Available Classes

Students will be introduced to the language and conversion factors utilized in the analysis of electrical generation and conservation. With this foundation, students will be trained in calculating energy use from observed appliances, fixtures, and standard operating procedures within an organization. This will be supplemented with guidance on how to conduct level-two energy audits. Subsequently, each student will be asked to complete such an audit for both their own living space. Skills will be introduced and practiced so to determine greenhouse gas emissions both from the internal operations of an organization, as well as from the source of electricity from the utility provider. Students will also be introduced to social marketing techniques that will aid them within an organization, as well as within their community, to target unsustainable energy use behavior and subsequently build a commitment to improving such behavior. Each student will be able to apply such techniques within the context of their own workplace or community.

Section A Instructor: Peter Cooke
Times: Saturdays & Sundays 8:30 am – 11:00 am; November 14, 15, 21, and 22 and December 12 and 13th
Delivery: Online

This module will provide guidance on how to effectively engage the general pubic in order to build the political will and public support needed for implementation. Learn how to identify and implement an effective communication and engagement strategy through evidence-based tactics, including a stakeholder process that can be used to develop place based responses. The course will also touch on the inequity of impact to populations due to climate change and build understanding of the social justice ramifications associated with climate change vulnerabilities. Section A

Instructor: Christa Daniels
Dates: November 8-December 12, 2020, 4 weekly asynchronous online lessons. Registration deadline: November 3, 2020

This Dance/Movement Therapy (DMT) course will familiarize students with clinically relevant qualitative and quantitative research methods, including clinical outcome research and program evaluation. In addition, this course will include an examination of professional ethical guidelines for conducting research, issues of diversity in research and evaluation, and major themes and controversies in MFT. An overview of statistical concepts and terminology related to research methods will be included. Students will also learn how to use research in their field in order to enhance their knowledge and to aid them in viewing their work and the work of others more critically. Students will present research or research designs supporting their approach to treatment and client outcome within a selected client population.

Restriction: Permission (When you apply, Continuing Ed will seek permission.)
Section A: Wednesdays 1:00 – 3:45 pm ET via  Zoom
January 19 through May 7, one week break March 1-5
Instructor: Tomoyo Kawano, PhD

This Dance/Movement Therapy (DMT) course will provide a basic foundation of the etiology, assessment, diagnosis, and treatment of substance abuse and addictions through bio-psycho-social models of theory and practice. Emphasis will be given to the stages of change, mind-body approaches, and the personal, social, and cultural attitudes and stereotypes that are often associated with substance abuse and addictive disorders. Students will have an opportunity to integrate their current internship experiences with their theoretical learning and to develop skills in peer supervision and consultation.

Restriction: Permission (When you apply Continuing Ed will seek permission.)
Section A: Wednesdays 8:45am-11:30am ET via  Zoom
January 19 through May 7, one week break March 1-5
Instructor: Alice Scudder, MA

This Couple and Family Therapy (CFT) course provides a critical overview of human development throughout the lifespan. The dominant Eurocentric and global perspectives are explicated with consideration to family and sociocultural contexts. The individual and family life cycles will be viewed as mutually interactive processes that are also affected by such factors as neurobiology, genetics, gender, race, class, ethnicity, sexuality, disability, acculturation, religion, as well as addiction, trauma, resiliency and wellness. The development of the individual through a systems perspective will be traced chronologically through major theoretical approaches and concepts as well as from a counseling lens. Emphasis on intersectionality and a critical analysis of application of theory will be applied and inform how development is viewed ethically when serving diverse groups, including minority and cultural groups.

Restrictions: Permission (Continuing Ed will seek permission when you apply.)
Delivery mode: Online content asynchronous; with additional scheduled meetings via Zoom one day with a morning and afternoon session during residency block 1/21-1/24  Exact date TBD; Additional 3-5 Zoom sessions throughout the semester  dates/times TBD by class.
Course runs: January 19 through May 7, one week break March 1-5
Section A Instructor: Alycia Lovato, MA

This Couple and Family Therapy (CFT) course builds upon the foundational theories course by extending learning to postmodern approaches to couple and family therapy practice. Theoretical foundations of social constructionism and constructivism will be covered, leading into in depth coverage of postmodern models of couples and family therapy, such as solution-focused, narrative, and language-systems based approaches. Issues of social justice will be emphasized as a basis for critique of each model.

Section A Instructor: Janet Robertson, PhD
Restrictions: Permission (CE will seek permission when you apply.)
Delivery mode: Online asynchronous January 19 through May 7, one week break March 1-5.

additional scheduled online meeting one day with a morning and afternoon session between 1/21-1/24,  Exact date TBD; Additional 3-5 Zoom sessions throughout the semester  dates/times TBD by class.

This Couple and Family Therapy(CFT)  elective course will explore the intersectionality of trans-identity within larger community systems, and how that relates to mental health. Systems of privilege and oppression that have resulted in transphobia and cissexism will be explored.  Students will also develop skills to build safe communities and develop trans-affirmative resources. Particular areas of focus may be in family law and family policy, working with groups of individuals and families, and in collaborating with multiple systems levels in clinical work.

Section A Instructor: Molz Wirtz, MS, LMHC:
Restrictions: None
Delivery mode: Online Asynchronous
Course runs: January 19 through May 7, one week break March 1-5

This course focuses on professional orientation and ethical practice in counseling. Students will be introduced to the counseling profession through extensive review of the American Counseling Association’s (ACA) Code of Ethics and licensure laws for the state in which they plan to practice. Students will understand the benefits of professional membership in counseling organizations (e.g., ACA and its divisions). Legal issues in counseling and the role of social justice and advocacy as they apply to ethics and the law will be introduced.

Restrictions: Priority to matriculated CMHC students, permission of the department.
Instructor: Heather Warfield
Methodology: Online January 11 to May 2. May include some zoom sessions.

This course explores the contemporary influences of feminist theories upon psychology and clinical practice. Emphasized will be postmodern feminist writings in the areas of feminist psychoanalysis, feminist epistemologies, and feminist practice. Students interested in exploring one approach to diversity conceptualization are encouraged to participate.

Restrictions: Permission of the instructor. Contact the Continuing Education Office for more info.
Instructor: Susan Hawes, PhD
Section A: Online Saturday & Sunday, April 17 & 18 (9:00 am – 5:00 pm)

The course will explore the intersections of instructional design and student assessment, focused on the construction of multiple types of classroom-based and curriculum-connected problems for students to solve in the form of Critical Skills Challenges. Essential to successful implementation of problem-based learning and the successful use of Critical Skills Challenges is the use of authentic and multiple assessment tools that effectively engage students, evaluate student performance, and accurately monitor progress toward curricular understanding and critical skill development. The crafting of Challenges and their assessment instruments necessitates fluency in a comprehensive set of design and assessment tools, all examined and practiced in this course. This course provides educators with the capacities to utilize several different strategies for instructional design, feedback, and assessment.

Instructor: Tom Julius
Section A: Online January 17th- May 1st, Asynchronous
Methodology: Online

In this course we will explore the multi-faceted roles of a teacher designing and implementing problem-based learning into her/his teaching. Strategies for effectively crafting, coaching, scaffolding, and assessing student problem-solving is integral to successful PBL. At the center of this course will be the utilization of the Experiential Learning Cycle. Essential questions that frame this work and the course objectives will be: How do we as teachers effectively and appropriately facilitate or coach students in a PBL experience? What needs consideration in the student’s developmental level or learning style? How do we utilize the experiential learning cycle to facilitate the learning, have students reflect on their learning, and connect one learning experience to the next?

Instructor: Laura Thomas

Section A: Online January 17th- May 1st, Asynchronous

Methodology: Online

This course builds capacity for instructional and professional community growth and leadership in the student’s concentration area. Participants will examine emerging tools and trends that will impact schools and their communities through their own field research, review of professional literature, and participation in online learning communities. Participants will collaboratively prepare instructional plans, policies, procedures, and/or budgets demonstrating their understandings of how to best implement and advocate for their technology integration for community development and learning in the classroom and beyond.

Instructor: Amelia Short
Section A: Online January 17th- May 1st, Asynchronous
Methodology: Online

This course builds capacity for instructional and professional community growth and leadership in the student’s concentration area. Participants will examine emerging tools and trends that will impact schools and their communities through their own field research, review of professional literature, and participation in online learning communities. Participants will collaboratively prepare instructional plans, policies, procedures, and/or budgets demonstrating their understandings of how to best implement and advocate for their technology integration for community development and learning in the classroom and beyond.

Instructor: Cheri Nutting
Section A: Online January 17th- May 1st, Asynchronous
Methodology: Online

This course builds capacity for instructional and professional community growth and leadership in the student’s concentration area. Participants will examine emerging tools and trends that will impact schools and their communities through their own field research, review of professional literature, and participation in online learning communities. Participants will collaboratively prepare instructional plans, policies, procedures, and/or budgets demonstrating their understandings of how to best implement and advocate for their technology integration for community development and learning in the classroom and beyond.

Instructor: Paul Bocko

Section A: Online January 17th- May 1st, Asynchronous

Methodology: Online

As a teacher, teacher educator, or administrator, it is important to develop internal skills (an inner-net) that translate into successful interpersonal skills on the job. Mindful leadership introduces a new approach to leadership development that focuses on the inner world of a leader and “how” a leader works in the moment. Through readings and presentations, this course presents ten core principles and three mindfulness practices that help leaders to directly connect with their inner life and to bring out the best in themselves and others.

Instructor: TBA

Section A: Online January 17th- May 1st, Asynchronous

Methodology: Online

Students are naturally interested in exploring their world and participating as active citizens on projects relevant to them. Place-based teaching and learning (PBTL) in schools and educational organizations offers local culture, the built environment, and nature as an integrating context for learning. This course will explore practical strategies for the implementation of place-based learning in order to meet PreK-12 curriculum standards and organizational goals. Students who participate in place-based education are more likely to have stronger ties with their community. Additional course foci will include the integration of social justice and PBTL; approaches to developing an interdisciplinary place-based curriculum; designing place-based learning experiences to fulfill school and organizational mission statements; and strategies for taking full advantage of the school campus and community as learning sites. Students in this course will design a place-based unit or project that integrates student choice, uses place as a context for learning, and develops school – community ties.

Instructor: Paul Bocko
Section A: Online January 17th- May 1st, Asynchronous
Methodology: Online

This course is an introduction to Educating for Sustainability, providing an overview of the philosophical, historical, and theoretical underpinnings of EFS. We will study the evolution of EFS during the past quarter century as we clarify for ourselves the meaning of the terms sustainability and educating for sustainability. Beginning with a review of the historical initiatives and events that gave rise to EFS, we will explore the conceptual components of this field, while simultaneously considering our personal perspectives on them. Then we will turn our attention to the strategies and guidelines applied in the practice of EFS, gaining global perspective by researching implementation of EFS in a variety of contexts. Students can expect course work to include: reading, discussion, individual and group projects, reflective and expository writing, and oral presentations. For the final project in the course, each student will submit an overview and critique of an institution or curriculum as seen through an EFS lens.

Instructor: Ming Wei Koh

Section A: Online January 17th- May 1st, Asynchronous

Methodology: Online

Teachers everywhere are being asked to support and teach a wider range of students than they ever have before. As classrooms become more inclusive, questions come up about how to best teach every student the mathematics they need to know. Teachers want all students to achieve to the highest levels and yet, knowing how to do that well can feel elusive. This class will provide concrete methods and strategies teachers can use in mathematics classrooms; the strategies are manageable for teachers and engaging for students. This course is designed for teachers of Kindergarten through middle school.

Instructor: Jana Marie Sunkle and Polly Wagner
Section A:  Online Asynchronous: January 17th- March 16th.
Online Synchronous: January 19th, January 26th, February 2th, February 9th, February 23rd, March 2nd, March 9th, March 16th. 5pm-7pm ET
Methodology: Online

Starting a nature-based early childhood program requires business savvy and financial planning. This course will address the nitty-gritty planning necessary to get a program up and running. We’ll focus on the creation of business plans, including: simple market analyses, promotion, site and facility needs, staffing requirements and options, the crucial income and expense projections, fundraising options and basic risk management issues. Participants will draft a three-year budget for their operation, rough out a promotional flyer and/or website, and prepare and practice persuasive verbal descriptions and “sales pitches” for their school. We’ll allocate plenty of time to share your own experiences and ideas, and will take a close look at existing models that have proven successful in the United States.

Instructor: Anne Stires
Section A: Online January 11th- March 21st, Asynchronous
Methodology: Online

Nature preschools and forest kindergartens are special kinds of places, different from conventional early childhood programs. Parents, caretakers and community members, who may not be familiar with the aims and practices of nature-based programs, can benefit from education. Families may need to be prepared to provide appropriate outdoor clothing, do regular tick checks, and think about children’s learning in new ways. They may also be called on to volunteer in the school and to help with promotion and fundraising. We’ll consider how to partner with families and forge links to the wider community. Communication is central to our work: we’ll hone our skills as we participate in mock parent conferences, examine and create materials that describe programs to families, and practice working with parents who have questions or concerns.

Instructor: Liza Lowe
Section A: Online Asynchronous, Wednesday, March 24th – Sunday, April 25^th with additional meetings on Wednesday, March 31st (4:00-5:00p.m.), Wednesday, April 7th (4:00-5:00p.m.), Wednesday, April 14th (4:00-5:00p.m.), Saturday, April 17th (10:30a.m.-12:00p.m. and 2:00-3:00p.m.), Sunday, April 18th (10:30a.m.-12:00p.m. and 2:00-3:00p.m.) Eastern Time
Methodology: Online

The best nature-based early childhood teachers are knowledgeable about young children and local natural history. This course will focus on learning the natural history of northern New England that most directly relates to being outdoors with young children. Seasonal events of winter will be explored as a model for how to discover nature’s surprises at any time of year. An additional focus will be on keeping children active and warm during cold and changing weather. This course can be taken independently of, or in addition to, the fall Natural History for Early Childhood course. We’ll be outside whatever the weather, so dress accordingly.

Restrictions: Travel restrictions with in-person meetings to be determined.
Instructor: Anne Stires
Section A: Online Asynchronous February 13th-March 7th with in-person meetings outdoor on February 13th & 14th 9am-5pm (ET), at Glover’s Ledge, Langdon, NH (TBD).
Methodology: Online with additional in-person meetings outdoors

Introduction to Humane Education explores the principle of doing the “most good and least harm” and applies this ethic with innovative thinking and action to the field of education. The course looks at humanity and the world through a historical lens and offers a vision for a better future that relies on reason, compassion, evidence-based optimism, and systems awareness to bring about positive long-term change.

Instructor: Mary Pat Champeau
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

Environmental Ethics addresses some of the most pressing environmental issues in the world. Topics include climate change, endangered species, pollution, habitat destruction, environmental racism, and resource depletion. The course offers a solutions-oriented approach that balances analyzing problems with identifying strategies to create sustainable and restorative systems. It also examines how we might learn and teach about environmental issues in a way that encourages people to focus on solutions that work for all people, animals, and the Earth.

Instructor: Kris Tucker
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

In this course, we will explore what laws special educators need to know and why, as well as how law affects students and the classroom. Students will develop an understanding of the rights and responsibilities of all stakeholders in the education process. Local, state of New Hampshire, and federal laws and policies will be examined and discussed. Students will develop an understanding of how law relates to and governs practice in several areas, including identification of children with disabilities, development of educational placement, and referral and evaluation procedures. We will also consider special education case law related to education practices.

Instructor: Marisa Duncan Holley
Section A: Online Asynchronous: January 19th- May 7^th with additional scheduled online meetings  TBD
Methodology: Online

Environmental Ethics addresses some of the most pressing environmental issues in the world. Topics include climate change, endangered species, pollution, habitat destruction, environmental racism, and resource depletion. The course offers a solutions-oriented approach that balances analyzing problems with identifying strategies to create sustainable and restorative systems. It also examines how we might learn and teach about environmental issues in a way that encourages people to focus on solutions that work for all people, animals, and the Earth.

Instructor: Sarah Bexell
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

Just Good Food explores how contemporary food systems and individual food choices relate to human, animal, and environmental social justice issues. Just Good Food focuses on the connections between food systems and issues of hunger, poverty, animal protection, climate change, healthcare, sustainability, legislative policies, and corporate interests. The course surveys a broad range of food-related issues, with the opportunity for further study in a personal area of interest. The course also highlights solutions-focused organizations, practices, and policies. Students learn to think critically about how food choices affect all living beings and the planet and gain insight into food-related politics and policy.

Instructor: Cynthia Trapanese
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

In this course participants live like writers, thinkers, and creators of wisdom, cultivating and contemplating questions that matter. Through the medium of transformative language arts, students discover what it means to be earth-inspired, animal-inspired, and human-inspired, positioning and empowering words for personal and social change. Through an online retreat design, writers are immersed in readings, music, short films, mindfulness meditation, and experiential writing activities as a source of inspiration and a springboard for independent and/or collaborative writing projects. All genres are open for exploration. Writing circles meet online to share progress, inspirational tips, and resources.

Instructor: Kris Tucker
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

In this course, students explore issues of intersectionality, racism, and racial justice within the specific context of veganism. Through structured conversation as well as research, reflection, and practical application, students learn how to educate effectively and seek solutions that address overlapping systems of racial injustice and animal exploitation.

Instructor: Dana McPhall
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

Culture and Change explores the many ways in which cultural norms influence ideas, beliefs, and actions; and how change making happens. Covering social psychology, consumerism, media, economics, and politics, this course provides a foundational overview for understanding the ways in which people are shaped by their cultures. Coursework focuses on critical analysis of cultural systems, the role of cultural conditioning in our lives, and strategies for educating effectively and creatively about these issues. By recognizing the ways in which our thoughts and behaviors are molded by culture, students gain the ability to live and educate more mindfully, and to help bring about transformative cultural change.

Instructor: Mary Pat Champeau
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

Creative Activism offers a study of literary, performance, and visual artists who focus their work on one or more facets of comprehensive humane education—human rights, animal protection, and environmental stewardship. In addition to studying solutions-focused art and artists, students will examine their own experience with the creative process, design original and collaborative work, and practice integrating art for social change into their own lives, teaching, and/or community outreach. Educators, activists, artists, writers, visionaries, and anyone curious about creative activism will discover ways to cross the bridge from despair to action with the support of a dynamic learning community.

Instructor: Cynthia Trapanese
Section A: Online January 18th- April 23rd, Asynchronous
Methodology: Online

In the early educational years, young children flourish in settings that encourage their development of a strong sense of self. Connecting with peers and caring adults as they engage in open-ended play-based learning opportunities sets the stage for positive experiences throughout schooling. In this course, participants will establish an understanding of developmentally appropriate practices in order to design play-based curriculum that attends to the unique needs of young children’s academic, physical, social, and emotional development.

Instructor: Julie Biddle
Section A: Online January 19th- March 7th, Asynchronous
Methodology: Online

Dispute resolution is a skill that one continues to master throughout one’s professional life. This course will introduce the basics of how to address multi-issue, multi-stakeholder environmental disputes. Students learn how to map the e complexity of such disputes and the shared connections and values. Specific skills to be addressed include: identifying invested stakeholders, getting stakeholders to the table, setting ground rules, negotiating in good faith, facilitation vs. mediation, how to use caucuses (private discussions) to move an agenda forward and building consensus.

Section A instructor: Meaghan Guckian

Times: ONLINE Sundays, 8:00 – 1:00 pm (ET), January 31, February 14 & 28

(plus additional contact time online)

This course will address the spectrum from responding to a Request for Proposal (RFP), as well as a Request for Qualification (RFQ), to managing a project within budget and on time and producing a robust consultant’s report/documentation. In addition, guidance will provide how to manage project staff and build relationships with potential sub-contractors. Students will learn how to establish a billing rate and bidding a price for services rendered. Tips will be given on how to best market one’s service, which changes if the work is new to the consultant’s portfolio versus if there is a track-record for a specific type of work product. 

Restriction: by permission. (Cont. Ed. will seek permission when  enrollment form is received.)

Section A Instructor: Anne Scheinberg

Times: ONLINE Saturdays 8:00am – 11:00am Jan 16 & 30, Feb 13, (plus additional contact time online)

Conservation psychology is the scientific study of the reciprocal relationships between humans and the rest of nature, with the practical goal of promoting environmental sustainability and quality of life.  This course will provide an overview of relevant approaches from psychology as they apply to environmental conservation.  We will examine relationships among social, cognitive, affective and behavioral processes from both theoretical and applied perspectives.  A new textbook devoted to conservation psychology will be used, along with additional readings.  There will be a variety of assignments and activities. In addition to becoming conversant with basic psychological concepts, students will practice applying conservation psychology and social marketing techniques.  Students will choose the topic for their final project, which may range from conservation biology, sustainable business, resource management, education, land use planning, to advocacy.  On completion of the course, students will have a better understanding of how the tools of conservation psychology can be used for a wide range of conservation practice.

Section A: Meaghan Guckian

Time:  ONLINE Thursdays, 1:00pm – 4:00pm, (ET) January 7 – May 6

This is an introductory course in the use of GIS software to create, manage and work with spatially explicit data. The class will explore how to access GIS information available on the WWW, extract and analyze data using ArcGIS 10.x software, understand limitations associated with various data sources, technical vocabulary, and preparation of maps for digital presentations.

Note: Please check the SAKAI course folder for pre-class readings and assignments. This is a computer based course with emphasis on the language of GIS and real world application.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Sections A Instructor: Farshad Farashahi (Fash)

Time: Thursdays, 5:00 – 8:00 pm January 7 – May 6

Indigenous Knowledge is the traditional knowledge of Indigenous peoples, a coherent knowledge system that, through cultural traditions and practices, fully integrates the arts and sciences with practical knowledge of conservation, agriculture, medicine, education, and other components of daily life. This course is not about the Indigenous knowledge of any specific people because that knowledge is passed down traditionally as intergenerational knowledge, but focuses on the interface between Euro-American knowledge systems and Indigenous knowledge systems (IKS). It is designed for students who are interested in learning about cross-cultural theories of knowledge and practice and serving in cross-cultural contexts in areas such as education, conservation, agriculture, and environmental sustainability. We will examine literature on the historical, cultural, and philosophical origins of IKS, indigenous education and research. We will also explore practical guidelines for learning about another culture, respecting intellectual property rights, and developing ethical protocol for working with Indigenous peoples.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A Instructor: Jean Kayira

Times: ONLINE Wednesdays 1:00pm – 4:00pm January 6 – May 7th 

This two-credit course explores essential themes related to justice, equity, diversity, and inclusion as they relate to power, social and economic marginalization, and environmental movements and organizations. This understanding will be used to support personal agency and self-location within movement and organizational change processes. The curriculum will focus on communities that have been systemically marginalized and oppressed, a critical analysis of diversity, equity and inclusion work, and an exploration of how dynamics such as structural racism and indigenous erasure play out in the environmental field and social justice movements. This course is designed to help train emerging environmental professionals to advocate for and implement strategies that support social and environmental justice. Students will learn methods and strategies for understanding dynamics of social oppression; building mutual and respectful relationships across difference, and addressing power dynamics integrating equity considerations into environmental and social change initiatives. This course aims to help students develop awareness and skills that will allow them to effectively support just, equitable, and inclusive outcomes in their work and scholarship.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A Instructor: Sarika Tandon

Times: ONLINE Fridays 2:00 – 4:00 pm; Jan 15, 22, 29; Feb 12, 26; Mar 19; April 2, 9, 16, 23

This course encourages successful ecological field research by building skills in hypothesis generation, experimental design, data screening, use of correct statistical analyses, and effective presentation of

results. Basic univariate parametric and non-parametric statistical procedures (chi-square and related tests; ANOVA; regression and correlation analyses; generalized linear models) are reviewed. Through lectures, in-class laboratory exercises using R, group homework projects, and analysis of quantitative methods used in current studies of conservation biology, students develop skills needed to design effective field research aimed at biodiversity conservation and natural lands management.

Restriction: by permission.  (Cont. Ed. will request permission when enrollment form is received.)

Section A: Liz Willey

Time: ONLINE Thursdays, 8:00am – 11:00am January 7 – May 6

There is an art and science to effective advocacy. We will tackle theory, practice, and research as a means of understanding effective venues, strategies, and tactics for advocacy. We will engage in ‘hands on’ opportunities to build skills, knowledge, experience, and demonstrated ability. We will explore the role of the environmental professional as advocate in the formation and implementation of public policy at a range of scales and domains: international, national, state, and local levels and within private sector organizations and industries. This includes an advanced discussion of the environmental professional as a change agent in social, political, and economic contexts, and the environmental professional’s roles within private and public sectors. Course participants will research an environmental issue, identify a theory of change, and create a roadmap for effective ways to achieve outcomes. Issues include biodiversity conservation, climate change, community resilience, environmental justice, food security, indigenous rights, and sustainable development.

Restriction: by permission. (Cont. Ed. will seek permission when enrollment form is received.)

Section A Instructor: Abi Abrash Walton

Time: ONLINE Saturdays 8am-12pm, Sundays 1pm – 5pm Jan 23 & 24, Feb 20 & 21, Mar 20 & 21, April 24 & 25

Burning fossil fuels and our changing climate have a significant impact on public health. Existing health threats will intensify, and new health threats will emerge. In addition, climate change has the worst effects on individuals already lacking health equity. Public health impacts include increased respiratory and cardiovascular disease, injuries and premature deaths related to extreme weather events, changes in food supply and access, along with water-borne and other infectious diseases. Climate change negatively impacts mental health as well. This can be through psychological trauma caused by personal injury, injury or death of a loved one, damage to or loss of personal property and pets, and disruption from the loss of livelihood.

This course will focus on how to leverage existing public health infrastructure to build climate resilience and engage and serve frontline communities that are most vulnerable. Participants will learn about the various climate impacts that directly and indirectly affect public health, be familiar with the steps necessary to conduct a public health climate impact assessment, and how climate solutions can achieve ambitious health targets through win-win strategies that promote climate justice, health and health equity, resilience, and a sustainable economy.

Section A Instructor: Christa Daniels

Times:  March 7 – April 3

Delivery: Online Asynchronous

Already communities are being impacted by a changing climate: the flooding of communities along the Eastern Seaboard and Gulf Coast due to sea-level rise, the long-term droughts in the South and Upper Midwest, the wildfires and subsequent landslides in the West and the hospitalization and associated deaths from extreme temperatures in cities due to extreme temperatures. In responding to such climate-mediated impacts there are three leading criteria in choosing a response strategy: effectiveness of any specific recommendation, ease of implementation and costs. This module focuses on the associated costs analyses that should accompany any on-the-ground response to projected climate impacts. Marginal cost analysis will be covered, as well as dollar-based valuation approaches, including avoided damage costs, replacement costs and substitution costs. The issue of financially discounting the future in light of inaction will be addressed. Finally, funding sources and financing strategies will be introduced.

Section A: Christa Daniels

Times:  April 11 – May 7

Credits: 1

Delivery: ONLINE

Climate change disproportionately affects communities of color and communities facing poverty. This module will focus on understanding how the intersections of social injustice and climate change can intensify the effect of climate impacts in communities that have been historically marginalized. This course will train current and future resilience professionals to work in a more inclusive manner with diverse constituencies and to advocate for and implement strategies that yield more equitable outcomes. Participants will have the opportunity to learn about equitable adaptation strategies and tools, as well as on-the ground case studies from a community-based perspective. Participants will learn process oriented methods and outcome oriented strategies for integrating equity considerations into climate resilience initiatives in various settings, as well as developing interpersonal and leadership skills that will allow them to effectively support equitable outcomes in their work.

Section A:  Sarika Tandon

Times:  January 31 – February 27

Delivery: Online Asynchronous

The overall goal of the course is to introduce students to the principles of financial administration as applied to the management of organizations. This course is designed for students with little or no financial background. There is an emphasis on governmental and non-profit organizations. The course has the objectives for the student to: become familiar with the language of finance, essential for those who will play a role in managing the financial resources of an organization; understand the basics of the financial system and its components; learn the principles of preparing an annual and capital budget; gain experience in setting up and using spreadsheets; develop skills in the analysis, interpretation, and use of financial information; become familiar with the principles of time value of money; review the principles of investment and retirement accounts; and become familiar with the key components of an annual financial audit and systems of internal control. The course will focus on gaining competency in financial management skills as directed towards running an organization. It will briefly expose the students to accounting/book-keeping, primarily for the purpose of gaining an understanding of the language and the principles of accounting.

Spreadsheet programs will be utilized as a primary tool in analyzing and presenting financial information. A number of case studies will be used to illustrate the principles of effective financial management.

Restriction: by permission.  (Cont. Ed. will request permission when enrollment form is received.)

Section A Instructor: Taryn Fisher

Times: ONLINE Saturdays 1:00 – 5:00 pm and Sundays 8:00 am – 12:00, Jan 23 & 24, Feb 20 & 21, March 20 & 21 and April 24 & 25

The goals of this course are to explore a range of historical and contemporary methodologies of science and environmental education, to consider the relationships between the social contexts of science, environmental studies, and educating for sustainability and how they are taught in the classroom, and to examine science as an evolving knowledge system. With emphasis on philosophy and theory as well as practice, we will consider questions regarding the nature of science education, environmental education, and education for sustainability and how we distinguish between them. You will reflect on your own personal experiences as a learner and as a teacher as you study trends of the past 150 years and ponder how these trends will apply to your practice as an educator.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A Instructor: Ellen Doris

Online: Jan. 15 – May 7

Designing curriculum is an extremely creative process, filled with dilemmas, excitement, and anxiety. Crafting what people do for an extended period of time, deciding what they need to learn, how, and when, is a political, philosophical, and theoretical experience. It’s demanding, time-consuming, and rewarding. You will have opportunities to craft an original 1-month curriculum for the context in which you plan to teach and to help each other enhance the development of each other’s curriculum under development. In particular, we will experience first-hand and theoretically ideas like constructivism, experiential learning, authentic learning, and problem- based (inquiry-based) curriculum. Well-crafted curriculum is a series of loops, connecting one experience to the next. We build experiences for our students which tie together content, skills and dispositions in meaningful, authentic ways. I look forward to creating for you and with you, opportunities to think critically and creatively about how to design powerful curriculum.

Restriction: With permission of academic department.  (Cont. Ed. will seek permission when enrollment form is received.)

Section A instructor: Gopal Krishnamurthy

Time: ONLINE Thursdays, 1:00 – 4:00pm January 7- May 6 

This course introduces program development techniques for youth and adult environmental education activities in non-formal contexts. Designing educational programs is an extremely creative process, filled with controversies and dilemmas. It is a political, philosophical, and theoretical process. In this class, we will analyze, critique, and redesign both the explicit and hidden curriculum of a variety of materials as we attempt to resolve our conflicting conceptions of program planning and develop our own philosophy of curriculum design. Consider this course as a way to help you move further along with your own questions and concerns about curriculum design and as an opportunity to twist, stretch, and flip your current understanding of what it means to design educational programs.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A: Libby McCann

Time: Thursdays, 8:00 – 11:00am, January 7- May 6

The flora of New England is one of the best studied and well known in the world. Over 4000 species of plants can be found in this region. Because of the unique topographic, edaphic and successional diversity of central New England, the greatest collection of species in the northeast can be found within a 50 mile radius of the shared borders of VT, NH, and MA. This course focuses on the identification and taxonomy of woody and herbaceous vascular plants of central New England through the examination of the plants’ anatomical and physiological characteristics. The course will begin with the study of evergreen woody plants, followed by deciduous woody plants (both winter and summer characteristics), and ending with spring wildflowers. Lectures and local field excursions will be used to convey information. Students will utilize plant characteristics (e.g., twig, bud, bark, leaf, and flower characteristics) in conjunction with taxonomic keys to assist with identification of the flora.

Restriction: by permission.  (Cont. Ed. will request permission when enrollment form is received.)

Section A Instructor: Peter Palmiotto

Time: ONLINE Fridays, 8:00 – 11:00 am, January 8– May 7 (+ fieldwork Saturdays 8-11am TBD + 1 Sunday) 

What are the techniques we use to assess wildlife? What are the components of a well-rounded inventory? We will use winter snow and spring melt conditions to investigate the methods of detecting fur-bearers, amphibians, and birds. We will review the basics of developing investigation plans, base mapping, and map & compass use, and then begin our field sampling of wildlife sign, calls, and sightings. Lecture and field time will be combined to provide an in-depth review of line intercept, transect and point count methods. Assessments will be derived from quantitative data in order to provide guidance for management purposes. 

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A Instructor: Mike Akresh

Time: ONLINE Fridays, 1:00 – 4:00 pm January 8 – May 7 (+ Saturday, May 1)

“The nation that destroys its soil, destroys itself.”
– Franklin Delano Roosevelt

The field of soil ecology has grown tremendously over the past 30 years as researchers, farmers, and conservation activists become aware of the important roles that soil organisms play in plant community structure, ecosystem functioning, and economic stability. Conservationists, land managers, and farmers continue to explore management techniques that incorporate soil “health” into conservation initiatives and farm plans. What is healthy soil? How do soil organisms influence soil fertility and plant distribution? How does human activity influence the ability of soil organisms to function optimally? The first part of this course will focus on soil physical processes such as soil formation and development. We will then turn the bulk of our attention to soil biological properties and processes. Topics we will cover in depth include: soil microbial community structure and functioning; soil food webs; the impact of land management on soil organisms; the role of soil organisms in ecosystem functioning; soil organic matter turnover and nutrient cycling; interactions between soil biota and vascular plants; soil communities under conventional and sustainable agriculture, and; the effects of climate change and human activity on the structure and functioning of soil communities on a global scale. This course will combine lectures, seminars, field trips, and a self-guided laboratory or field experiment, and emphasis will be on both natural and agricultural ecosystems.

Restriction: by permission.  (Cont. Ed.  will request permission when enrollment form is received.)

Section A Instructor: Rachel Thiet

Times: ONLINE Thursdays 1:00 – 4:00 pm, January 7 – May 6