The world today needs citizens that value and behave in response to an ever-accelerating ecological crisis. Place-based environmental education delivered in an expeditionary framework can facilitate the development of students' conservation ethic and action. This thesis seeks to apply research on conservation psychology and environmental education in the design of a comprehensive, semester-long, field-based expeditionary curriculum focused on landscape studies of the Colorado Plateau taught at Prescott College. The research and curriculum design explore the question: What are the critical elements of an expeditionary, place-based semester curriculum that instill a conservation ethic and action within students? This question was explored through curriculum design and implementation informed by textual research and theory and in utilizing the application of heuristic research methodologies. As a result, the research grounds and integrates the awareness to action continuum into an expeditionary field semester curriculum to present the critical elements of fostering a conservation ethic in students, using a creative applied thesis format.
|Advisor:||Barnes, Joel C.|
|Commitee:||Hulmes, Douglas F., Sherman, Peter|
|School Location:||United States -- Arizona|
|Source:||MAI 58/02M(E), Masters Abstracts International|
|Subjects:||Environmental education, Curriculum development, Higher education|
|Keywords:||Conservation psychology, Environmental education, Expeditionary learning, Outdoor education, Place-based education|
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