Graduate Program Prioritization Criteria and Questions/Elements M.S. in Environmental Education

Transcription

1 Graduate Program Prioritization Criteria and Questions/Elements M.S. in Environmental Education 1. History, Development and Expectations of the Program a. Provide, to the best of your ability, a brief description of the program s history including the evolution of the program over the years. Describe specific changes that have been made to the program curriculum, changes to student demographics and the impact of these changes on the program, and efforts to recruit students to the program. If this is a new program, describe efforts to build the program and the progress of these efforts to date. (550 words) The M.S. in Environmental Education (EVE) was developed in the late 1960s as an outgrowth of an increasing societal awareness of the fragility of our natural environment and the damage caused from unintended consequence of our increasing consumerism and chemical technologies. Today, the program has evolved to address current issues and skills students need to interpret environmental information for others. In recent years we have developed a core of required courses and aligned the courses thematically in the areas of environmental science, policy and sustainability. In regards to a change in demographics, the general student population and enrollment has been very consistent until this year. Approximately 60% of our students are educators in the K-12 system, 10-15% are environmental educators in informal centers such as Audubon, Mystic Aquarium and CT Department of Environmental Protection. The remaining 25-30% of the students work in industry or attend as full time. Since around 2010 many of our students began to require financial aid to complete their studies. Up until then most of our students paid out of pocket semester by semester. The state s economic down turn has resulted in a dependency on financial aid. To accommodate our students, courses are scheduled in a manner that allows students to qualify for financial aid and be able to have a workable schedule. b. Is there anything else you would like us to know? (Issues you might choose to discuss could include visibility of the program, relationships the program has external to the university, changes in the economic support for the program, staffing, etc.) (150 words) Alumni of the EVE are employed in a wide range of professions including K- 12 education, informal education at Environmental Centers, CT DEEP, Utility Companies and other organizations and corporations. EVE students

2 and alumni serve on the staff of environmental organizations such as Connecticut Outdoor Environmental Organization. In terms of visibility, the program could have a higher profile and did in the past. The fact that the program coordinator has no release time and the fact that the department does not have it s own secretary have reduced our ability to do the kind of outreach we have done in the past. 2. External Demand for the Program a. Using the data provided, review and explain the relationship between the program and external factors that impact the: i. number of applicants and percentage of applicants accepted ii. 5-year enrollment trends (450 words) Academic Year Program Applications Accepted Acceptance % MS-EVE % MS-EVE % MS-EVE % MS-EVE % MS-EVE % Enrollments '08 '09 '09 '10 '10 '11 '11 '12 '12 '13 Avg ing Avg Female Male Total Full-Time Part-Time Based on the data provided, the program maintains an average of 12 accepted students per year. This exceeds that Graduate Council s standard of an average of 10 new students per year. We try to pre-screen potential students (e.g., GPA, goals and expectations, etc.) so that most of the applicants end up being accepted into the program. We had odd years in this respect in and It is difficult to say why this is. Certainly the global recession that began in Q3 of 2008 had an impact in Many potential students had understandable concerns about money. On average, there was a 20% decrease in applications after We believe that the persistence of the economic downturn is impacting the number of applications. The number of applications is probably also

3 affected by the proliferation of 1-year Master of Arts in Teaching degrees (MATs). We make every effort to contact and engage with potential students, but again, we are hampered by lack of full secretarial support and release time for the program coordinator. Enrollments during the period of record are roughly cyclical with high points in ing of 2010 and Linear regression analysis shows a slight longterm decrease of 0.13 enrollments per semester. Also, there is a linear downward trend in full time students of approximately 1 student per academic year and an upward trend in part time students of approximately 1 student per academic year (-0.58 and 0.45 per semester respectively). Again, we attribute this to the economic recession. Our student demographic, which is teachers in K-12, people desiring to be teachers, and people involved in or interested in informal environmental education (e.g., Audubon Center staff), has been cautious about spending while the economy is weak. This caution also manifests itself in student waiting until the last minute to register for classes. In addition, students are taking longer to graduate because many can afford to take only one class at a time. On the whole, however, enrollments have been consistently between 21 and 26 per semester over the period of record (with the exception of ing of 2012). Although enrollment and applications changes are slight over the period of record, we wish to see our program grow more vigorously. We plan to increase our attendance at conferences in the region where people interested in environmental education would be expected to attend (e.g., the Connecticut Outdoor and Environmental Education Association). In addition, we are forming closer ties to Informal Environmental Organizations such the Connecticut Audubon Society. This would allow us to recruit students who might wish to pursue a master s degree and could provide internship opportunities that would enhance the employment opportunities for our graduates. b. Which employers, institutions and/or communities benefit from this program? Describe how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words) The beneficiaries of our program include the K-12 schools, environmental education organizations such as Audubon Centers or Norwalk/ Mystic Aquariums, the Nature Conservancy, and elements of the private sector that are interested in sustainable business practices. Environmental entrepreneurs, such as Informal Environmental Educators who prepare hands-on experiences for K-12 students or people who start green businesses, also benefit from our program. The citizens of the state of Connecticut benefit from our program because environmental awareness

4 leads to better political decisions concerning the environment and, ultimately, to a better quality of life. As a coastal state with a long industrial history, the citizens of Connecticut need to have a high level of environmental awareness. We have ubiquitous problems with industrial pollution as well as exposure to hurricanes and sea level rise. c. Is there anything else you would like us to know? (Issues you might choose to discuss could include competition from local, regional, and other institutions.) (100 words) The a little over one half of our graduate students are K-12 teachers. They are required by the state of Connecticut to obtain a master s degree within a certain number of years after being hired. Recently a number of Master s of Arts in Teaching program s appeared in local colleges and universities. These programs offered a master s in 1 year. Lower costs and quicker acquisition have attracted many teachers that might have sought masters in 2-year programs such as ours. Also, the program coordinator gets no release time for advising and recruiting. A change in this situation could improve enrollments. 3. Internal Demand for the Program a. Using the data provided, please describe how courses in your program serve students in other programs. What percentage of students in your courses come from other programs? Please provide enrollment data for graduate courses offered by your department that are required for other graduate programs. (Some of your discussion in this section may be repetitive, but is important in understanding the internal demand for the program.) (100 words) To our knowledge, our courses are not required by any other program. We do have students (e.g., from history, political science, public health or business) from time to time who wish to expand the horizons of their graduate education by taking courses offered by our program. However, our courses are frequently attended by Science Education to help fill out their content knowledge in areas of interest. b. How is enrollment for your graduate program influenced by enrollment in your undergraduate program? Is there potential for a formal pathway between the two programs? (100 words) Enrollment in our graduate program is rarely influenced by enrollment in our undergraduate programs, with the exception of students seeking science certification. This is chiefly because our two undergraduate programs, in environmental studies and marine studies, are minors. We have no

5 undergraduate major. We realize that this situation needs to change. Having an undergraduate major would provide a great deal of leverage for the graduate program. We are planning to do two things: 1) create an interdisciplinary undergraduate major, and 2) create a 4+1 option that allows student to complete both the undergraduate and graduate programs in 5 years. c. How reliant are you on non-program students taking your courses? (100 words) We are not reliant on non-program students taking our courses at all. d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing services)? (100 words) None of the sort suggested by the question. e. Is there anything else you would like us to know? (100 words) Yes, students in other graduate programs (business for example) are developing an interest in sustainability. This is an environmentally based concept that crosses many disciplinary lines. The Environmental Education program is well positioned to provide education in this area. Also, many teachers in the area are going to be working in Connecticut Green Leaf schools. Green leaf schools are CT K-12 schools that provide effective environmental and sustainability education, improve the health and wellness of students and staff, and reduce environmental impacts and cost. The EVE program is a natural for providing the teacher education for this CT Green Leaf. 4. Quality of Program Inputs and Processes a. Please provide a narrative of how the qualifications and assignments of your full- and part-time faculty align with and support the program. Please include a discussion of the challenges and successes the department faces in providing qualified faculty to meet the needs of the program. In those programs where it is appropriate, please discuss the integration of adjuncts into the program s curriculum. (450 words) The Department of Science Education and Environmental Studies has 5 fulltime faculty. Three of these teach regularly in the EVE program. One has a Ph.D. in biology from the University of Connecticut, one has a Ph.D. in environmental marine chemistry from the Florida Institute of Technology, and one has a Ph.D. in Earth Science with a concentration in oceanography

6 from the University of California at Santa Cruz. The other two faculty members teach education courses in the EVE program. The environmental education program has two major thrusts. One is expertise in teaching. By this I mean the scholarship of teaching. The other is content expertise. By this I mean the scientific environmental research. All of the faculty have some level of expertise in both realms. Dr. Koehler, for instance, has a degree in curriculum design but has been a member of a scientific research party on the Greenland ice cap. Dr. Graves is also a curriculum and technology expert, but is currently participating in research on salt marsh succession after attempts to eradicate invasive plant species. Drs. Breslin and Tait, on the other hand, are active environmental researchers with interests in marine pollutions, storm impacts, and other socially relevant areas of investigation. Although they do not teach curriculum courses, Dr. Breslin is a former recipient of the J. Philip Smith Teaching Award, and Drs. Breslin and Tait are SENCER leadership fellows. SENCER is a National Science Foundation program that fosters the integration of teaching science and civic engagement. A course co-authored by Drs. Breslin and Tait has been selected as a national model for teaching science by the SENCER organization. Dr. Tait was twice a keynote speaker at conferences on the topic. We also have a very talented contingent of adjuncts, all of who are highly qualified and bring the expertise they are known for in the wider community. For example, Ken Metzler who teaches our ecosystems course (EVE 532) is a former state of Connecticut biologist. Tom Tavella, who teaches our environmental design course (EVE 540), is a profession environmental designer who works in the community. Eric Hammerling, who teaches our political and legal aspects of the environment course (EVE 539), is the executive director of the Connecticut Forest and Park Association. These are not simply people we bring in to teach a course, but valuable resources with special knowledge and professional experience. In a number of cases, these adjuncts have been able to aid our graduates in obtaining jobs. b. Briefly describe the merits and logic of your curriculum. (250 words) The program has a common core then a distribution of electives in four major areas: science courses, policy courses, education courses, and sustainability courses. The reasons for these four areas are 1) anyone wishing to understand an environmental issue needs to understand ecosystems, 2) the policy is how society attempts to address these issues, 3) knowledge of education is needed for anyone who has to interpret environmental problems to others, and 4) sustainability is the core concept of how society and nature

7 can co-exist in the future. The core s purpose is to see that students are exposed to a broad spectrum of environmental subjects. Students are then able to tailor the rest of their program in ways that align with their interests. Students end with a capstone project that allows them to integrate the various threads of their environmental education curriculum. This typically takes the form of a special project or thesis. Special topics are typically more popular. Students often use the opportunity to create curricula. Examples of recent special topics include: The Terra Sage E-series a series of internet videos about environmental issues for teachers and the public. Microbes, Global Environmental Changes, and Human Health a unit of study on human health and the environment that covers the State Standards for Grade 7 Science and Technology. Smartphone Apps in Environmental Education Fieldwork an iphone app that allows students to identify vegetative regimes and report changes in those regimes to a global database. c. How dynamic is your program? Please identify and describe what procedures are in place to provide continued, regular evaluation and review (include formal and informal activities). Describe the impact of the review on the program and curriculum (e.g., FAAR data may be used as evidence, as well as other documentation of changes to the curriculum). (300 words) Due to the fact that our department is small, we discuss our programs strengths and weaknesses in department meetings on a semi-regular basis. Feedback is informal and consists discussion of our own observations and of feedback we gather from students. Our students are often professional teachers and are not shy about sharing their opinions. We ask students about their needs each semester so that we can plan our course offerings (e.g., if a needed course is cancelled we schedule it ahead of it s place in the rotation). Some faculty in the program end their courses with a re-cap of the course and discussion of how the course might be better or better meet the needs of the students. This led, for example, to creation of a common core in the program several years ago. More recently, the program was re-organized into distinct, formal emphases that include environmental science, policy, education, and sustainability. This re-organization is reflected in our Planned Program of Study form but not yet in our catalog description. d. Is there anything else you would like us to know? (Issues you might discuss could include the quality of your incoming students, or a comparison of your curriculum, courses, assessments, experiences to similar programs. How does

8 your program better serve students than similar programs offered elsewhere?) (200 words) Distinctive aspects of our program are include its flexibility for students, its strong science content, its breadth in terms of the variety of emphases (see 4c above), and the experience of two of our faculty with teaching in the public schools and therefore understanding the needs of many of our students. In terms of comparison to other programs, Southern s Environmental Education master s is one of two Master of Science in Environmental Education (as opposed to Environmental Studies or Environmental Science) programs in New England. The other one is at Antioch University in Keene, New Hampshire, which offers an M.S. in Environmental Studies with a concentration in Environmental Education. Their program is has far fewer offerings in environmental science, in policy, and in sustainability. There is little flexibility to provide for individual student goals, and there is no hard science lab or field experience offered (e.g., such as our course in Analytical Methods). 5. Quality of Program Outcomes a. How does your program use assessment data to ensure quality of student outcomes? Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course evaluations, alumni surveys, professional assessment/evaluation, other assessments, participation in groups or organizations that focus on pedagogy or andragogy. Insert a table listing your program outcomes. Note that the table does not count in the word limit). (900 words) '08 '09 '09 '10 '10 '11 '11 '12 '12 '13 Avg ing Avg Students Overall GPA Note that grade point averages for the students in the program are in the expected performance range for all semesters of record. Looking at and ing averages, student average GPAs for are above the demarcation line for A- and for ing are above the demarcation line for B+.

9 Course Information Survey 08/09 09/10 10/11 11/12 12/13 Statement SA/A SA/A SA/A SA/A SA/A Methods of instruction have helped me understand the subject matter. 86% 97% 97% 75% 93% Reading the assigned material has helped me understand this subject. 82% 94% 98% 89% 84% Exams and out-of-class assignments have helped me understand the subject matter. 89% 85% 100% 86% 93% Number of exams & other graded assignments has been sufficient to evaluate my progress. 88% 92% My experiences in this class make me want to learn more about this subject. 87% 92% I would rate the quality of instruction in this course as high. 88% 96% I would rate the overall quality of this course as high. 87% 93% This course helped me meet the learning goals. 96% 86% 96% This course evaluated how well I met those learning goals. 93% 75% 91% My experience in this course helped me appreciate this subject. 96% 86% 95% The instructor provided regular feedback on my performance in this course. 99% 82% 87% The instructor had high standards for student achievement. 100% 89% 89% The instructor encouraged me to take responsibility for my own learning. 100% 96% 97% Student opinion data over the period of record has a range of 75% to 100% for SA/A over all categories. The mean SA/A score is 91% and the median is 92%. The distribution is symmetrical and the range of variability is fairly narrow (i.e., the standard deviation is 6%). That is, 68% of the values in the chart lie between 86% and 97%. Conversely, the mean value for NO/D/SD would be 9% and the median 8%. Basically 9 out of 10 students in the program over the last 5 years think highly of the education they received in the program.

10 The following are the learning outcomes for the M.S. in Environmental Education program. The course numbers identify the places in the curriculum that particular learning outcomes are addressed. For example, under learning goal one, the courses listed cover ecosystems, energy and climate, environmental policy and law, economics and human beliefs. These threads are interwoven into each of these courses, e.g., a course on climate and energy necessarily addresses economics, politics, and human perceptions Outcome Integrate information and concepts from a variety of disciplines including the sciences, economics, politics, and behavioral studies as they relate to current environmental issues. Identify a variety of methodologies and program designs for investigating a range of environmental issues and concerns. Critically analyze curriculum and develop instructional tools (lessons) suitable for teaching and learning in a variety of formal and non-formal educational venues. Conduct hands-on investigations in environmental science in which students gather and analyze data and produce reports in written and oral formats. Courses Addressing/Assessing Outcome EVE 532, 533, 539, 559, 550, 552 EVE 537, SCE 575 EVE 535, 545/6 EVE 537, 575 Assessments are built into the curricula of all of our courses and the assessment tools include essays, lab or project reports, exams, presentation, final papers, portfolios, and student authored curricula. In addition, we take note of the achievements of our students after graduation. We have had students go on to be very successful as museum administrators, environmental lawyers, directors of environmental education centers, and as outstanding classroom teachers. We have also had students pursue Ph.D. degrees at respected universities, e.g., a Ph.D. in environmental philosophy from Antioch University. b. Is there anything else you would like us to know? (Issues you may choose to discuss could include preparing your students for employment or further scholarly pursuits. Where possible provide data driven examples, e.g., number of students who pass the licensing exam). (300 words)

11 The quality of our program is attested to by the many graduates that have gone on to exemplary careers with institutions such as Northeast Utilities, the CT Department of Energy and Environmental Protection, Mystic Aquarium, the Audubon Society, the Connecticut Outdoor Environmental Education Association (COEEA), and as successful K-12 teachers in ~ 80 towns and/or school districts. Also, we used to attract a number of out of state students because of the uniqueness of our program and because we could offer graduate assistantships. The number of assistantships available to the program has been reduced to one. The loss of assistantships has markedly reduced the program s ability to attract out of state students. 6) Size, scope and productivity of the program a. How many credit hours does the program generate? 08/09 09/10 10/11 11/12 12/13 Credits Generated Total Academic Credits Major Credits Total Students Students often take courses from the Science Education (e.g., SCE History and Dimensions of Scientific Thought or SCE 573 Multimedia Technology) program or from Interdisciplinary Studies (e.g., IDS 553 Grant Writing or IDS 560 Environmental Issues and Strategies) as electives in the program. Also, the number of registrations in was anomalously low. We have no explanation beside a generally poor economy. b. What degrees or certificates are awarded? Master of Science in Environmental Education c. How many degrees or certificates have been awarded (five year data)? 08/09 09/10 10/11 11/12 12/13 Degrees Conferred MS-Environmental Education

12 According to these data, a total of 35 degrees were awarded during the period of record with an average of 7 degrees per year. Many of our students choose summer graduation, however, and it is not clear if this record also reflects summer graduations. The numbers seem low relative to the number of accepted students, although we are aware of one or two lingering students. d. Using the data provided, present and discuss the record of the graduate faculty in research/creative activity. (200 words) Category Counts by Program Faculty Productivity Data-Master of Science in Environmental Education Report Date Range: July 1, 2009 to June 30, 2013 Publications Type of Publication 09/10 10/11 11/12 12/13 Journal Article, Academic Journal Professional Presentations Presentation Type 09/10 10/11 11/12 12/13 Keynote/Plenary Address Lecture Oral Presentation Other Paper Poster Professional Conference Participation Role 09/10 10/11 11/12 12/13 Attendee Other

13 Contracts, Grants and Sponsored Research Type 09/10 10/11 11/12 12/13 Grant During the period of record the EVE faculty gave 13 oral conference presentations and 13 poster conference presentations for a total of 26 research presentations. Research presented was in the field of heavy metals in marine sediments and the field of the scholarship of teaching science. The research focus of the faculty is faculty-mentored student research and we are very productive in this respect. A peer-reviewed journal article was produced and a keynote speech was given at a conference. During the period of record, the EVE faculty was successful in obtaining 11 grants and contracts for a total of $610, The sources of the grants include the Werth Family Foundation, the U.S. Department of Agriculture, Connecticut State University Research Grants, and SCSU Faculty Development Grants. Grants funded research conducted in by faculty associated with the Center for Coastal and Marine Studies, the purchase of instrumentation such as a Milestone DMA-80 Mercury Analyzer, and producing the Annual Seminar Series on Environmental Issues in Long Island Sound. There were also 11 conference participations by EVE faculty. e. What types of student or student/faculty research or creative activity have been developed and or produced (e.g., include theses, dissertations, special projects)? (100 words) Most students choose to engage in special projects because their interest lies in teaching. Included among the projects is an environmental smart phone app, a sustainability curriculum for elementary school students, a curriculum that matches plate tectonics concepts with cognitive development theory, a pictorial guide to birds written for teens and young adults, and a series of internet videos on environmental issues. On the research side, during the period of record, two students pursued theses concerning the distribution of spatial patterns of metal contamination

14 of oyster tissue and the relationship between oyster disease, growth abnormalities, and tissue heavy metal content. f. In your narrative discuss how all these data impact or have impacted the size, scope or productivity of your program. (200 words) Our involvement in programs such as SENCER (the NSF-sponsored program to support science and civic engagement), AASHE (Association for the Advancement of Sustainability in Higher Education), and our research in both environmental science and the scholarship of teaching have influenced our pedagogy and course content. We have structured many courses around problem solving and sustainability. This has increased the scope of our program in that we are not just teaching environmental issues but environmental problem solving. Our intent is that our graduates promote this approach or way of thinking to their students or to the general public. In our course EVE 552 Long Island Sound: Environmental Perspectives, each of our students are tasked with identifying unresolved management issues at local or regional impaired ecosystems, education centers, or state parks and working with stakeholders to implement or evaluate sustainable management actions to improve ecosystem function or program outcomes. Also, EVE faculty have obtained grant monies supporting course activities such as the purchase of water quality and heavy metal analytical instrumentation as well as research vessel time (all used in EVE 537 Analytical Techniques and Instrumentation). In addition, collaborations have been established that benefit out students (e.g., with the state shellfish pathologist). g. Is there anything else you would like us to know (this might include a discussion of equipment purchased solely for the purposes of the graduate program). (100 words) In ing of 2008, faculty in the EVE program were asked to serve as keynote speakers at two regional conferences, one at Rutgers University and one at Case Western Reserve University. Also, in of 2013, members of the EVE faculty played a key role in inspiring a $2.3 million gift for the Center for Coastal and Marine Studies, an institution founded by these same faculty.

15 We have also acquired a state-of-the-art mass spectrophotometer for our Analytical Techniques course and water quality meters for the Water and the Environment course we are developing. 7) Revenue and other resources generated by the program a. What are the sources and how much revenue does the program generate through student enrollments? Fiscal Year Student Tuition and Fees Other Revenue Sources Grand Total Revenue ,741 69, , ,892 61, , ,999 32, ,114 The program generated a total of $ 821, over the 3 years of record. b. What are the sources and how much additional revenue does the program generate through fees such as laboratory or special user fees? (50 words) There are no additional from laboratory fees or special user fees. c. What are the sources and how much revenue does the program generate by services (e.g., external or to other programs)? (50 words) The program does not generate revenue via services. d. In the narrative on this section discuss how the revenues and other resources impact the size, scope and productivity of your program? (100 words) The program remains highly productive but would benefit from increased enrollment due to factors listed in sections 2a and 2c. An increase in program size might be leveraged by an increase in program scope. The growing importance of sustainability has gone hand-in-hand with the growth of environmental awareness and the intensification of human environmental impacts. Reorientation of some of our existing courses toward sustainability (e.g., EVE 540 Environmental Design) and eventually adding a 2 nd track to the program, Sustainability Education, could significantly increase our external demand.

16 Lack of a full time secretary and coordinator credits are problematic to program size. e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to the University, etc.) (100 words) EVE faculty were instrumental in attracting a $ 2.3 million gift from the Werth Family Foundation for the Center for Coastal and Marine Studies, the resources of which are used in graduate courses (e.g., EVE 552 and EVE 539). In the future, integrating the program more closely with the Center for Environmental Literacy and Sustainability Education might attract external support (e.g., Werth Foundation). There is currently a movement in the New Haven School District for the creation of Green Leaf Schools (environment and sustainability). Both the Center and the EVE program could play a significant role in this movement. 8) Costs and other expenses Fiscal Year Employee Compensation Operating Expenses Allocated Overhead and Indirect Costs Grand Total Costs Net Income / (Loss) Per BCH Ratio of Costs to Revenue , , , : , , , : ,592 91, : 1.00 a. What are the total costs of the program? They ranged from $91,058 to $146,985 over the period of record with an average of $122,797. b. What is the ratio of costs to revenues? The ratio of costs to revenues is 0.45 to Another way to put it is that 45% of the income generated by the program goes to running the program. An even better way of thinking about it is that the university is getting a ( )/(0.45) * 100 = 122% return on its investment in the program per year. c. What investment in new resources does the program require? (200 words)

17 The department needs its own secretary. Lack of a full-time secretary has led to a reduction in our ability to serve our students needs, and particularly, our ability to attract new students. In the past (distant), our secretary served as a valuable liaison between prospective students and the program and program faculty. She managed student records and outreach in a way that is much more difficult to do with program coordinators who have no release time. The program also needs coordinator credits to help the program grow via attracting new students. In the near future, we need another faculty position. This is particularly true if we are to reorganize the program to accommodate sustainability education and if we also launch an undergraduate program with a 4+1 option for the M.S. in Environmental Education. A person with a Ph.D. in Sustainability Science might be a good pick. d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer courses; cross-listed courses, etc.)? (100 words) We do run summer courses, including a 6-credit course in analytical techniques and instrumentation. We have run a 3-credit water resources class in the summer as well. Other classes have been offered but not filled. Again, this is where a secretary s assistance would be very beneficial in terms of contacting students. We have also discussed other possibilities such as hybrid courses that might attract students with demanding work/family schedules or who live far from campus. We also allow students to take appropriate courses from the Science Education program. 9) Impact, justification, and overall essentiality of the program a. How does this program connect to the University s mission statement and/or the Graduate School s mission statement? (100 words) Southern strives to empower (our students) for active participation and impassioned, ethical leadership in our rapidly changing, global society. The EVE program produces environmental educators who have brought environmental literacy to our schools, business and other institutions. Our students have designed and implemented new environmental curricula in our K-12 schools as well as designing programs for informal education settings (e.g., Audubon Centers). One of our graduates, for example, has his students at West Haven High School monitoring changes in the adjacent salt marsh. b. How does this program respond to societal needs that the institution values? (e.g., producing a critical thinking, educated citizenry; improving the state s workforce; meeting health care needs of the community, etc.)? (100 words)

18 In a world where biodiversity is being lost with extreme rapidity, where the chemistry of the atmosphere itself has been altered, and where coastal cities are threatened with inundation, the program responds to societal needs for a sustainable future. The EVE program enables teachers to complete the state required master s in an environmental field, and produces environmentally literate professionals in a range of occupations from utility companies to informal education centers (e.g., Audubon). c. To what extent does this program help the institution differentiate itself from similar programs at peer institutions? (100 words) Our program is unique in New England. Although one can obtain an M.S. in Environmental Education at Antioch University, our program is a better program in terms of its breadth of coverage, our emphasis on hard environmental science (our students participate in environmental scientific research), and our program s ability to allow students to tailor their program of study to their own interests and goals. We have had interest in our program from potential applicants as far away as California, Georgia, and even Argentina, but lack of financial support typically dissuades out of state applicants from applying. d. Is there anything else you would like us to know? (100 words) Just this week (last week in March), the media reported a landslide in Washington State that buried a square mile of earth and killed 17 people with 173 missing. This same week brought a story reporting the statistic that approximately 7 million people per year lose their lives to environmental pollution. The major scientific and social challenges of the future require multidisciplinary perspectives and an active, knowledgeable citizenry. They also require people that are trained to interpret environmental information and communicate sustainable practices. If environmental education is essential now, it will only become more so in the future. 10) Opportunity analysis of the program a. Describe the external opportunities for strengthening your program. (300 words) We are already working to develop internship opportunities with state informal science education institutions such as the Audubon society. Fortunately, many of our graduates work at these places.

19 Marketing our program at conferences for environmental educators and conferences with environmental themes is another option. We have a strong program but it needs to be better advertised within the region. As we ramp up the sustainability aspects of our curriculum, we may be able to place our students into internships in the industrial sector. Some of our graduates are presently employed by this sector. b. Describe the internal opportunities for strengthening your program. (300 words) Our most significant opportunity comes in the form of launching an undergraduate major, which many of our students have asked for, and developing a 4+1 option that allows qualified undergraduates to gain a bachelor s and a master s degree in 5 years. Part of the strategy would be to create an undergraduate program that provided a lot of flexibility in course options and a very reasonable number of required credits. We would like to see students able to complete this program in the time specified. Another opportunity would be to work closely with allied departments to allow them to develop a 4+1 track from their major into EVE. The department could also work with the school of education to establish a clearly defined pathway from a Liberal Studies major (incorporating environmental or marine studies) to the EVE master s program. The interdisciplinary science gained as a result might be particularly valuable to elementary teachers seeking employment. One opportunity for enhancing the innovativeness of our program comes from our close association with Southern s Office of Sustainability. We have already sponsored two of our students in campus projects to enhance the efficiency of energy use on the campus. Having written this report, the department feels very positive about its potential for growth and for the creation of collaborative opportunities (e.g., with CT Audubon) due to the quality of the EVE program and our students and because of the continuing relevance of the EVE program s mission.