reader whose responsibility will be to review and approve the final version of the DP and the dissertation. The chair of the committee will facilitate the functioning of the other committee mem­ bers, review all student submissions, summarize the EOS evaluations of the student and committee members each semester, and coordinate the approval process for the DP and dissertation. The committee will also review the student’s completion of the degree components that lead to Admission to Candidacy. These include the Advanced Research Course (ARC), the IRB Proposal, the Practicum, the Qualifying Paper, and the DP. Students are expected to complete and submit these components for review and approval on a regular schedule during Phase 3 of the program, though adjustments may be made for individual variations in scheduling or program design. The Advanced Research Course and IRB proposal must be completed before research can begin and are usually done during the fall semester of the third year of the program. Students are also expected to engage in a Practicum where the learning of the program can be put into practice in some action oriented situation. This may also provide an opportunity to test the research design. The Qualifying Paper (QP) is expected to be a 30 to 40 page paper of publishable quality. The QP is due before the beginning of the second semester of the third year or before a draft of the DP is submitted. This may constitute a section or be incorporated into the DP. The QP is read, reviewed, revised, and approved by the two primary committee members and the chair. The student will get sufficient feedback on the QP and DP to know how to proceed with the dissertation. At his point a conference call between the student, the chair, and all committee members is highly recommended. A description of these com­ ponents and a proposed schedule for their completion is provided for each cohort.

The Dissertation Proposal (DP) is the major project of Phase 3 of the doctoral program. It should contain all the components of the dissertation in outline and summary form including an introduction, literature review, a research methods section with research design, sample, and intended populations, anticipated results, and projected conclu­ sions as well as project description, IRB, and references. A project that indicates the application of the doctoral research is expected to be proposed. Each of these components will be expanded upon once doctoral research is carried out and results obtained, though the basic structure will be followed with individual variations approved by the committee. This should be a substantial document that will indicate to the student’s doctoral committee that the student is fully prepared to begin collecting additional data and writing the dissertation. The student is asked to submit an outline of this proposal early in Phase 3 to acquaint the committee with the student’s direction. An initial draft for review will be submitted for committee review and feedback early in the second full semester of Phase 3. The student will revise this draft and submit it for further review and approval by the two committee mem­ bers and the chair at least six weeks before the end of the semester that the DP is due. The DP will then be reviewed by the External Expert Reader, revised with this input, and a meeting scheduled with the student and the committee for final approval. The student will then present this proposal at the All Cohorts Colloquium and Sustainability Education Symposium prior to commencement activities in the spring. Committee members will submit Evaluative Summaries to the chair who will write a Summary Evaluation for the EOS review.

Procedures for Completing the Dissertation/Project During Phase 4 of the PhD program in Sustainability Education, doctoral students are expected to carry out and complete research proposed in their Dissertation Proposal (DP) Plan, enact a project related to their dis­ sertation topic, and complete the writing of the Dissertation. This entails working closely with the primary committee members on a schedule to ensure completion and submission of a draft so that there is time for feedback and revision near the beginning of the second semester. At this point, if there is preliminary approval by the chair and primary committee members, the approved initial draft is submitted to the Expert External Reader for further review and feedback.

Students may submit chapters for review by the primary committee members at any time. The primary commit­ tee members will write an evaluation of each student’s progress at the end of the first semester of dissertation research and writing. Once the Expert External Reader has reviewed and provided feedback to the student, a final revision will be submitted to the entire committee at least six weeks before the concluding colloquium.

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If this final draft is acceptable, the student should schedule a meeting via conference call or other means with the entire committee to review the student’s work and judge whether the requirements of the degree have been met and the student can proceed to graduation. Once this process is complete, the student will be expected to present their doctoral work to the college community during the final colloquium and the Sustainability Education Symposium that will accompany this and take part in commencement ceremonies.

A proposed schedule for Phase 4 will be presented to each cohort and forms provided for final evaluation of the dissertation. Each student will then submit the final dissertation to ProQuest for publication. All compo­ nents (graduation requirements) of the doctoral program must be completed before a student may graduate.

These are listed in the Student Handbook.

Evaluation of Student Achievement Evaluation by Ph.D. Faculty The faculty working with students will be conducting evaluations of each student’s work in each of the phases of the program and providing written Evaluations, approval, along with supporting documents from other Doctoral Committee members, at the end of each phase.

• Phase 1 - Foundation Coursework • Phase 2 - Independent Studies • Phase 3 - Comprehensive Assessment and Research Planning • Phase 4 - Dissertation/Project Foundation Coursework: During the first phase of a student’s program, he/she will be engaged in course work emphasizing the core areas of Sustainability Theory and Practice for Education, Sustainability Education and Transformational Change, and Modes of Scholarly Inquiry, Systems Thinking, and Action Research. Each student will receive a narrative evaluation from the Ph.D. Faculty member(s) who worked with the student on the course as to whether objectives were met, and each student will write a self-evaluation as to their accomplishments in the course. The Ph.D. Faculty will gather data from the narrative evaluations as to what degree goals and purposes were accomplished. This may be followed-up with student interviews if clarification is needed. The data will then be ana­ lyzed and recommendations made as to improvements, if needed, in the student’s work at this phase of the program.

Independent Studies: The second phase involves 4-6 independent study courses where students will be supervised by Doctoral Mentors. This phase culminates in the preparation of a publishable The Ph.D. Faculty will regularly monitor the results of this phase for each student and make recommendations for improvement or additional work, if necessary. They will also determine that students meeting this requirement have acquired appropriate doctoral level writing skills.

Comprehensive Assessment and Research Planning: This phase will include a Comprehensive Assessment of interdisciplinary learning in Sustainability Education and a demonstration of the ability to inte­ grate this knowledge in a comprehensive and scholarly manner. The culmination of this phase is the develop­ ment of a Dissertation/Project Proposal. The student chooses a topic, poses challenging research questions, conducts an applicable literature review, constructs a conceptual/theoretical framework, proposes appropriate research methods/methodologies, and describes the applied action-oriented aspect of the dissertation project.

The full Doctoral Committee, including the Ph.D. Faculty must approve each student’s proposal.

Dissertation/Project: Phase four consists of two separate but interrelated components. One component is a tra­ ditional dissertation that provides documentation of rigorous scholarship and research methodology that supports the project. The project is a practical application of the student’s expertise in an individual focus area. Through this process, the student learns how to frame and solve problems in a scholarly fashion, considers multiple perspectives on the subject matter, articulates the context of the study, reveals an academic understanding of the project’s bound­ aries, and demonstrates the ability to apply research to “real world” problems. The last steps in the process are pres­ entation to the Prescott College Community at a colloquium and final acceptance of the Dissertation/Project by the student’s full Doctoral Committee. The successful Dissertation/Project demonstrates the student’s ability to be an effective, reflective, and passionate scholar/practitioner. This will become the cornerstone for the periodic, overall program assessment process. A Ph.D. Faculty member, as chairperson of the student’s Doctoral Committee, will play a central role in reviewing and evaluating the doctoral dissertation/project upon its completion.

Evaluation by Doctoral Mentor Students send learning documents (LD) to their Doctoral Mentors at regular intervals during the time they are doing coursework. Doctoral Mentors provide regular, timely written feedback on student work in progress.

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Students receive verbal feedback during the in-person, web-based, and teleconference meeting at various times during the semester.

It is the role of the Doctoral Mentors, together with the Ph.D. Faculty, to ensure that the student is doing Ph.D. level work. The written and verbal responses by Doctoral Mentors to LDs are intended to guide the student in maintaining doctoral level work, to ensure that no area necessary to the student’s program is missed, and to pro­ vide ongoing challenge and support.

Student’s learning documents must contain a minimum number of required work and must be of a quality appropriate to “B+” or better graduate study. These expectations are to be monitored by the Doctoral Mentors with input and oversight from the Ph.D. Faculty.

Evaluation by Qualifying Paper Reviewers Qualifying Papers will be presented and subjected to the scrutiny of one’s cohort group, faculty, Doctoral Mentors, and other peers or professionals at one of the colloquia. Peers are encouraged to write critical reviews of one another’s papers and provide feedback on the quality of presentations. The Qualifying Paper will be reviewed by mentors and faculty, Affiliate Facutly, and by the Ph.D. Faculty to determine if these writings qual­ ify as doctoral level, potentially publishable papers. Final approval that the qualifying paper requirement has been completed is determined by the Doctoral Committee.

Evaluation by the Practicum Supervisor While a student is involved in a practicum, the Practicum Supervisor provides on-site guidance and feedback to the student. This will generally be done in the form of regular face-to-face meetings between student and supervisor.

The student and the supervisor determine the frequency and length of these meetings. At the end of the semester, the Practicum Supervisor sends a letter of evaluation of the student’s work to the student’s Doctoral Committee members. The Ph.D. Faculty, on behalf of the Doctoral Committee, incorporates excerpts from this letter into the student’s End-of-Semester and/or end-of-year evaluations and, in addition, submits the original supervisor’s evalu­ ation letter to the Ph.D. Operations Office.

End-of-Semester (EOS) Evaluations At the end of each semester, the Ph.D. student will submit a brief self-evaluation to the Ph.D. Faculty, Doctoral Mentor, or Doctoral Committee for review and feedback. In some instances, Committee members may want to interview and question the student’s learning progress. The Ph.D. Faculty will summarize the written and verbal feedback from Doctoral Committee members and provide the student with a written evaluation of the semester, which will become a permanent part of the student’s record and transcript.

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Ph.D. Faculty Joan Clingan, Ph.D., Associate Director of Graduate Studies Ph.D., Union Institute & University, 20th Century U.S. Literature and Culture, 2008; M.A., University of Santa Monica, Applied Psychology, 1992.

Rick Medrick, Ed.D. Core Faculty for the Ph.D. Program in Sustainability Education and Chair, MAP Adventure Education Ed.D., University of Northern Colorado, Humanistic Psychology and Experiential Education, 1985; B.A., Dartmouth College, Philosophy and Literature, 1963.

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

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

Joel Barnes, Ph.D., RDP Faculty, Adventure Ed/Environmental Studies Ph.D., Union Institute and 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.

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

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

Steven Corey, Ph.D., Executive Vice President Ph.D., University of Arizona, Higher Education Finance, 2007; M.B.A., Cumberland University, 1996; M.S., Arizona State University,1990; B.S. California State University, 1988.

Tim Crews, Ph.D., RDP Faculty Environmental Studies Ph.D., Cornell University, Ecosystem Biology, 1993; post-doctoral research, Stanford University; B.A., University of California at Santa Cruz, Agroecology, 1985.

Anita Fernรกndez, Ph.D., RDP Faculty, Education Ph.D., University of Arizona, Language, Reading and Culture, 2001. M.A. University of Arizona, Teaching and Teacher Education, 1997. B.A. University of Colorado, Boulder, English, 1990.

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

Dan Garvey, Ph.D., President Ph.D., University of Colorado, Boulder, Social and Multi-cultural Foundations, 1991; M.A., Social Change, Cambridge-Goddard Graduate School of Social Change, 1974; B.A., Sociology, Worcester State College, 1973.

Ed Grumbine, Ph.D., Chair, MAP Environmental Studies RDP Faculty, Environmental Studies Ph.D., Union Institute and University, Environmental Policy and Management, 1991; M.S., University of Montana, Environmental Studies, 1982; B.A., Antioch College, Environmental Studies, 1976.

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Jack Herring, Ph.D., RDP Dean, RDP Faculty, Environmental Studies Ph.D., University of Washington, Atmospheric Sciences, 1994; B.S. University of Alaska-Fairbanks, Chemistry, 1989.

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

Priscilla Stuckey, Ph.D., MAP Faculty, Humanities Ph.D., Graduate Theological Union, Religion and Gender, 1997; M.A., Pacific School of Religion, Historical Studies, 1985; B.A., Goshen College, Interdisciplinary: Music, Bible, Religion, 1979; B.S. University of Wisconsin at Milwaukee, Psychology, 1973.

Ph.D. Resources Rich Lewis, Library Faculty, ADGP M.A., University of Arizona, Library and Information Science, 2003; B.A., University of Washington, English, 1988.

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

Ph.D. Administration Associate Dean Joan Clingan, Ph.D., a director for the graduate programs at Prescott Colleg is a full time faculty member who has the additional responsibilities of coordinating activities involving the graduate faculty and supporting the graduate operations staff. This job requires serving as chair of the Graduate Program Council and also includes responsibility for supporting and advising the director of academic operations in the operations of the program.

The associate dean is responsible for assembling relevant information and composing and maintaining the grad­ uate handbooks.

Director of Academic Operations Frank Cardamone, M.A. The Adult Degree and Graduate Programs academic operations director is responsi­ ble for all administrative aspects of the programs. This job manages the colloquium scheduling and design; works with college-wide personnel in managing all aspects of administration for the graduate programs; pro­ vides procedural support to students and advisors; and works closely with the dean and graduate program coun­ cil. The director of academic operations supervises the operations staff of the Adult Degree and Graduate Programs in Prescott.

Academic Program Specialists Kistie Simmons, M.A., Graduate Academic Program Specialist Academic Program Specialist is available to all graduate students and advisors in their programs for questions relating to all administrative aspects of the program, including enrollment, extension, and leave options.

Academic program specialists are responsible for managing the process of student materials.

Residency and Special Events Coordinator Vita Marie Phares, B.A.I.L.S. This position coordinates and manages all of the logistical activities that take place prior to and during the graduate residencies. This includes scheduling and arranging presentations, including receipt of descriptions and arrangements for rooms and audio-visual equipment. It is also responsible for the over­ sight of a team of student employees who operate the event. The residency coordinator serves as the liaison to the the College scheduling personnel, facilities office, and Café or outside caterers.

Mentor Payment Specialist Jody Lichtenberg, A.S. This position manages the confirmation and payment process for graduate faculty, as well as the receipt of all unsolicited inquiries related to the graduate faculty roles.

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Admissions Officers Ted Bouras, M.S., Director of Admissions for the Adult Degree and Graduate Programs Teds responds to inquiries, meets with prospective students, and manages all aspects of students’ admission processes.

Tucson Center Debbie Heiberger, Ed.D., is the director of the Tucson Center. This position oversees academic and adminis­ trative operations for ADGP in the Tucson Center. Lydia Rowe is the director of ADGP admissions for the Tucson Center. This position is responsible for supervising the admissions officers in the Tucson Center.

Business Office Catherine Boland is the director of financial services/controller and participates on an as-needed basis with the graduate faculty. Marguerite Price is the payroll officer. Deb Ross manages the accounts-payable department.

Sandy Torres, student-billing representative, handles student accounts and cash receipts. Angela Ridlen is the Business Office representative.

Office of the Registrar Mary Trevor, registrar for Prescott College, participates on an as-needed basis with the graduate faculty and admin­ istration. Deb Morrison, assistant registrar, handles registration and maintains records for graduate students.

Financial Aid Office Laurie Gilbreth is the primary contact for graduate students. Other staff members include Erin Wilborn, financial aid counselor, and Terri Eckel, director of financial aid and VA benefits coordinator, participates on an as-needed basis with the MAP faculty and administration.

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