Course Information
Throughout
its curriculum, Merry Lea’s graduate program in environmental education
integrates ecological learning and pedagogical skills. You will study the
ecology of the southern Great Lakes region and then refine your skills
to transfer that knowledge to students of all ages. Education is by nature,
interdisciplinary, integrating many fields. Environmental education adds
the natural sciences by incorporating ecology, biology, chemistry, and
physical/outdoor education into curricula. The program at Merry Lea will
challenge you every day and we trust that the reward is a renewed sense
of wonder and confidence in your ability to bring people across the globe
closer to the natural world.
The degree is built around four major components: six core courses, an
immersion in ecosystem studies, an extensive practicum, and a multi-faceted
final project. The core courses provide content and the fundamental skills
to understand, preserve and manage natural resources. You will also develop
your interpersonal skills enabling you to be an effective leader and create
challenging, safe and fun learning environments.
Six Core Courses
Natural History of the Southern Great Lakes Region (3
credits)
This course is designed to familiarize students with the plants,
animals and ecosystems of this region. The course emphasizes 1) the skills
to identify organisms within ecosystems, 2) the function of ecosystems,
3) the interrelationships within and between natural and human ecosystems.
Students are expected to work independently because a large amount of time
will be spent in the field searching out, collecting, and identifying a
wide variety of organisms. Students are expected to investigate the ecological
relationships of the organisms identified as well as behaviors and life
cycles. (Professor – David
Miller, Chair of the Biology Department at Goshen College, Director Emeritus
Merry Lea ELC).
Research Methods and Measurements (3 credits)
This is a lab class designed to give students an overview of designing,
implementing, and reporting research. The class will address methods
in ecological and educational research. Students will investigate fields,
forests, wetlands, and prairies at Merry Lea using standard ecological
data collection methods. They will learn to use environmental monitoring
equipment to collect data and the basic statistics for analysis. In addition,
students will learn standard social science methods for evaluating educational
programs. (Professor - Lisa Zinn, Environmental Education)
Principles of Environmental Education (3 credits)
The focus of this course is built upon distinctive concepts and skills
needed for delivering quality environmental education programs. The following
themes will be part of the course: field-based and experiential education,
inquiry, questioning, interpretation, educational settings, responsive
instruction, program design, assessment and evaluation, and learner outcomes.
We emphasize how to become a better educator and how to assess the educator
or the program. (Team of Instructors – Paul
Steury, Environmental Education: David Ostergren, Director MAEE)
Environmental Issues & the History of Environmental
Education (3 credits)
This is a study of current environmental issues facing society. Topics
include ethics, citizenry, environmental justice, theological implications
of environmental education, and non-governmental environmental organizations.
We will review the literature and history of conservation, environmental
education and outdoor education (e.g. Aldo Leopold, Rachel Carson, John
Muir, Wendell Berry) (Team of Instructors – Paul
Steury, Environmental Education: David Ostergren, Director MAEE)
Leadership for Environmental Education Programs and Centers (3 credits)
A study of essential skills and practices in the administration of an environmental
education center. Topics include personnel management, strategic planning,
personality styles, financial and resource management, budget preparation,
board utilization, fundraising and capital campaigns, day-to-day functioning
of a nature center, and team development. (Professor – Luke
Gascho, Executive Director of Merry Lea ELC)
Land Management for Environmental Education (3 credits)
Experiential environmental education is place-based learning. It occurs
at a place within a larger landscape that reflects the economic/social/spiritual
values of humans, and the biological functions of the ecosystem. This
course is designed to provide an overview of both the theory and practice
of management for various ecological functions and how that management
will contribute to the environmental education experience. (William Minter,
Professor)
Teaching Practicum in Environmental Education (6 credits)
You will teach
a variety of topics to several audiences. Being part of the delivery of
Merry Lea’s K-12 onsite and outreach programs is an outstanding opportunity
to develop teaching skills. There are three major programming time blocks – Fall
(primarily Farmcraft), Winter (primarily Sugar Bush), and Spring (primarily
Exploring Nature). Students will also have program delivery opportunities
in specialty programs such as summer camps and public programs. Assessment
of student performance will occur after each of the three programming time
blocks and as part of the final evaluation.
Portfolio (3 credits)
Portfolio expectations will be assigned to students
during each of the first three semesters. These will include ecological
observations, photography and nature writing. Students will participate
in six topical seminars, which will be offered throughout the year and
will write a paper in response to each seminar. (Nature Photography, Writing
in Nature, Exploration of Faith and Spirituality, Sustainability, Wilderness
First Aid, and Public Presentation Skills).
Final Project (3 credits)
The project paper will be an investigation based
on one of the following: a) an environmental issue, b) ecological data
or c) pedagogical data. Project statement, literature review, critical
investigation, application, conclusion, and professional formatting will
follow a thesis format. An important component is that students will develop
instructional materials based on the project themes for two distinct audiences.