DOCUMENT RESUME ED 059 064 SE 013 223 …ED 059 064 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME SE 013 223 Bachert, Russel

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AUTHORTITLE

INSTITUTION

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ABSTRACT

DOCUMENT RESUME

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Bachert, Russel E., Jr., Comp.Directory of Degree Programs Related to Conservation,Ecology, Environmental Education, EnvironmentalScience, Outdoor Education, & Natural Resources.Conservation Education Association, Billings,Mont.7 1

33p.; Education Key to Conservation Series No.7.Interstate Printers & Publishers, Danville, Illinois61 832 (No. 1143 9)

MF-$0.65 HC-$3.29College Majors; *College Programs; *ConservationEducation; Degrees (Titles); *Directories; Ecology;*Environmental Education; *Natural Resources; OutdoorEducation; Program Descriptions

Nearly 150 environmental programs at approximately1 20 colleges and universities in the United States and nine programsat three Canadian universities are described in this directory.Entries are made alphabetically by state. Each includes the name andaddress of the individual to be contacted for further information,the program name and degrees available, and a descriptive annotationof the program. (PR)

U.S. DEPARTMENT OF HEALTH,EDUCATION 81 WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICAL OFFICE OF EDU-CATION POSITION OR POLICY.

The Conservation Education Association

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Directory of Degree ProgramsRELATED TO

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Conservation, Ecology,

Environmental Education,

Environmental Science, Outdoor Education,t, & Natural Resourcespest

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Directory of Degree ProgramsRELATED TO

Conservation, Ecology,


Environmental Science, Outdoor Education,

& Natural Resources

COMPILED BY RUSSEL E. BACHERT, JR.

Order From

THE INTERSTATE PRINTERS & PUBLISHERS, INC.Danville, Hlinois

"PERMISSION TO REPRODUCE THIS COPY-RIGHTED MATERIAL HAS BEEN GRANTEDBY Robert 0.Ellingson

Sec.-Treas., CEATO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE U.S. OFFICEOF EDUCATION. FURTHER . REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PER-MISSION OF THE COPYRIGHT OWNER."

41'4-

Copyright 1971 by theCONSERVATION EDUCATION ASSOCIATION

All Rights Reserved

library of Congress Catalog Carl No. 65-23951

Printed in the United States of America


Directory .1 Dere Progress

Conservation, Eeolon,


Envimnmental Science, Outdoor Education,

& Natural Resources

COM/1 LI 0 BY MAUL LUC:HIRT....

ALABAMA4 University of South Alabama

ALASKA4 University of Alaska

ARIZONAARKANSASCALI FORN IA4 California State College at Bakersfield4 California State College Hayward4 University of California, Davis4 University of California, Irvine5 University of California, Los Angeles5 University of California, Santa Barbara5 University of California, Santa Cruz5 Chico State College5 Humbolt State College6 Sacramento State College6 San Diego State College6 San Fernando Valley State College /7 San Francisco State College7 San Jose State College

COLORADO7 Adams State College7 Colorado State University7 University of Colorado.8 University of Northern Colorads(

CONNECTICUT8 University of Connecticut8 Yale University School of Frsestry

DELAWARE8 University of Delaware

DISTRICT OF COLUMBIAFLORIDA8 Florida Atlantic University8 University of West Florida

GEORGIA/HAWAIIIDAHO

/ ILLINOIS/ 9 Eastern Illinois University

9 George Williams College9 Kankakee Community College9 University of Illinois9 Northern Illinois University10 Northwestern University10 Southern Illinois University

INDiANA10 Ball State University10 Indiana University10 Indiana State University11 Purdue University

KANSAS11 Kansas State Teachers College11 Kansas State University

KENTUCKYLOUISIANA11 Northwestern State University12 Tulane Univetsity

3

MAINE12 College of the Atlantic12 University of Maine

MARYLAND12 University of Maryland

MASSACHUSETTS13 Boston University13 Harvard University13 University of Massachusetts13 University of Massachusetts at Amherst13 Springfield College

MICHIGAN14 Central Michigan University14 Michigan State University14 University of Michigan16 Western Michkgan University16 Northern Michigan University

MINNESOTA16 Bemidji State College ,

16 Mankato State College17 University of Minnesota

MISSOURI17 Central Missouri State College17 Northeast Missouri State College

MISSISSIPPI17 University of Southern Mississippi

MONTANA17 University of Montana

-11.1.^T^

INTRODUCTION

This directory has been produced as a reference for persons interested in furthering their educationthrough a degree program related to either conservation, ecology, environmental education, environmentalscience, outdoor education or natural resources; and for guidance counselors and other individualsresponsible for assisting students in identifying a program that meets their needs and interests.The directory is arranged alphabetically according to state. Each college or university entry includes thename and address of where to write for further information, program(s) available, and a descriptiveannotation. The information used in this publication is based upon material available from that particularinstitution.

Endorsement of this publication has come from the Committee on Professional Preparation of the Councilon Outdoor Education and the Outdoor Education Project of the American Associatioa For Health,Physical Education, and Recreation. The author wishes to thank Dr. Morris Wiener, Chairman of theCommittee on Professional Preparation of the Council on Outdoor Education and Professor of OutdoorEducation at Northern Illinois University and Dr. Julian W. Smith, Director of the Outdoor Educationat Michigan State University for their cooperation and assistance with this directory.Any college or university that has a program which should be included in this directory should sendpertinent data to the author. It is anticipated that some of the entries in this first edition of the directorymay need to be amended or expanded for the second ed'' ion; these should also be sent to the author.Address any correspondence to: Russel E Bacheri, Jr., c/o The Interstate Printers & Publishers, Inc.,Danville, Illinois.

SPONSORED AND ENDORSED BY THE CONSERVATION EDUCATION ASSOCIATION,BOX 450, MADISON, WISCONSIN 53701

NEBRASKA18 Chadron State College18 University of Nebraska18 University of Nebraska at Omaha

NEVADA18 University of Nevada

NEW HAMPSHIRE19 Dartmouth College

NEW JERSEY19 Glassboro State College19 Montclair State College20 ltutgers University

NEW MEXICO20 University of New Mexico

NEW YORK20 Briarcliff College29 The City University of New York20 Columbia University20 Community College of the Finger Lakes20 Cornell University21 New York University21 State University of New York at Albany21 State University College at Buffalo21 State University College of Forestry22 State University of New York at Cortland22 Queens College

NORTH CAROLINA22 North Carolina State University at Raleigh22 Wake Forest University

NORTH DAKOTAOHIO22 Antioch College22 Kent State University22 Miami University23 Ohio State Univeraity

OKLAHOMA23 University of Oklahoma

OREGON23 Oregon State University23 Unlvenity of Oregon23 Southern Oregon College

PENNSYLVANIA2:; California State College24 Cedar Crest College24 Drexel Institue of Technology24 Millersville State College24 The Pennsylvania State University24 Slippery Rock State College

RHODE ISLAND24 University of Rhode Nand

SOUTH CAROLINA24 aemson Univenity

SOUTH DAKOTATENNESSEE25 University of Tennessee

TEXAS25 Lamar State College of Technology

C. 4

25 Texas A & M University

UTAH25 Un;venity of Utah

VERMONT25 University of Vermont

VIRGINIA25 Virginia Polytechnic Institute and

State University

WASHINGTON26 Huxley College27 Olympic College27 Washington State University27 Univenity of Washington

WEST VIRGINIAWISCONSIN27 Northland College27 UnWersity of Wisconsin28 UnWersity of Wiaconsin Green Bay28 University of Wisconsin Madison29 Wisconsin State University Stevens Point29 Wisconsin State University Whitewater

WYOMING29 Univenity of Wyoming

CANADA29 University of Calgary30 University of Guelph30 University of Manitoba30 University of Ottawa30 University of Toronto30 UnWersity of Waterloo

ALABAMA

University of South Alabama

ChairmanDepartment of Health, Physical Education, and RecreationUniversity of South AlabamaMobile, Alabama 36608

Proposed: Degree in Recreation with an Outdoor EducationConcentration

University of South Alabama

Mr. F. H. MitchellDepartment of PhysicsUniversity of South AlabamaMobile, Alabama 36608

Proposed: Interdisciplinary degree in Environmental ControlStudies

ALASKA

University of Maska

DeanCollege of Biological Sciences and Renewable ResmaesUniversity of AlaskaCollege, Alaska 99706

Biological Sciences and Renmable Resources (M.S., M.A.,Ph.D.)

The College of Biological Scinnces and Renewable Resourcesincludes the Department of Biological Sciences, WildlifeManagement, and Land Resources, and offers the M.S. degreewith majors in biology, botany, zoology, wildlife management,fisheries biology, and land resources. A Master of Arts inTeaching (Biology) is offered in conjunction with the Departmentof Education. Ph.D. programs can be arranged within theCollege or by collaboration with one of the research institutesof the University.

The flora and fauna of Alaska's tab. and the great variationin environments, combined with easy access to the field andwell-equipped laboratories, present unusual opponanities forecological, physiological, and systematic studies of macro-organisms and micro-organisms. The wildlife and fisheriesprograms, integrated closely with those of the Alaska CooperativeWildlife Research Unit, are involved with management problemsas well as basic biology. The land resources program dealswith research and management problems in forestry, soils,water relations, and land use.

Geographically, the University of Alaska ia ideally located forintegrated laboratory and field studies of arctic and subarcticphenomena. The laboratories of the College of BiologicalSciences and Renewable Resources are well equipped formodem biological research; and spruce forests, aspen-birchforests, alpine tundra, bogs and several types of aquatic hahitatsare within easy reach of the campus. Faculty and graduateresearch is carried on, also, throughout most of the vast areaof Alaska, extending into southeastern coastal forests, theextensive arctic tundras, and the waters of the surroundingoceans.

In addition to the facilities of the College and those of theAlaska Cooperative Wildlife Research Unit, students can workcooperatively with the staff and facilities of the University'sResearch Institute of Marine Sciences, the Institute of ArcticBiology, and the oh-campus laboratories of the FederalAlaska Water Laboratory, the Institute of Northern Forestry,and the Arctic Health Research Center.

4

AR IZONA

ARKANSAS

CALI FORNIA

California State College at Bakersfield

John R. Coash, DvanSchool of Natural SciencesCalifornia State allege at BakersfieldBakersfield, California 93306

Interdepartmental program emphasizing environmental relation-ships to the health of man

California State College Hayward

Dr. Esther P. RailtonDepartment of Teacher EducationCalifornia State College - HaywardHayward, California 94544

?roposed: Elementary Curriculum (nf.S.) with an option inEnvironmental Education

University of California, Davis

Chairman of the Graduate Group in EcologyInstitute of EcologyUniversity of CaliforniaDavis, California 95616

Ecology (M.S., Ph.D.)

Te Ecology Group offers interdisciplinary graduate programsleading to the M.S. and Ph.D. degrees in ecology. Applicantsshould hold a bachelor's or master's degree from an accreditedinstitution. The programs are flexible and based upon a coresequency in ecology and more than ,50 supplementalenvironmentally oriented courses in the biological, physical,resource, and social scielces, and in 3ngineering, medicine,roll the humanities. The degrees are research oriented, withemphasic placed on interdisciplinary approaches to currentproblems related to environmental quality, and are awardedon demonstration of the ability to conduct original scientificinvestigations.

Research facilities for modern studies on many diverse kindsof Grganisms, environments and resources are available. TheInstitute of Ealogy operates an animal behavior laboratoryand two limnolegical stations. In addition, well-equipped sndstaffed University stations covering a range of natural andmanaged ecosystems are close at hand; marine, coastal mountain,agricultural, and Sierran foothill and alpine sites are included.The Library contains 750,000 volumes and its coverage inecology is excellent.

Tniversity of California, Irvine

Dr. Howard A. Schneiderman, DeanSchool of Biological SciencesUniversity of California, IrvineIrvine, Califorrla 92664

Population and Environmental Biology (M S., Ph.D.)

University of California, Los Angeles

ChairmanDepartment of GeographyUniversity of California405 Hilgard AvenueLos Angeles, California 90024

Analysis and Conservation of Ecosystems (B.A.)

As of September 1971, the Department of Geography,University of California, Los Angeles, will offer two relatedmajors leading to the B.A. One is the regular and fairly standardGeography Major. The second is the alternate B.A. in Analysisand Conservation of Ecosystems. This alternate major has twoplans, each varying slightly in courses and collateral preparation.Plan I is designed for students desiring a general educationfocused on gaining an understanding of problems and issuesrelated to past, present, and future human manipulation andutilization of the world's ecosystems and to those students whowish to be the foundation for edu,ational contributions tonon-academic society via the principal communicative media.Plan II is designed for students who wish to pursue futurework at the graduate level and beyond in various aspects ofthe analysis and conservation of ecosystems. Like Plan I,this is a deliberately broad major but is more rigorous interms of the mathematics demanded.

Students electing to follow Plan II must complete, prior to thesenior year, study in one modern foreign language to the extentthat an adequate level of reading comprehension of materialsin the social sciences-ecology-humanities areas has been gained.The student may use whatever procedures he deems most usefulto fulfill this requirement.

All students will be required to write a substantial SeniorPaper which will be presented at a prescribed time prior to dateof graduation. All students must work in close and frequentconsultation with a faculty advisor. A principal feature ofthis major is that a high degree of emphasis is placed uponstudent inritparticularly in respect to seminarsand it istherefore mandatory that close liaison be maintained between allinvolved persons.

University of California, Santa Barbara

ChairmanEnvironmental Studies CommitteeUniversity of California, Santa BarbaraSanta Barbara, California 93106

Environmental Studies (B.S.), Interdisciplinary Degree

Environmental Studies offers direction to students interestedin the total environment and its management. The majoris designed to give the stuient a knowledge of the character-istics of the environment and the working approaches to thesolution of environmental prcblems. An Environmentai Studiesmajor may be useful as preparation for careers in government,law, burIness, journalism, and elementary and secondaryteaching. Students desiring graduate work in the sciences orsocial sciences should be aware of the admission requirementsof graduate programs and the necessity of early planning tomeet them.

University of California, Sant Cruz

ChairmanEnvironmental Studies ProgramUniversity of California, Santa CruzSanta Cruz, allifornia 95060

Environmental Studies (B.A.)

Designed to free the University from the limitations of classroominstruction and to involve students in the sr ,ution of environmentalprojems, the Santa Cruz Program in Environmental Studies

opened in September, 1970. Supervised by an interdisciplinaryfaculty committee, the Program engages in a broad spectrumof activities. Several staff members and the chairman of thefaculty committee devote full time to the development ofthe Program. Not a department, and not hiring regular facultyitself, the Program is a coordinating center for courses, lectures,publications, and research. It organizes and finances innovativeprojects that bring faculty, students and community togetherto solve environmental problems.

The purpose of the Santa Cruz Program in Environmental Studiesis to meet the needs of students and society through projectsof research, public service, and information distribution. Tofulfill this purpose, the goals of the Program are (1) to developa learning center, focusing the total resources of the Universityon environmental issues; (2) to engage in activity which isdirectly useful in the solution of environmental problems;and (3) to involve undergraduate students in every aspect ofenvironmental problem solving.

Chico State College

Dr. Donald HallAdministration BuildingChico State ColiegeChico, California 95926

Proposed: Environmental Sn.dies Degree

Chico State College

Dr. Dale SwimRecreation and Leisure StudiesChico State CollegeChico, California 95926

Park and Recreation Administration (B.A. and M.A.), emphasisin outdoor education and camping

Outdoor education and camping is an emphasis area which maybe pursued at Chico Staia College within the degree program forRecreation Admitilstration and Leisure Studies. Students withthis emphais compkte a minimum of four courses relating tothe emphasis in addition to a field work experience. The M.A.degree also allows for specialized study in this area.

Humbolt State College

School of Natural ResourcesHumboldt State CollegeArcata, California 95521

Natural Resources (B.S.), emphasis in Conservation Education

Minor in Natural Resources (for students who major in anotherfield, especially Education majors)

Public and private conservation agencies now find that publiceducation is one of their biggest tasks: New positions for special-ists with resource training and an ability to communicate withthe public hive been created. The demand for such specialistswas responsible for a recent revision in the Natural Resourcescurriculum at Humboidt State College. This program, leadingto a Bacheior of Science degree in Natural Resources, isdesigned to train students for positions involving public infor-mation and education activities. The Natural Resourcescurriculum is patterned to quality trainws for work as: (1)Information and Education specialists f,n State Fish and Gamework; (2) for Interpretive (Ranger)-Naturalist positions withState and National Park and Recreation agencies; (3) for researchand mdministrative positions in the expanding field of OutdoorRecreation; (4) for Conservation Education work in the publicschools and privrate agencies; and (5) as an aid to resourcespecialists who will advance to administrative positions.

In addition to training students for positions in natural resourceagencies, the NR curriculum provides a broad base from which

to advance to graduate research in a more specialized fieldsuchas Fisheries, Wildlife, or Outdoor Recreation.

Students who major in some other field of interest and minorin Natural Resources will find this curriculum an aid in applyingconservation concepts in their field of work.

Sacramento State College

ChairmanDepartment of Biological SciencesSacramento State CollegeSacramento, California 95819

Biological Conservation (B.S.)


DirectorEcological Studies ProgramSacramento Stale CollegeSacramento, California 9568/:`

Ecological Studies (B.A., M.A.)

At the time of publication of this dir xtory, it was expectedthat the B.A. degree would probably be approved for conferringin June 1971 and the M.A. for conferring in June 1972 or 1973.Both programs are offered as multidisciplinary and are administeredby an Institute of Ecological Studies, independent of existingdepartments.

The objectives or the abo . e programs are to fill a need forbroadly trained people in the environment 4.ea. The recentexplosive growth of national and international interest inecology and increasing need for ecologically compatiblemanipulation of the environment makes such a teed obvious.


V. Aubrey Neasham, ChairmanDepartment of Environmental ResourcesSacramento State CollegeSacramento, California 95680

Environmental Resources (B.S.), with concentrations in ParkAdministration, Park Interpretation, Park Planning, and ResourceManagement

The B.S. program in environmental resources is a 132-unitprofessional curriculum which draws upon many disciplinesto provide a broad background of instruction for prospectiveadministrators, planners, interpreters, and technicians in thefiebis of park management, outdoor recreation, and resourcemanagement. The major is based on a core progam of 33units in various departm-nts, plus a concentration of 32 unitsin environmental resources. In addition, an approved concen-tration of 12 units is required in a related field. They include:

(1) Park Administration: Keyed to rtovide the student with abackground suited for employment in the various local, regional,state, and national par'.< systems as a park administrator,manager, or ranger.

(2) Park Planning: Designed to assist a student to move intoa professional capacity in planning and design.

(4) Resource Management: Designed for those intererded inthe recreatlon-resource programs of multiple-use agencies suchas the National Forest Service, the Bureau of Sport Fishery andWildlife, Bureau of Indian Affairs, etc.

San Diego State College

ChairmanDepartment of BiologySan Diego State CollegeSan Diego, California 92115

6

Biology (M.A., M.S.) Program area in Ecology

Ecology (Ph.D.)

The Ecology Program Area within the Department of Biology,San Diego State, and the College of Biological and AgriculturalSciences at the University of California, Riverside offer a jointdoctoral program leading to the degree of Doctor of Philosophyin Ecology.

Graduate studies for the joint Doctor of Philosophy degree inEcology are oriented toward the development of the capacityfor independent, imaginative, and self-critical research, andtoward excellence and enthusiasm in teaching. By commonagreement of the two groups in the joint program, muchreliance is to be placed on informal instruction throughincreasing close attention of the student with the faculty,nd through regular seminars. After developing an adequate

background and becoming familiar with the research activitiesof the faculty, the student will begin research on a problem ofhis choice, generally in his second year.

San Mego State College

ChairmanDepartment of GeographySan Diego State CollegeSan Diego, California 92115

Geography (M.A.), specialization in Conservation

The Master of Arts degree in Geography with a specializationin conservation is designed to provide students with an under-standing of man's environment in an urban society. Two plansare offered in the 30-unit program. Plan A includes the thesiswhereas under Plan B two reset rch papers are required. Foreither plan, a final comprehensive oral examination is required.More than 25 courses relating to conservation are offered eachyear and include the following titles: (1) Conservation ofEnvironmental Quality, (2) Contervation of Natural Resources,(3) Geography of Human Ecoloa, (4) Water Resources, (5)Geography of Recreational Land Use, (6) Geography of MarineResources, (7) Seminar in Theory of Resource Use, (8) Seminarin Environmental Quality, (9) Seminar in Recreational Geography,and (10) Internship with Resource Organizations.

Graduates may obtain positions in a variety of areas includingtraditional conservation-oriented organizations, educationalinstitutions, and planning organizations concerned withenvironmental quality in an urban environment.

San Fernando Valley State College

Tal MorashDepartment of RecreationSan Fernando Valley &ate CollegeSan Fernando, California 91340

Recreation Resources Administration (B.S.)

Proposed: Outdoor Recreation and Resources Administration (M.S.)

Recreation Resources Administration focuses upon the compe-tencies needed for the Acquisition, Planning, Development, andAdministration of Recreation of Recreation Lands and Waters.

The competencies egs-litial to the area of Outdoor Recreationand Resource Administration that are to be developed are:

(1) An understanding of the inter-relationships and uniquenessof problems including technical contributions of various areasrelated to outdoor recreation, e.g., forestry, parks recreation,wildlife management

(2) An understanding of the basic principles related to pianningof local, state, and regional areas

7

C..'

(3) An understanding of the principles and procedures relatedto planning, development, design, and maintenance of recreationareas and facilities

(4) An understanding of programming fo., outdoor recreation,including functions of unorganized activity, types of activity,and the requirements (areas and facilities, leadership, finance,etc.) of each

San Francisco State College

Department of Ecology and Systematic BiologySan Francisco State College1600 HollowaySan Francisco, Califo-nia 94132

M.A. in Education with a concentration in special interestarea - Outdoor Education

There is mounting evidence in the form of sty te surveys andESEA reports that outdoor education in its many and variedforms is firmly established in many public school systems, andcontinues to expand at an ever-increasing rate. It is believedthat extending the classroom into the natural environment out-of-doors provides a stimulating climate for implementingeducational objectives. This is accomplsihed by means of adirect experience, multi-sensory approach to learning which isconsidered more meaningful than vicarious experience alone.

If school districts and county officers are to prwide competentand qualified personnel to develop and work in the field ofoutdoor education, professional preparation should have threeprimary areas of emphasis:

(1) Recognizing the use of "direct experience approach tolearning" in the outdoor laboratory as a means to moreeffective and efficient learning

(2) Relating all aspects of the school curriculum and goals ofeducation to appropriate experiences and sequences in varioustypes of outdoor environments

(3) Practical experience in different kinds of outdoor programsin such roles as teacher, resource person, supervisor, oradministrator

The course of study for a Master of Arts Degree in Educationis designed to prepare personnel with the background necessaryto provide leadership in outdoor education.

San Jose State College

Dr. Donald W. Aitken, ChairmanDepartment of Environmental SW:esSan Jose State CollegeSan Jose, California 95100


Environmental Science (B.S.)

The Department of Environmental Studies was created onSeptember,l, 1970, to coordinate diverse environmentalcurriculaand create supplementary curricula and activitiesinto an integrated degreo-granting program. During the firstyear, courses were offered on an experimental basis, to revealthe best elements of a perinanent program.

The B.A. degree will be a general education degree centeredaround a comprehension of the earth's ecosystem and man'sinteraction with it, but not aimed at any particular skill oroccupation. It will be a genuinely interdisciplinary program,although the scientific "heart" will be in biology.

The B.S. degree will require that the student take an "option"in the form of a condensed major In a technical area, so thathe can emerge with useful expertise applicable toward a careerrelated to environmental protection.

7

COLORADO

Adams State College

Dr. James H. CraftDepartment of BiologyAdams State CollegeAlamosa, Colorado 81101

Proposed: Environmental Sciences (B.A.)

Proposed: Selected Studies (B.A.), with an emphasis i nvironment

In addition to the major in Environmental Science, the studentwill complete a minor of at least 27 quarter hours in eitherbiology, chemistry, earth science, geology, or physics.

The program in Selected Studies is a new one and is open-ended. It is not directly oriented toward a profession. Students,after consultation with an academic counselor, select the coursesthat will, in their opinions, be most useful and appropriate totheir needs. Forty percent of their courses must be in theupper division (i.e. junior or senior level courses).

Colorado State University

Arthur T. Wilcox, HeadDepartment of Recreation ResourcesColorado State UniversityFort Collins, Colorado 80521

Recreation and Watershed Resources (B.S., M.S., Ph.D.)

Outeoor Recreation, options in Parks and Recreation, Planning,and Environmental Interpretation

The Outdoor Recreation major in Recreation Resources Departmentoffers a:. .tion in Environmental Interpretation. The principalobjective is to train students in areas which will prepare themto assume positions as naturalists, visitor information specialists,and environmental interpretation officers. Students mayselect electives to qualify for teaching certificates withemphasis in the biological sciences and conservation education.

University of Colorado

Tim K. KelleyDepartment of GeographyUniversity of ColoradoBoulder, Colorado 80302

Conservation Education (B.A.)

Geography (M.A., Ph.D.), with an emphasis on Conservation

The program leading to a B.A. in Conservation Education wasinitiated in January 1950. It provides a sound ecologicalbackground in the field of conservation and training in the variousmedia of communication so this environmental knowledge maybe conveyed to the public. It included a background in biology,ecology, communication, education, journalism, and geography.

The program is designed to prepare the student for employmenton the state, local, or federal level in various aspects of conser-vation.

On the graduate level (M.A., Ph.D.), the degree is in Geography,but with an emphasis in conservation and usually involvedwith the areas of specialization of the Departmentarid lands,arctic environments, water and other resources and physicalgeography.

8

University of Northern Colorado

Dr. Vince A. CyphersCoordinator Outdoor Education ProgramUniversity of Northern ColoradoGreeley, Colorado 80631

Interdisciplinary master's degree program in Outdoor Education

CONNECTICUT

University of Connecticut

Professor Miklos GratzerCollege of Agriculture and Natural ResourcesUniversity of ConnecticutStorrs, Connecticut 06268

Natural Resources Conservation (B.S.)


Dr. Herbert TagSchool of EducationUniversity of ConnecticutStorrs, Connecticut 06268

Secondary Education (B.S.), with an emphasis in outdoor education


Professor Henry N. AndrewsSystematic and Environmental BiologyUniversity of ConnecticutStorrs, Connecticut 06268

Biology (M.A., KS., Ph.D.) with a program in systematics andEnvironmental Biology

Yale University School of Forestry

Yale University School of Forestry205 Prospect StreetNew Haven, Connecticut 06511

Master's Degree in Forestry Science, conservation educationprogram

All programs are tailored to the needs of the student andconservation education is definitely one of the avenues open.

DELAWARE

University of Debware

Professor Ely ScarboroughDepartment of Agricultural EngineeringUniversity of DelawareNewark, Delaware 19711

Agricultural Engineering (B.S. in Agriculture), with an emphasisin Soil and Water Conservation

The emphasis in soil and water conservation deals with theapplication of irrigation, drainage, erosion control, land and watermanagement practices, to the wise use and preservation of ourvital soil and water resources. As world population increases,with greater demands for food, !an& now in production mustbe reclaimed and lifegiving water must be brought to arid areas.Agricultural engineeringin shaping and surfacing fields,terracing, canal design, pond constructionis a major factorin economic agricultural production. Rapidly increasing demandson-existing water supplies place added emphasis on sound wateruse and conservation practices.

8

University of Delaware

Dr. W. E. McDaniel, DeanCollege of Agricultural ScienceUniversity of DelawareNewark, Delaware 19711

Entomology (B.S., M.A.), with an option in ecology

The Department of Entomology and Applied Ecology offersan option in ecology within entomology. This is an introductoryprogram that involves wildlife conservation and ecology. Thecourses are designed to provide a student with sufficientbackground for advanced studies or to beginning positionsin wildlife management and conservation.


Dr. W. E. McDaniel, DeanCollege of Agricultural ScienceUniversity of DelawareNewark, Delaware 19711

Entomology (B.S., M.S.), with an option in ecology

The Department of Entomology and Applied Ecology offersan option in ecology within entomology. This is an introductoryprogram that involves wildlife conservation and ecology. Thecourses are designed to provide a student with sufficient backgroundfor advanced studies or to beginning positions in wildlife managementand conservation.


Population Curriculum StudyCollege of EducationUniversity of DelawareNewark, Delaware 19711

PopulationEnvironment Education (m.Ed.)

DISTRICT OF COLUMBIA

FLORIDA

Florida Atlantic University

ChairmanDepartment of Biological SciencesFlorida Atlantic UniversityBoca Raton, Florida 33422

Conservation Biology (B.A.)

The apartment of Biological Scien :es of Florida AtlanticUniversity, a state university at Boca Raton, offers a conservationbiology progran. leading to the Bachelor of Arts degree. Thecurriculum stresses field studies and their applications toenvironmental problems.

Holders of the degree will be trained to work as modern conser-vation and environmental specialists in municipal, county, stateand federal agencies; as nature and conservation center admin-istratws and staff; as conservation task force coordinators andlobbyists; as conservation teachers; and as research workersin the general areas of environmental control including theimportant problems of urban pollution.

University of West Florida

Dr. Herman C. KranzerFaculty of Elementary EducationUniversity of West FloridaPensacola, Florida 32504

Now in process of establishing an interdisciplinary EnvironmentalScience Program, set up as a separate department. Plans arealso being made for a mpster's degree in recreation where studentswill be able to get an emphasis in outdoor education, consetvation,or nature interpretation.

GEORGIA

HAWAII

IDAHO

ILLINOIS

Eastern Illinois University

Dr. Leonard Durham, DirectorDivision of Life SciencesEastern Illinois UniversityCharleston, Illinois 61920

Environmental Biology (B.S.)

The undergraduate major in environmental biology requires 76quarter hours in botany and zoology and 48 hours in selectedrelated courses from the physical and social sciences. Generaleducation requirements for the undergraduate degree, Bachelor ofScience, must also be met.

Current attention to ecological survival has revealed the need' forbroadly trained environment scientists who can help solveproblems of pollution, conservation, and environmental qualityand control. Therefore, the objectives of this program are:

(1) To allow students who are interested in environmentalproblems to pursue an integrated program in the life sciencesand training in related areas from physical and social sciences

(2) To produce skilled individuals for responsible administrativeand technical positions in governmental or industrial agenciesconcerned with human ecology

(3) To prepare students for graduate training in specializedaspects of environmental biology and life sciences

A unique aspect of the program is an internship for which thestudent receives academic credit. The internship consists ofpractical experience with an agency concerned with environ-mental quality.

George Williams College

Dr. Lyle K. Johnson, DirectorDivision of Applied Behavorial ScienceGeorge Williams College555 Thirty-first StreetDowners Grove, Illinois 60515

Applied BehavioralScience, Recreation Studies (B.s., M.S.),emphasis in caniping and outdoor education

George Willhas College

ONelson E WietersGraduate Department

..

Camping. and Outdoor Education Administration.George Williams College555 Thirty-fint StreetDowners Grove, Illinois.60515

Camping and Outdoor Education Administration (M.S.)

The development of organized camps, outdoor recreation, andeducation together with the current trend toward the employmentof full-time administrators in these areas have increased theimportance of qualified professionals.

The program in camping and outdoor education is designedto give students the educational programming and preparationneeded for administration in these career areas. The uniquecontributions of camping and outdoor education experiencescombined with the specific body of knowledge related tothe organization and administration of these r (xriences serveas the foundation of the program of study.

The two-yeaz degree program incorporates related electives ofnature interpretation, conservation education, land management,institutional business management, outdoor education, socialrecreation practice, and philosophy of leisure. Students spenda full quarter in field work placement in the lake GenevaCampus Outdoor Education Program.

Kankakee Community College

Dr. David L FerrisContinuing EducationKankakee Community CollegeP. 0. Box 888, R.R. 1 River RoadKankakee, Illinois 60901

Outdoor Education (Certificate)

This is a one-year certificate program, the first of its kind inthe state. The program consists of courses in tennis, golf, fly-tying, fishing and casting, boating, family camping, taxidermy,landscaping, and gardening.

University of Illinois

Professor Allen V. Sapora, HeadDepaitment of Recreation and Park Administration104 Huff GymnasiumUniversity of IllinoisChampaign, Illinois 61820

Recreation (B.S., M.S.), specialization in outdoor recreation andeducation

Physical Education (Ph.D.), with an option in recitation andspecialization in outdoor recreation and education

Specialization in outdoor recreation and education is availablewithin the Department and in cooperation with other departmentsand agencies within the University. Courses and research projectsare available in such areas as land analysis and planning, waterresources, and programs concerning parks, environmentaleducation, school-related programs and organized camping.

The curriculum is currently being revised and options beingbroadened to include camping, outdoor education, outdoorrecreation, resource planning, and nature and environmentalinterpretation.

Northern Illinois University

Dr. Donald R. Hammerman, HeadDepaitment of Outdoor Teacher EducationLorado Taft Field CampusOregon, Illinois 61061

Outdoor Teacher Education (M.S. in Ed.)

The Lorado Taft Field Campus, a branch of Northern IllinoisUniversity, has become internationally known for its programsin Outdoor Teacher Education. Its Master's Degree in Educationwith a mjor in Outdoor Education Is one of the oldest and

, best-known degree programs of its type in the country.

A rich summer program, including courses by other Universitydepartments, is an important feature of the year-round operationat Lorado Taft Field Campus. It is the policy of the Departmentof Outdoor Teacher Education to offer most of its courses eachsummer.

Graduates hold positions as classroom teachers involving theirclasses with outdoor learning experiences, full-time outdooreducation teachers, directors of outdoor education programsand professors of courses offered in the area of outdooreducation.

Northwestern University

Dr. Lawrence I. Gilbert, ChairmanDepartment of BiologyNorthwestern UniversityEvanston, Illinois 60201

Biology (M.S., Ph.D.), with a major program of studyin Environmental Biology

Southern Illinois University

Paul F. Nowak, ChairmanDepartment of Conservation and Outdoor EducationSouthern Illinois UniversityOubondale, Illinois 62901

Conservation and Outdoor Education (M.S. in Ed.)

Outdoor Education can be an emphsis within any numberof majors, e.g., elementary education, recreation educationor forestzy.


Ray MischonDepartment of ForestrySouthern Illinois UniversityCarbondale, Illinois 62901

Outdoor Recreation Resources Management (B.S., M.S.)with concentrations in social science, biological science,managerial science, and natural science.


Dr. William E. O'Brien, ChairmanDepartment of RecreationSouthern Illinois UniversityCarbondale, Illinois 62901

Recreation (B.S., M.S., Ph.D.), option in Outdoor Education

INDIANA

Ball State University

DirectorNatural Resources InstituteBall State UniversityMuncie, Indiana 47302

Natural Resources (B.A., B.&, KA., M.S.), options in(1) Resource Geography, (2) Fishery Resources, (3)Communications, (4) General Natural Resources

The Natural Resources Program at Ball State Universityis designed to (1) sensitize people to our environmentalcrisis, (2) provide an understanding of environmentalproblems, and (3) develop a competence in humaneering(helping people) to improve our environment.

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Curricula offered in Natural Resources includes (1)an undergraduate minor, (2) an undergraduate majorwith options in Resource Geography, Fishery Resources,Communications, and General Natural Resources, (3) agraduate minor and major for the Master's Degree and(4) a Cognate for doctoral programs. All curricula atBall State are interdisciplinary and students may includecourses from a number of departments in fulfilling therequirement for the Bachelors or Masters Degree. Inaddition, a number of Natural Resources courses have beendeveloped specifically for these curricula.

The Natural Resources Program at Ball State is administeredby the Natural Resources Institute which also emphasizesenvironmental improvement through research and extensionscience activities. Challenging and interesting programshave been developed in cooperation with public schools,resource agencies, and conservation organizations in thegeneral area of conservation-outdoor-environmental education.

Students considering a professional career in the generalarea of environmental studies should plan their highschool program to include a good background in bothscience and the humanities. An interest in and a desireto work with people is also an important prerequisite.A competence in humaneering will be equally as importantas technology in solving our environmental problems inthe future.

Indiana University

Dr. Theodore Deppe, ChairmanDepartment of Recreation and Park AdministrationIndiana UniversityBloomington, Indiana 47401

Recreation (B.S., M.S. Re. Dir., Re. D.), emphasis incamping and outdoor education

The emphasis in camping and outdoor education is forthose students whose major concerns are with outdoorrecreation, conservation, and camping.

The undergraduate program is intended for studentsinterested in teaching or interpretive services in the fieldof outdoor education, outdoor recreation, and camping.A teaching minor, usually a science minor, or a teachingcredential is included in the emphasis. It also includes aprogram teaching or practice teaching in an outdooreducation program.

Indiana State thdverldhj

Dr. Christopher P. Sword, ChairmanDepartment of Life SciencesIndiana State UniversityTerre Haute, Indiana 47809

Life Sciences (MA. - Thesis, Departmental; Ph.D. -Thesis Departmental; M.S. - Non-Thesis, SecondaryTeaching; M.A. - Thesis, Secondary Teaching), special-ization in ecolou

The Department of Life Sciences was created by theunification of three areas of science: biology, botany,and zoology. In adMion to the graduate programs offeredin these areas of spelialization, considerable effortsalso have been made toward the integration of courseofferings and research facrlities to develop training programsin interdisciplinary areas of biology such as ecology andphysiology. A major objective of the Department is togive insight to students concerning the structure, function,inter-relationships, and evolution of life at all levels oforganization.. Programs are designed to prepare a studentfor academic, industrial, or governmental careers.

The geographic area surrounding the University provides

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a diversity of natural habitats and biota for study.Agriculture, industrial, and mining activities in this areahave created a spectrum of modified conditions Whichprovide problems for research of immediate and long-term interest.

Purdue University

W. C. Bramble, HeadDepartment of Forestry and ConservationHorticulture BuildingPurdue UniversityLafayette, Indiana 47907

Conservation and Conservation Education (B.S., M.S.,Ph.D.)

Purdue's program in conservation of natural resourcesoffers four areas of emphasis structured around the currentproblems of the human environment. National campaignsfor beautification, cleaner air and purer water have focusedpublic attention on these important areas. The growingdemand for environmental control and recreational managementhas opened up many new jobs for those with the righttraining.

The areas of emphasis offered in the conservation programare: (1) General Conservation which offers opportunitiesfor either a liberal scientific education leading to graduatestudy or a career in general natural resources management;(2) Outdoor Recreation Management for careers inbusiness or public administration of recreation areas;(3) Nature Interpretation to train students for eventualadministration of nature interpretation programs in national,state, and local parks and forests, private and agency naturecenters, camps and educational areas and (4) InternationalConservation to prepare a student for participation in theworldwide developmental activities of industries, governments,and international organizations.

Purdue University

Ronald L Giese, DirectorNatural Resources and Environmental Science ProgramEntomology HallPurdue UniversityLafayette, Indiana 47907

Environmental Science (13.S.)

Graduate program being developed

Natural Resources and environmental science is designedto develop individuals qualified to deal with environmentalproblems. The School of Agriculture offers a cuniculumwhich facets the problems of environmental quality as itrelates to human welfare. This is an interdisciplinarycurriculum with academic offerings encouraged throughoutthe University. It is problem-focused and provides theflexibility to develop individual study plans that willprepare the student to contribute to the solution ofenvironmental problems. The curriculum emphasizes theconcepts of organisms, their inter-relationships and responsesto limiting factors which are inseparable from management,and utilization of resources such as soil, water, and theirnatural and artificial components.

Graduates of this program will find opportunities astechnical, scientific, or support personnel with local,state, or federal agencies; agriculture, industry, wildlands,or conservation organiutions, or the field of environmentaljournalism and education.

A graduate program is being developed in EnvironmentalScience.

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KANSAS

Kansas State Teachers College

Thomas A. EddyDepartment of BiologyKansas State Teachers CollegeEmporia, Kansas 66801

Biology (B.A.), with an emphasis in ecology

Kansas State University

Natural Resource Conservation and UseCollege of AgricultureKansas State UniversityManhattan, Kansas 66502

=,./WOryle.

Natural Resources Conservation and Use (B.S.) options in(I ) Economics of Conservation; (2) Soil and Water Conser-vation, (3) Conservation of Recreational Areas

Each student in the Natural Resource Conservation andUse Curriculum is assigned an individual advisor withinthe student's chosen field. Individual attention plusprograms tailored to fit individual requirements is thewatchword.

The curriculum will provide students opportunities to workin scientific, operational, or management activifies.Demand also is great for persons with advanced degreesin areas dealing with natural resources.

Students can choose to major in one of three options:

(I ) Economics of Conservation - Students who emphasizethe economics of conservation deal with planning, developing,and using natural resources on private and public lands

(2) Soil and Water Conservation - Selecting and developingplants that use water more efficiently; providing a scienti-fic inventory (soil survey) for use in rural and urbanplanning; increased crop production through soil management;understanding soil needs through research; erosion controland contour farming; reducing runoff and preserving valuablewatershed; increasing ground water recharge, and maintainingstream flow and water purity are problems of vitalconcern. Students of soil and water conservation learnhow to deal with such problems.

(3) Conservation of Recreation Areas - Students interestedin conserving recreational areas gain a broad knowledgeof the physical and biological processes operating in land,water, plants, and wildlife in a recreational area.

KENTUCKY

LOUISIANA

Northwestern State University

Dr. Warren R. Evans, ChairmanDivision of Outdoor Education and RecreationDepartment of H. P. E. and R.Northwestern State UniversityNatchitoches, Louisiana 71457

Outdoor Education (hLS. in Ed.)The program provides basic courses in Outdoor Educationand related fields and a/lows students to select counesin several deputments. By cutting across departmentlines, individual programs may be designed for studentsto engthen their academic background and also allow

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them to be introduced to new fields of study which willrelate to their plans to conduct education programs inany curriculum area in outdoor situations.

Objectives of the program are to prepare teachers forleadership roles in outdoor education; to provide for theneeds of progressive school systems which are going toneed these people in ever-increasing numbers as theyprovide programs in this vital curriculum area.

An additional specific and important aim is to convinceteachers that real experiences are often better :thanvicarious ones for children and youth in schools and toshow them how to provide these real experienccs.

Tulane University

Professor Volpe, ChairmanDepartment of BiologyTulane UniversityNew Orleans, Louisiana 70118

Biology (M.S., Ph.D.), graduate training and research inEnvironmental Biology (Ecology and systematics)

MAINE

College of the Atlantic

AdmissionsCollege of the AtlanticP.O. Box 3Bar Harbor, Maine 04609

Human Ecology (B.A.)

The college opening in 1972 will offer a residentialprogram leading toward a Bachelor of Arts in HumanEcology. The new college is designed to meet some ofthe changing needs of higher education.

A unique, problem-centered, interdisciplinary curriculumis being designed to study human ecology. Concentrationswill be offered which are most relevant and importantto the understanding of man's dependence upon andiesponsibility to his environment, both natural and created.A focus on human ecology. . . . the study of interdepen-dence of man and his environment. . . . will be theunifying factor for the curriculum.

University of MaineDr. D. W. BishopCollege of Education140 Education BuildingUniversity of MaineOrono, Maine 04473

Environmental Educ.ation Specialist (M. Ed., Ed. D.)

Classroom Teacher (M. Ed.), emphasis in ConservationEducation

University of Maine

Dr. Winston E. PullenCollege of Life Science and AgricultureWinslow HallUniversity of MaineOrono, Maine 04473

Natural Resource Management (B.S.), option in conservation,engineering, soil and water conservation, forest resources,and resource economics

Resource and Business Management (Associate of Science) .

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An educational program of study has been developed tomeet the need for informed and trained individuals. Afirst objective of the Natural Resources Management Programis to provide a balanced education in the physical,biological, and social science, the humanities, mathematics,and communication skills. This is the first and most basiccomponent of a sound and meaningful education.

The second major objective is to provide the 'studentconiiderable expertise and depth of understanding in aspecialized area of resource management. This phase canbe described as the vocational component.

Professional specialization, the vocational component isprovided in four areas of study selected by the studentin line with his interests and educational goals. Theseoptions are:

(1) Conservation Engineering: Engineering principlesand technology related to the conservation of naturalresources

(2) Soil and Water Conservation: Principles of soil andwater science relevant to conservation and hydrology

(3) Forest Resources: Multiple use and management offorest lands and the conservation of wildlife andhabitat

(4) Resource Economics: Economic and business managementaspect of resource development

University of Maine

DirectorPhysical Education and AthleticsUniversity of MaineOrono, Maine 04473

A new curriculum in Recreation Education, including OutdoorEducation is in the planning stages and soon to beapproved.

MARYLAND

University of Maryland

Dr. Ellen E. Harvey, HeadDepartment of RecreationCollege of Physical Education, Recreation and HealthUniversity of MarylandCollege Park, Maryland 20742

Recreation (B.S., RA.), emphasis in Outdoor Education

The Recreation Department of the University of Marylandoffers both undergraduate and graduate work in the outdooreducation-recreation area. On the undergraduate level astudent takes a basic core of required courses (including"Naturelore", interpretive-project approach, two in campingarea, plus "Leadership Techniques", Organization andAdministration, etc.) plus four in the option area, tworequired, "Principles of Conservation" and "Elementsof Forestry," and two elected from ecology, entomologymeterorology, outdoor education worlc:ihop, etc.

The graduate degree, an ALA., is based on a person'sinterests and needs as iepresented by their undergraduatedegree and a required diagnostic exam. Of principal valueis the summer 6 credit outdoor education workshop and theopportunity to work through the workshop and the"Summer in the Park" summer camp for inner-city childrenfrom Washington, D.C. and Baltimore, Maryland.

The latter workshop particularly provides "certificationendorsement for outdoor education" for Maryland teachers.Undergraduate and graduate students also are being

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employed at nature centers and parks, in recreationdepartments as nature specialists, as camping specialists(day or resident), etc. Opportunities are and will be onthe increase with the present emphasis on ecology andenvironmental affairs, federal interest and funding (NationalPark Service and others), state and local participation,citizens groups and the like.

MASSACHUSETTS

Boston University

Dr. James A. WylieSchool of Education765 Commonwealth AvenueBoston Massachusetts 02215

Outdoor Education and School Camping (B.S. in Ed.,Ed.M., Ed.D.)

Outdoor Education Programs are separately designed tomeet the needs and interests of the individual students.Great latitude is available to do this at Boston University.Positions in Outdoor Education held by students includeteachers of outdoor education, supervisor of field experiencesin outdoor education, and directors of outdoor educationprograms.

Harvard University

ChairmanDepartment of Environmental Sciences and EngineeringHarvard UniversityCambridge, Massachusetts 02138

Environmental Science

University of Massachusetts

Dr. W. E. Randall, HeadDepartment of RecreationUniversity of MassachusettsAmherst, Massachusetts 01002

Recreation (B.S.), with options in environmental inter-pretation and natural history interpretation.

The catalog description of the curriculum includes thestatement that, ". . . . the student will consult with hisadvisor to select an appropriate option. He will thendevote not less than eighteen of his elective credits tocourses identified in the current departmental list for thatoption." The environmental interpretation option preparesa student for work in national and state parks, museums,and community nature centers.

University of Massachusetts at Amherst

Professor John A. NaegeleDepartment of Environmental ScienceUniversity of Massachusetts at AmherstAmherst, Massachusetts 01002

Environmental Science

University of Massachusetts at Amherst

Joseph LarsonDepartment of Forestry and WildlifeUniversity of Massachusetts at AmherstAmherst, Massachusetts 01002

Proposed: Natural Resources &dopy

A proposed flexible program, permitting a student_

to

create his own mix of basic science, resource management,social science, engineering and humanities courses.

Springfield College

Mr. Joel Cohen, ChairmanBiology DepartmentSpringfield CollegeSpringfield, Massachusetts 01109

Environmental Studies (B.S., B.A.)

An undergraduate program in Environmental Studies hasbeen prepared for students concerned with the humanhabitat and wishing to pursue careers dedicated to helpingimprove ita human service too long neglected. Theprogram makes possible many patterns of study bysynchronizing the arts and sciences so that they can meshmeaningfully with professional studies in education, communityaffairs, recreation, health and physical education forecologically sensitive learning, living, and leisure. Emphasisis on the balance betwen the artificial and the naturalin emerging life-styles to help The Whole Man in aWholesome World.

A curriculum carefully composed for his own needsby each student in Environmental Studies will provide ageneral education including emphasis on the environmentand his relation to it, plus courses especially designedto enable students to interpret environments to othersand/or to manage environments for the benefit of theirfellow man.

Springfield College

Dr. Robert E. Markarian, DirectorDivision of Community EducationSpringfield CollegeSpringfield, Massachusetts 01109

Community and Outdoor Recreation (M.Ed.), emphasis inOutdoor Conservation and Camping Education

Outdoor Education (B.S., B.A., M.Ed.)

The graduate program in Community and Outdoor Recreationprovides preparation for recreation leaders in administrativeand program positions under community, school, state,and federal (including military) auspices as well as involuntary, private and commercial organizations withphilanthropic or membershi9 support.

Established programs in Community Education includeemphases on Outdoor Education and Conservation. Therecently adopted departmental courses in ecology willbe included as an important part of these proigams.Graduates may be expected to work with schools thatmaintain either camping programs or an outdoor centerwhich provides learning opportunities for classes whichare brought to it.

Springfield College

DirectorGraduate Teacher EducationSpringfield CollegeSpringfield, Massachusetts 01109

Certificate of Advanced Study in Teacher Education,specialization in school camping and outdoor education

Students who have completed the Master's degree, or itsequivalent, may be interested in pursuing an advanceprogram leading to a Certificate of Advanced Study.This is the equivalent of one year, or 32 semester hours,beyond the Master's degree. Each individual program isplanned on an individual basis. At least three years of

314

successful teaching experience in addition to the Master'sdegree are prerequisite to the awarding of the Certificate.A field of specialization will be required of all studentsconsisting of a minimum of 12 semester hours. Onearea of specialization that is provided is in school campingand outdoor education.

MICHIGAN

Central Michigan University

ChairmanDepartment of BiologyCentral Michigan UniversityMount Pleasant, Michigan 48858

Natural Resources and Liberal Arts (five-year programleading to a B.S. from Central Michigan University andM.S. from the University of Michigan)

Forestry and Conservation (two-year preparatory curriculum)

Conservation Minor

Natural Resources and Liberal Arts-a five-year curriculum(three years at CMU and two years at the University ofMichigan) leading to a Bachelor's Degree from CMUand a Master's Degree from the University of Michigan.This curriculum prepares the candidate to be an effectiveleader and assume a responsible position in agencies thatdeal with conservation of our natural resources.

Forestry and Conservation-a two-year curriculum preparatoryto professional forestry or conservation in the Departmentof Natural Resources or similar agency.

Conservation Minor-this minor can be obtained underseveral curricula at CMU (Elementary Education, SecondaryEducation, liberal Arts, Applied Arts and Sciences).These curricula allow the candidate to obtain some expertisein the philosophy and practice of conservation liad toutilize this knowledge in teaching and/or in comrnunit:planning efforts.

Michigan State University

Dr. Julian W. SmithDepartment of Administration and Higher EducationCollege of EducationRoom 403 Erickson HallMichigan State UniversityEast Lansing, Michigan 48823

Curriculum (M.A., Educational Specialist, Ph.D., Ed.D.),emphasis in Outdoor Education

Continuing Education (M.A., Educational Specialist,Ph.D., Ed.D.), emphasis in Outdoor Education

Minor emphasis in Outdoor Education (for graduatestudents majoring in disciplines outside the College ofEducation)

When outdoor education is conceived as being interdis-ciplinary in nature and cutting across all subject matterareas, it follows that graduate work in outdoor educationis best pursued through an interdepartmental approachwithin an institution of higher education. Flexibilitymakes it possible for several established major areas withinthe College of Education to include outdoor educationas an area of emphasis. Course work and activitiesrelated to outdoor education are woven into a candidate'smajor field.

The MSU Corsge of Education graduate programs inoutdoor education are designed to develop one's overall

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competence as a professional educator, to permit develop-ment of specialized professional competencies, and toextend one's knowledge in related fields such as con-servation education, fisheries, and wildlife, resourcedevelopment, biological sciences, social studies, health,physical education, and rwreation, and other areas.

Outdoor Education may be an interest of graduatestudents majoring in disciplines outside the Collegeof Education. In such cases, outdoor education may bea minor area of emphasis.

The Master's and Doctoral programs vary according to anindividual's professional-educational background, interests ,and professional plans for the future. An individual maymajor in one of several areas within the College ofEducation, such as administration, adult education orcurriculum.

A program of studies for an emphsis in outdoor educationincludes workshops, seminars, and independent studyrelated to outdoor education. The doctoral dissertationmay be written in some phase of outdoor education.

There are increasing numbers of leadership pAtions inoutdoor education in schools and colleges. Some of thejob opportunities include-supervisors or coordinators ofoutdoor education for a school system, teacher-natunilists,teaching classes in outdoor education and camping etc.


Dr. Gilbert W. MouserDepartment of Fisheries and WildlifeRoom 9A Natural Resources BuildingMichigan State UniversityEast loosing, Michigan 48823

Conservation Education (B.S., M.S., Ph.D.)

The undergraduate degree in conservation educationembodies a study of the varied biological resources,followed by special instruction relating those resourcesto teaching. Students who wish to qualify for a secondaryteachi-4 certificate will complete the requirements for theBiology teaching major in the College of Natural Science.This is done through consultation with representativesfrom the College of Natural Scionco and the College ofEducation. Majors may also undertake more specializednature training for employment as educational consultants,park naturalists or ccipseivadon curators in museums.


Dr. Louis TuardzikDepartment of Park and Recreation ResourcesSchool of Natural ResourcesMichigan State UniversityEast Lansing Michigan 48823

Park and Recreation Resources (B.S., M.S.)

Natural Resources (Ph.D.)

University of Michigan

Admissions OfficeHorace H. Packharn School of Graduate StudiesThe University of MichiganAnn Arbor, Michigan 48104

Resource Planning and Conservation (M.S., Ph.D.), emphasisin ecology, economics, policy and institutions

Natural-Resource Economics (Ph.D.)

Natural Resources Administration (M.S.)

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Ecology (Ph.D.)

Resource Planring: ecological emphasis: An understandingof ecology is essential to maintenance and enhancementof environmental quality. Ecological constraints to agreat extent determine the limits of regional developmentand modification of the physical environment. Studentsusually are required to take at least one course in micro-economics, macro-economics, public fmrnce theory andeconometrics. Those interested in greater concentrationin economics should investigate the Natural ResourcesEconomics specialization.

Resource planning: policy and mstitutions: The expansionof governmental involvement in natural resources givesincreasing importance to public policies and the institu-tions through which policies are formulated and carriedout. The federal system of government places majorreliance on techniques of policy control and direction ofnatural resource use. Thus, resource policy planning hasbecome a vital part of federal administration and of stateand regional planning. Competence in antlyzing policyand institutional needs specializing in the ecological aspectsof resource planning are expected to combine a thoroughunderstanding of the biology of organisms, populations,and ecosystems, with an awareness of the way in whicheconomics and policy decisions influence natural resourcedecisions. Individuals wishing to prepare for a careerin basic ecological research should investigate the inter-dertrtmental program in ecology.

Resource planning: economic emphasis: Economic analysisis playing an increasingly important role in evaluatingnatural resource programs. Resource planners recognizethe need for a general understanding of the way in whichthe price system allocates resources and a specific under-standing of the theoretical basis of such techniques asbenefit-cost analysis and program planning and budgeting.In addition to natural resource courses, students interestedin emphasizing economics will serve a variety of staffrequirements in natural resource and planning agencies andin legislative committees, governmental study commissions,and research foundations.

Natural Resources Administration:. The Npartment ofResource Planning and Conservaf on in cooperationwith the Institute of Public Policy Studies directs amaster's program designed to help meet the needs ofpersons who plan to work in branches of governmentconcerned with natural resources.

Natural Resource Economics: This interdepartmentalprogram is conducted jointly by the School of NaturalResources and the Department of Economics in the Collegeof Literature, Science, and the Arts. The program isdesigned to join the analytical tools of the professionaleconomist and those of the natural scientist ani resourcenumager. The general objective of the joint program isto produce graduates who can qualify as professionaleconomists and at the same time can apply their economicskills to issues of natural resource management and develop-ment with rigor and full understanding of the physicalfactors involved. Applicants must meet the admissionrequirements of both the School of Natural Resourcesand the Department of Economics in the College ofLiterature, Science, and the Arts. Upon satisfactorycompletion of the program thc Packham School confersthe degree Doctor of Philosophy (Natural ResourceEconomics).

Ecology: This interdepartmental doctoral program providesbroad education in the principles, concepts, and applicationsof modern ecology, and intensive training in ecologicalresearch, particularly at the population and ecosystemlevel. It is intended to meet the needs of students witheducational backgrounds outside the traditional biologicalcurricula, who have developed a strong interest in ecologyand in man's relation to his environment and those whose

undergraduate educatioi in some field of biology andwho wish to apply the specialized tools of mathematics,engineering, or physical science to ecological problems.The program is administered by a committee consistingof members of the Botany Eal Zoology departments inthe College of Literature, Science, and the Arts, and theForestry, Resource Planning sine Consen ation, and Wildlifeand Fisheries departments in the School of NaturalResources.


DeanSchool of Natural ResourcesUniversity of MichiganAnn Arbor, Michigan 4 8103

Conservation (B.S., M.S.)Conservation and Teaching (B.S., 241.S.)Naturalist (B.S.)

Conservation: Intended for those who are interested inthe broad aspects of natural resource use and conservation,this program is directed to the study of the interdependencebetween natural resources and today's society. Its curriculumemphasizes resource-use problems and stresses the integratedapplication of relevant natural and social science, ratherthan preparation for professional employment in aparticular speciality.

Conservation and Teaching: Opportunities are availablefor students interested ix: directing outdoor conservationprograms for elementary schools, teaching conservationcourses at the secondary levels and serving as conservationconsultants for school systems to integrate conservationinto the total school program (K-12). A teacher'scertificate is required for individuals employed by publicschool systems. A certificate to teach can be obtainedwhile enrolled in an undergraduate or graduate program.Twenty credit hours of education are required for acertificate, with introductory psychology and fundamentalsof public speaking as prerequisites.

Naturalist: The growing demand for nature-orientedprograms in parks, museums, and similar public and privateinstitutions has created a need for individuals who caninterpret natural and human history and explain conservationconcepts to people of all ages and with varying educationalbackgrounds. Interpretive naturalists must understand howplants and animals (including man), relate to each otherand to their nonliving environment, and should be skilledin speaking (both indoors and in the field), writing, andcreating museum displays and promotional materials.

This program, both through coursework and opportunitiesfor working experience, is designed to provide graduateswith a broad understanding in field biology, geology,geography, and related subjects such as astronomy, anthro-pology, and conservation. Naturalists are educated tocommunicate effectively, conduct field studies, and handleadministrative responsibilities.


Dr. William B. Stapp, DirectorEnvironmental Education ProgramsSchool of Miura ResourcesUniversity of MichiganAnn Arbor, Michigan 48103

Environmental Education (KA., Ph.D.)

Most current programs in conservation education areoriented primarily to basic resources; they do not focuson the community environment and its associated problems.Furthermore, few programs emphasize the role of thecitizen in working; both individually and collectively,

toward the solution of problems that affect our wellbeing. There is a vital need for an educatioial approachthat effectively educates man regarding his relationshipto the total environment.

This new approach, designed to reach citizens of allages :s called environmental education. We defme it thisway, Environmental education is aimed at producing acitizenry that is knowledgeable concerning the biophysicalenvironment and its associated problems, aware of how tohelp solve these problems, and motivated to work towardtheir solution.

The major objectives of environmental education are tohelp individuals acquire: (1) A clear understanding that manis an inseparable part of a system, consisting of man, culture,and the biophysical environment, and that man has theability to alter the inter-relationships of this system; (2)A broad understanding of the biophysical environment, bothnatural and man-made, and its role in contemporary society;(3) A fundamental understanding of the biophysical envirori-mental problems confronting man, how these problems canbe solved, and the responsibility of citizens and governmentto work toward their solution; (4) Attitudes of concernfor the quality of the biophysical environment which willmotivate citizens to participate in biophysical environmentalproblem-solving.

Students can choose an area of professional competencein (1) Environmental Social psychology to prepare themfor conducting research about the social and psychologicalfactors affecting our response to environmental conditions;(2) Instructional Programs to prepare them to integratethe philosophy of environmental education into instructionaland curriculum innovations; (3) Environmental Communi-cations to prepare specialists to effectively convey scientificinformation to the public concerning environmental matters,as well as conveying public sentiments about environmentalmatters to decision-making structures and; (4) PlannedChange to prepare an environmental change agent whowill be able to move into a foundation, organization, orcommunity group with the skills which are necessary tomotivate a given system whereby its members willeffectively identify and begin to resolve difficulties Interiorand exterior to the system.

Western Michigan University

Dr. Robert W. KaufmanDepartment of Political ScienceInstitute for Public AffairsWestern Michigan lin:varsityKalamazoo, Michigan 49001

Environmental Studios (B.A.) starting in the Fall of 1971

Currently we are considering proposals for undergraduatemajor and minor programs in environmental studies. Weanticipate such work would be taken concurrently with adisciplinary major in all undergraduate colleges.

Northern Michipn Univenity

Dr. Henry Heimonen, HeadDepartment of Geography, Earth Science, and ConservationWest Science BuildingNorthern Michigan UniversityMarquette, Michigan 49855

Minor in Conservation or Conservation Education

Pre-Forestry, Pre-Conservation or Resource Education(two-year curriculums)

Proposed for 1972, major in Biology - EnvironmentalScience and a major in Geography - Resource Planning

16. .

Northern Michigan University offers a minor in Conservation.Courses include Conservation of Natural Resources, Soils,Dendrology, Wood Technology, Woodland Management, andRecreation Conservation. The program is further enhancedwith courses from our Biology and Geography Departments;namely, Ecology and Man, Wildlife Management, and PhysicalGeography as well as others which are just being developed.

Graduates taking a major in Biology or Geography with aConservation minor can qualify for Civil Service exams forPark Interpreters and Conservation Resource Planners.Some Geography-Conservation graduates take positions withcity governments in city planning, etc.

Practical work is offered at our Cusion Lake Field Stationduring the summer sessions in both Conservation and Biology,with an environmental stress.

MINNESOTA

Bemidji State College

Dr. Robert A. MontebelloDepartment of Health, Safety, and RecreationBemidji, Minnesota 56601

Elementary Education (B.S.), with a concentration inOutdoor Education

Secondary Education (B.S.), with a minor in OutdoorEducation

Three specific courses in Outdoor Education, eleven coursesfrom areas of science and biology, seven courses from health,physical education, and recreation are combined in aninter-disciplinary appraoch to provide either the concen-tration or minor.

The program is primarily intended for the classroom teacher,especially in the elementary area. It provides a studentwith the background to develop outdoor education programsin school systems.

Mankato State College

Dr. Theodore L Nydahl, ChairmanEnvironmental Studies Program CommitteeSchool of Arts and SciencesMankato State CollegeMankato, Minnesota 56001

Environmental Studies (B.S. or B.S. Teaching)thedouble major concept, second major available in biology,chembtry, geography, recreation and park administration,or sociology

The double major concept is explained below:

(1) The student completes his Environmental StudiesMajor antl also a second major in a discipline or areaunder the *dance of an advifor from the second majorarea.

(2) The student determines whh degree program he intendsto pursue, selects one of the options, and receives theapproval of his advisor for the courses he will take forcompletion of the double major.

(3) A seeond major ,(i.e. in combination with the broadEnvironmental Studies major) in the following areas: chemistry,geographi, sociology, recreation and park administration,and Broad Major in .:eienceBiology emphasis.

(4) It is 'desirable, but not mandatory, that a second majorbe earned.

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(5) The student's program of studies must be approved bythe program coordinator.

(6) As the Environmental Studies Program develops,other discipl;nes may wish to seek approval for the doublemajor status.'

University of Minnesota

Dr. John R. TesterDirector of Graduate StudiesDepartment of Er -logy and Behavioral BiologyUniversity of MinnesotaMinneapolis, Mi. inesuta 55455

Ecology (M.S.. Ph.D.)

The Ecology vartment offers the M.S. and Ph.D.degrees in e -y. Faculty participating in this programare drawn frum the College of Biological Sciences, theInstitute of Agriculture, and the Institute of Technology.nus, the program can give the intending ecologist anutiusual breadth of training and, at the same time, providea high degree of specialization. For example, studentsmay conduct graduate research in insect behavior, radio-telemetry, wetland ecology, algal ecology, paleontology,mineral cycling, etc.

Because of the great variety of pursuits in ecology and theincreasing demand for environmental scientists of widelydifferent backgrounds, required course work is minimal.Each candidate's program is planned to meet his individualrequirements. Seminars and tutorials constitute an importantpart of all programs.

MISSOURI

Central Missouri State College

Dr. Oscar HawksleyDepartment of BiologyCentral Missouri State CollegeWarrensburg, Missouri 64093

Biology (EA., B.S.), with a specialization in conservation

Students graduating from C.M.S.C. with a major in biologymay enter the fields of wildlife biology or forestry(including conservation or environmental education). Manypositions require advanced study though the master'sdegree. Therefore, the serious student should plan tofollow a program leading to the Bachelor of Science orBachelor of Arts degree which will also prepare him forgraduate study.

Northeast Missouri State College

Dean A. Rosebery, HeadScience DivisionNortheast Missouri State CollegeKirksville, Missouri 63501

Environmental Science (B.S. in Ed.)

The Division of Science and the Division of SocialScience are cooperadng in presenting a curriculum inEnvironmental Science. This curriculum is for the studentwho desires to become accredited to teach earth scienceand geography at the secondary level. The program is designedwith enough elective hours to 'that the student may becomemore knowledgeable in both. earth science and geographyor specialize in either area. There are also enoughunrestricted electives so that students may take cognatecourses which would reinforce an environmental sciencemajor; these courses could be from the fields of study

such as social science, biological science, and physicalscience.

MISSISSIPPI

University of Southern Mississippi

Dr. John M. KingDepartment of RecreationUniversity of Southern MississippiHattiesburg, Mississippi 39401

Recreation (B.S., M.S.), with an emphasis in OutdoorEducation

MONTANA

University of Montana

Dr. Roy C. WhiteSchool of EducationUniversity of MontanaMissoula, Montana 59801

Master's Degree in Education (M.A.), EnvironmentalEducation concentration

Environmental Education Curriculum (Ed.D.)

Because of the flexibility in programming, the studentworking toward the M.A. Degree in Education can takeup to 39 credits in Environmental Sciences from the 54credits required to graduate. The student enrolled in thedoctoral program will include the following in his program:(1) a primary area of study which can be in environmentaleducation curriculum, (2) a supporting area which can beamong either elementary education or secondary educationwith an emphasis in Environmental Education, (3)Certain foundation areas of work, (4) a research area,and (5) certain non-education courses related to the area.


The DeanSchool of ForestryUniversity of MontanaMissoula, Montana 59801

Resource Conservation (B.S., M.S.)

Under the Bachelor and Master of Science in ResourceConservation, students are able to develop programs whichfit their career interests in specialized conservatiod andresource management fields. A personalized curriculumis constructed by the student and his advisor.

Programs dealing with conservation education, conservationjournalism, conservation information programming andenvironmental interpretation are acceptable under thesedegrees. Several students are currently enrolled in suchprograms.

Completion of a B.S. or M.S. in Resource, Conservationwith a specialization in Conservation Education or Environ-mental Literpretation may qualify the student for a careeras a Conservation Education specialist, Informationspecialist, Park Naturalist, or Conservation ExtensionSpecialist


W. Leslie Pengelly, CoordinatorEnvironmental Studies ProgramSchool of ForestryUniversity of MontanaMissoula, Montana 59801

" 1 8

vat

Environmental Studies (M.S., M.A.)

The program is different in many respects from theusual graduate program of studies. One of the program'sobjectives Ls to Improve the quality of man's life byproviding a sensitive, innovative approach to environmentalproblems. Such an approach offers special advantages toparticipants, but also makes special demands upon them.Students should expect to learn by doing. They shouldexpect to be actively involved in environmental issues,whether on local, state, or national levels. Their role inthe program should be both as environmental activist andas environmental theoretician.

An Environmental Studies Core Curriculum forms thebasis for the program's course-work, and is required ofmajors. Additional courses are selected by the student,with the guidance of a faculty committee, pursuantto his interests and undergraduate background. Approx-imately 65 courses are available froir nearly every departmenton campus which are to varying environment-related, and range in orientation :echnical/ bio-physical to theorctical;humanistir

NEBRASKA

Chadron State College

Mack PeytonDepartment of Health, Physical Education, and RecreationChadron State CollegeChadron, Nebraska 69337

Recreation (B.A.), with an emphasis in Outdoor Education

The emphasis in outdoor education is to acquaint thestudent with knowledge and skills for teaching in the out-of-dours, through direct experience, to develop a commonunderstanding of the means available for education in andfor the out-of-doors, and to learn of agencies, facilities,and resources available for the promotion of outdooreducation.

University of Nebraska

Donald F. BurzlaffCo liege of AgricultureRoom 234Keim HallUniversity of NebraskaLincoln, Nebraska 68503

Natural Resources (B.S.), with an option in soil conservationand survey, range management, recreational resourcesmanagement, and water resources management

The Natural Resource Am was developed by the Universityof Nebraska College of Agriculture to provide Nebraskastudents an op; mtunity to study and appreciate thestructure, function, and wise utilization (conservation) ofthese resources.

Five options are available within the Natural ResourcesArea which permit specialization by the student in one ormore areas of resource management. These options include:

(1) Soil Conservation and Survey: Complete understandingof our environment involves a knowledge of the nature andproperties of soil. This option combines physical andbiological sciences with the nature and properties of soiLThis option combines physical and biological sciences withsocial and agricultural icience inic an effective andchallenging program. Graduates of Vitt option will qualifyfor the position of soil conservationist or soil scientistunder Civil Service requirements.

(2) Recreational Resources Management: Development and

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administration of areas for recreation and scenic valuedemand special skills. The recreation option combinessocial, biological, and physical sciences with architectureand agricultural courses to meet these needs. The graduatesof this option will find positions in federal, state, and localagencies that are responsible for development and admin-istration of parks, roadside areas, and other public

(3) Range Management: This involves the science andtechnology of managing our grasslands to an end of maximumsustained benefit for society. Plant and animal sciences,soil science, physical and social sciences are arranged toprovide a broad basis for decision making. Graduateswill qualify for Civil Service positions of Range Consz.rva-

tionists with state and federal agencies.

(4) Water Resources Management: Management, develop-ment and utilization of our water resources are vital intoday's society. This option will prepare students forcareers concerned with use, management, and conservationof our valuable and extensive water resources. Coursesstudied include biological and physical sciences, engineering,soils, water quality and agricultural production. These arecombined with socio-economic areas involving land use,political science and rural-urban relationships.

University of Nebraska at Omaha

Ernie GorrDepartment of Health, Physical Education, and RecreationUniversity of Nebraska at OmahaOmaha, Nebraska 68101

Recreation (B.S.), with an emphasis in Outdoor Education

The Recreation Education Program provides opportunityfor leadership preparation through theory and practicalapplication. One of the program's areas of emphasis isOutdoor Education. The student electing this area ofemphasis will have in addition to Recreation courses,21 hours in selected courses within the Department ofBiology. Cooperative practical experience is obtained fromthe Fontenelle Forest Nature Center.

NEVADA

University of Nevada

C. M. Skau, ChairmanRenewable Natural Resources DivisionCollege of AgricultureUniverity of NevadaReno, Nevada 89507

Renewable Natural Resources (B.S.), with options inForestry, Game Management, Range Science, RecreationArea Management, Watershed Management, Conservation

The Renewable Natural Resources major offers a programwhich balances a sound background in basic disciplines,flexibility in choice of specialized education, and emphasison developing analytical skills necessary for the manypositions available in renewable natural resource management.

Each option corresponds to recognized professions, and eachoffers a distinct curriculum that meets appropriate professionaland civil service requirements. The optinns include:

(1) ForestryThe core of professional forestry courses isoriented at management of forest lands. Students preparingfor this curriculum are urged to acquire a substantialbackground in mathematics and science. As part of thecurriculum, they arc required either to attend an eight-week summer camp at Flagstaff, Arizona, or show evidenceof having acquired equivalent experience 'through summeremployment in forest-related jobs. Permanent employment

19

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opportunities are found with industrial and consulting rumsor state and federal agencies, such as Nevada Division ofForestry, United States Forest Service, Bureau of LandManagement, and National Park Service.

(2) Game ManagementThis curriculum stresses managementaspects of game species based on ecological principles.Emphasis is given to habitat improvement, game managementin relation to hunting, habitat requirements and gamefarming and the role of game multiple-use management offorest, range, and agricultural areas. It prepares studentsfor careers in private or public agencies as managers oradministrators.

(3) Range ManagementThe curriculum provides a wide basefor management of natural forage resources upon whichlivestock and big game depend for food and cover. Rangescience courses provide specialization in range plants andecology, range evaluation methods, and range managementprinciples and practices. Related courses such as soils,animal science, forestry and wildlife management arerequiied. Students are encouraged to seek summeremployment with one of the resource agencies. Employmentopportunities are found in a variety of state and federalagencies and range management or agribusiness.

(4) Recreation Area ManagementThe core of professionalcourses is oriented at developing an artistic sensitivitytoward the quality of experience in the exterior environment.Analytic skills and a methodology into the design processis developed through real site problems. Design approachcan be tested in both urban and regional landscapesin the context of open space system. Emphasis is placedon the diversity of policymaking decisions and their impacton land form. Permanent employment opportunities arefound with public and private agencies.

(5) Watershed Managementlhis curriculum prepares thestudents for management of water yield from upland areasthrough cultural practices on plants and soils and use ofsmall structures. Students entering this program are advisedto obtain four years of high school mathematics and science.Permanent employment opportunities are found with consultingindustrial films and state and federal land managementagencies. Numerous opportunities also exist in researchand teaching for those with advanced degrees.

(6) ConservationThis will allow the student to gainteaching credentials with combined work in the College ofEducation.

Univerdty of Nevada

Department of Elementary EducationCollege of EducationUniversity of NevadaReno, Nevada 89507

Elementary Education (B.S.), area of concentration inEnvironmental Science

University of NevadaDr. Jehn TreutDepartment of Secondary EducationCollege of EducationUniversity of NevadaReno, Nevada 89507

Secondary Education (B.&), with a teaching Minor inEnvironmental Science

NEW HAMPSHIRE

Dartmouth College

George MacinkoDepartment of GeographyDartmouth CollegeHanover, New Hampshire 03755

Proposed: An Environmental Studies Program

A series of integrated courses designed to provide studentsin all fields with a broad perspective of man's place inthe natural world, and of his dependence on the physics,chemistry, and biology of planet Earth.

NEW JERSEY

Glassboro State College

Dr. Thomas J. RilloProfessor of Outdoor EducationGlassboro State CollegeGlassboro, New Jersey 08028

Environmental Education (MA.)

The environmental education master's degree program atGlassboro State College is designed to prepare personnelto fill leadership roles in these fields.

A reawakened public conscience about the wise use andproper management of all natural resources, throughoutthe nation, has focused on the need for teachers to beable to use the outdoors as a potent tool in developingattitudes and knowledges concerning the use of naturalresources.

Educators enrolled in the program will be provided withcourse work and training necessary to gain a depth of know-ledge and skills in Environmental Education. They will bepr.:pared to make full use of the potentials in the out-door laboratory.

Teachers trained to develop outdoor activities and expanded!earnings in conservation, Val effect curriculum enrichmentin their schools. Intensity of learning and social develop-ment have characterized many of the programs thus far.

These vital problems are some of the conceins of thismaster's program which is designed to meet the needs ofoutdoor leaders for youth and adults of all ages.

Montclak State College

Dr. Edward J. AmbryAssociate DeanGraduate StudiesMontclair State CollegeUpper Montclair, New Jersey 07043

Environmental Eduation (M.A.)

The program provides basic courses in EnvironmentalEducation and allows students to select related coursesin several departments. By cutting across departmentallines, individual programs may be designed for studentswhich will strengthen their academic background and alsoallow them to be introduced to new fields of study whichwill relate to their plans to conduct education programsin outdoor situations.

This program is designed to prepare school personnel forleadership roles in Environmental Education. This programwill provide course work and skills necenary for curriculumenrichment and will prepare teachers as specialists in the

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Rutgers University

Director of Resident InstructionCollege of Agriculture and Environmental ScienceRutgers UniversityNew Brunswick, New Jersey 08903

Environmental Science Education (B.S.)

The Environmental Science Teacher Education piLgram isan option of the environmental science core curriculum.Completion of the program leads to a Bachelor of Sciencedegree. The program prepares graduates forcertification in the areas of Vocational - TechnicalAgriculture and Science Education. Certification in the areaof science includes the biological, physiml, general, andearth science teaching areas. Graduates are prepared toaccept positions as environmental education coordinatorsin school systems, state and federal parks and forestsand as science teachers in vocational and secondaryschools. The program includes 21 credits in professionaleducation. Six of the 21 credits are gained throughstudent teaching in an established department in a secondaryschool. The remaining 15 credits in professional educationcomply with the certification requirements of most statedepartments of education and include work in EducationalPsychology, Foundations of Education, Principles andPractices in Education, Methods of Teaching Vocational -Technical Agriculture, and Methods of Teaching Science.Graduates of the program are now successfully teachingin a variety of capacities in several Northeastern states.

NEW MEXICO

University of New Mexico

D. WarderDepartment of RecreationUniversity of New MexicoAlbuquerque, New Mexico 87107

Recreation (B.A., M.S., Ph.D.), with an option in OutdoorEducation and Natural Resources Management

The Natural Resources Management option is designed toprepare an emphasis on management of recreationalareas and facilities of local, state, and federal levels.

NEW YORK

Briarclifr College

Walter ChinzinskyBriarcliff CollegeBriarcliff Manor, New York 10510

Biology, with an emphasis on Environmental Science

The City University of New York

asumanDepartment of BiologyThe City University of New YorkNew York, New York 10031

Biology (M.S., Ph.D.), wirn a program in Ecology

Columbia University

Professor Andrew VaydaDepartment of AnthropologyColumbia UniversityBroadway, and W. 116 St.New York, New York 10031

Ecological Anthropelogy (A five-year program

Community College of the Finger Lakes

DirectorNatural Resource Conservation ProgramCommunity College of the Finger LakesCanadaigua, New York 14424

Natural Resource Conservation (A.A.S.)

The purpose of the Natural Resource Conservation Curriculumleading to an Associate in Applied Science is to preparestudents for careers in conservation and/or outdoorrecreation. Such career areas encompass a variety ofparaprofessional employment opportunities, i.e. Conservation-Recreation Technicians, Wildlife and Fishery Technicians,Rangers, Conservation Law Enforcement Officers, Environ-mentalists, etc.

It is also the purpose of this program to establish asuitable transfer program for those contemplating continuingat a four-year institution in a related degree area. Asecond sub-purpose relates to the establishment of acommunity-interest program in conservation-recreation.This wit!. include such programs as seminars, conferences,in-service training programs and workshop, and home studycourses.

The educational experiences in the career area will combineclassroom theory, laboratory instruction, and field practice.Heavy emphasis will be placed on courses in the BiologicalSciences. Although conservation courses will emphasizescientific materials, a good deal of additional time willbe spent on humanistic approaches to social and scientificenvironmental problems. Sensitivity training will be stressedin all areas where people and natural elements of theenvironment are considered. Extensive field work andpracticum experiences will be developed and will specificallyrelate to the individual's career interests.

Cornell University

ChairmanDepartment of ConservationCornell UniversityIthaca, New York 14850

Conservation (M.S., M.A., Ph.D.)

Major and minor subjects include: Aquatic Science,Fishery Science, Forest Conservation (minor subject only),Natural Resources Conservation, and Wildlife Science.

To undertake study in this field the student should bewell prepared in biological sciences. A strong backgroundin the physical sciences is highly desirable, and a workingknowledge of statistical methods is important. To majorin natural resources conservation, the student should comewith training in some scientific discipline which he proposesto use in an integrative way to focus on natural resourceproblems, and he should preferably have professional jobexperience.

Cornell University

ChairmanDepartment of Ecology and Evolutionary BiologyCornell UniversityIthaca, New York 14850

Ecology and Evolutionary Biology (M.S., M.A., Ph.D.)

Major and minor subjects include: Aquatic Ecology(including limnology, marine ecology and oceanography),Community and Ecosystem Ecology, EnvironmentalPhysiology, Evolutionary Biology, General Ecology,Paleontology, Parasitology, Population Ecolov, Terrestrial

-

Ecology, and Vertebrate Zoology (including herpetology,ichthyology, mammalogy, and ornithology).

Cornell University

Dr. Richard B. Fischer, ProfessorEnvironmental EducationDivision of Conservation EducationDepartment of EducationStone HallCornell UniversityIthaca, New York 14850

Environmental Education (B.S., B.A., M.S., M.A.T., Ph.D.)

Cornell University's history of training and leadership inthe twin fields of enviromnental interpretation and conservationeducation began three quarters of a century ago. The largenumber of graduates who are leaders in environmentaleducation is ample proof of Cornell's contribution to thefield. A tradition of scholarship, research and directfield experiences was established by noted ecologist andconservationists such as Liberty Hyde Bailey, E. LaurencePalmer, A. H. Wright, Arthur A. Allen, John HenryComstock, and William J. Hamilton. This Cornelltradition remains strong in an era when it is criticallyimportant to know living organisms in their naturalhabitats and to understand man's influence on them.

The aim of the program is to train a student who willbe strong in the subject matter of biology, ecology,conservation, and who will possess the communicationskills necessary for a successful career. In the under-graduate program students will take approximately 50hours in basic sciences; this background will be supportedby courses in education and communications skills suchas lecturing, writing, illustrating and exhibit designing.Students are thereby prepared for professional careersin environmental interpretation, and nature center work,museum education programs, outdoor education, state andprivate conservation organizations, Audubon societies,professional scouting, and publications dealing with naturalhistory, conservation, and environmental education.

Great flexibility has always been a hallmark of careerpreparation at Cornell. Harmonious working relationshipswith professors of botany, conservation, entomology,vertebrate zoology, and ecology have enabled the Depart-ment of Education to design training programs for under-graduate and graduate students. These capitalize on indivi-dual interests, build on personal strengths, and equipstudents for specific phases of environmental education.The Division of Conservation Education of the Departmentof Education is small enough to foster close, friendlyrelationships between students and staff, yet large enoughto offer numerous opportunities for students to participatein many programs.

In pursuing graduate study in this field at Cornell University,the student is able to design a degree program which willstrengthen his skills in subject matter and communication.Additional course work in the biological fields, with supporting.courses in writing and illustrating are normally part ofthe degree program. There are no prescribed curricula forthe graduate student; rather he works with a GraduateFaculty Committee in designing a program tailored to hisprevious preparation and career goals.

Cornell University

ChairmanDepartment of Natural ResourcesCollege of AgricultureFernow HallCornell UniversityIthaca, New York 14850

Natural Resources (B.S.), programs in (1) wildlife science,

(2) fishery science, (3) forestry science, (4) outdoor recreation,and (5) environmental conservation

Natural Resources (M.S.), major subjects in (1) fisherybiology, (2) wildlife science, (3) natural resources conservation;and as a minor subject forest conservation and water resources

Students may elect one of five programs. The threescience programs give preparation for graduate work, butthey may be modified for students who wish to terminatetheir study at the bachelor's level and go directly intoa professional manrgement career. The curriculum inOutdoor Recreation is intended for managers or plannersof land and water devoted primarily to recreational uses.The program in environmental conservation is a generaleducational program designed to prepare citizens tounderstand their biophysical environment and man'simpact on it. It blends the biological, physical, socialsciences, and humanities so that a sound base is providedfor the pursuit of graduate studies in many areas havingto do with man's management of his environment.

Other areas of study in the natural resources field includeprograms in soil and water conservation in the Departmentof Agronomy, conservation education in the Departmentof Education, and resource economics in the Departmentof Agricultural Economics.

New York University

Dr. Edith L Ball, DirectorRecreaton and Camping Education AreaDivision of H. P. E. and R.Room 675, Education BuildingNew York UniversityWashington Square, New York 10003

Camping Education (M.A., Sixth-Year Certificate, Ph.D.,Ed.D.) with a specialization in outdoor education andenvironmental education

The Camping and Outdoor Education curriculum is designedto prepare people for the administration of resident andday camps. An option within this curriculum makes itpossible for the student to speciarne in the field ofoutdoor education and environmental education. Besidesthe requirements of content courses in the field of camping,the curriculum include courses in research, counseling,group dynamics and psychology. Independent student incamp leadership, performed while the student is on thejob in a summer camp is an optional course.

State University of New York at Albany

Eugene McLaren, CoordinatorEnvironmental Studies ProgramState University of New York at AlbanyAlbany, New York 12200

Environmental Studies

State University College at Buffalo

George M. LaugDepartment of BiologyState University College at Buffalo1300 Elmwood AvenueBuffalo, New York 14222

Biology (M.A.), strong emphasis in environmental biology

State University College of Forestry

Professor Russell Getty, ChairmanForest Resources ManagementState UniversitY College of ForestrySyracuse, New York 13210

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Forest Resources Management (M.S.), with completelatitude to design a program in Conservation Education

State University of New York at Cortland

Marcia K. Carlson, Associate ProfessorDepartment of Recreation EducationSUNY College at CortlandCortland, New York 13045

Nature Recreation and Interpretation (B.S.E.)

Recreation Education (B.S.E., M.S. Ed.), specializationin outdoor education and =ping

This degree program is a joint offering with the BiologyDepartment.

Queens College

Dr. John Loret; DirectorEnvironmental StudiesQueens CollegeFlushing, New York 11367

The University is planning to develop an undergraduatedegree in the area of Environmental Studies in the nearfuture. We also presently have before the GraduateCommittee a proposal for a Master of Science Degreein Environmental Studies, which we hope will be approvedby September 1971.

NORTH CAROLINA

North Carolina State University at Raleigh

Dr. LeRoy C. Saylor, Assistant DeanSchool of Forest Resources

5 North Carolina State University at RaleighRaleigh, North Carolina 27600

Conservation (B.S.)

Natural Resources Recreation Management (B.S.)

The curriculum in Conservation prepares young people forcareers in managing the broad spectrum of renewable naturalresources. Urbanization and expanding population arebringing increased pressure on natural resources andaccelerating the need for broadly educated individuals ableto make sound judgments in planning and managing theseresources.

The Conservation Curriculum is offered jointly by theSchool of Forest Resources and the School of Agricultureand the Life Sciences. The student enrolls in one ofthese schools depending upon his particular objectives anddesires. For many students the Conservation degree willbe the only degree desired. Other students, who wisha strong background in conservation, could meet theirbasic degree requirements in fields such as Forestry,Recreation, Wildlife Science, Soils, Botany, Zoology, orLiberal Arts, and at the same time meet the ivquirementsfor a secondary Bachelor's degree in Conservation.

The curriculum in Natural Resources Recreation Managementhas its principle focus toward the types of recreation whichintimately involve the wildland resource as an indispensablecomponent of the recreation opportunity or experience.It should be of particular interest to the student who aspiresto a Career with organizations, institutions, agencies, orcorporations concerned 'with the preservation, wise use andimproveMent of recreation opportunities as they occur inthe Wildlife environment. Students will be prepared to servewith public or private agencies primarily concerned withthe more extensive phase of public outdoor:recreition as

22

they occur on extensive parklands and on other non-urbanlands managed for the optimum output of diversifiedrecreation benefits. Growing pressure on the diminishingwildland resource is placing a premium on managers whocan recognize opportunities, identify problems, conceptualizesolutions, and implement policies in these fields.

Wake Foresi University

Dr. Ralph D. Amen, ChairmanDepartment of BiologyWake Forest. UniversityVimston-Salem, North Carolina 27109

Biology (M.A.), research opportunity in PhysiologicalEcology and Population Ecology

Biology (Ph.D.), research opportunity in PhysiologicalEcology

NORTH DAKOTA

OHIO

Antioch College

Dr. Robert Bien, ChairmanEnvironmental Studies CenterAntioch CollegeYellow Springs, Ohio 45387

Environmental Studies (B.S., B.A.)

The center offers an undergraduate degree in EnvironmentalStudies. Each program of study is individually designedfor the educational and vocational goals of the studentmajoring in environmental studies. At least two facultymembers representing two different academic disciplinesadvise each major. In many cases, students interested inenvironmental studies are encouraged to major in a tradi-tional discipline within the College if this seems to be thebest course of study related to the goals of the student.Almost any discipline may be related to the environmentand some of those followed by students in recent yearshave been biology, education, chemistry, engineering,geology, geography, art, political science, and sociology.

In addition to formal courses, Antioch students have manyopportunities to directly experience and study diverseenvironments throughout the United States through theCollege's work program and in foreign countries throughthe Education Abroad Program. In past years, studentshave carried out environmental studies in Africa, Mexico,England, Switzerland, Spain, and other countries. Throughthe Antioch Field Center in Philadelphia students canbecome intimately involved in urban studies.

Kent State University

Glenna WilliamsDepartment of RecreationSchool of H. P. E. and R.Kent State UniversityKent, Ohio 44241

Recreational Leadership (B.A.), with a concentration ininterpretive ecology

Miami University

Dr. Gary W. BarrettMiami UniversItYOxford, Ohio 45056

Environmental Science (M.S.)

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Ohio State University

Dr. Charles L. MandSchool of H. P. E. and R.337 West 17th AvenueOhio State UniversityColumbus, Ohio 43210

Recreation and Outdoor Education (B.S. in Ed.)

Ohio State University

Dr. Carl S. JohnsonSchool of Natural Resources245 Lord Hall124 West 17th AvenueOhio State UniversityColumbus, Ohio 43210

Conservation and Outdoor Education (B.S. in Agriculture)

Double degree in Conservation and Outdoor Educationwith education (B.S. in Agriculture and B.S. in Ed.)

Conservation or Outdoor Education or EnvironmentalEducation (M.S. in Natural Resources)

Interpretive Work (B.S. in Agriculture)

OKLAHOMA

University of Oklahoma

DeanSchool of Civil Engineering and Environmental ScienceUniversity of OklahomaNorman, Oklahoma 73069

Master of Environmental Science Degree

The Master of Environmental Science degree is designedfor students interested in general professional educationin the area of public and environmental health. Withinthree weeks after admission to graduate work, the studentmust consult the Coordinator, who will appoint a committeeof three or more faculty members to direct the studentsprogram. The committee will develop an individual programmost suited to the candidate's needs.

The Master of Environmental Science degree requires atleast one graduate level course from each of the followingareas: for Engintters, public health, administration,environmental sanitation, engineering investigational procedures,epidemiology, sanitary chemistry, unit operations, sanitarybiology and sanitary design and water resources. Fornon-Engineers, public health administration, epidemiology,sanitary chemistry, sanitary biology, vital statistics,'environmental sanitation, and radiation. Optional courses,bringing the total hours to thirty (or thirty-two if theno-thesis plan is followed), are to be taken from SanitaryScience and Public Health and related fields with the consentof the student's advisory committee.

OREGON

Oregon State University

Dr. Edward H. Heath, HeadDepartment of Leisure Science and Environmental Resources346 Waldo HallOregon State UniversityCorvallis, Oregon 97331

Education (B.S., M.Ed.), proposed areas of emphasis include

Environmental Ecological Education; Outdoor Recreation: OptionA Recreation Resource Development, Option B EnvironmentalInterpretation, Park Administration.

University of Oregon

ChairmanDepartment of Recreation and Park AdministrationUniversity of OregonEugene, Oregon 97401

Recreation and Park Administration (B.A., B.S., M.A.,M.S.), with an emphasis in outdoor education

The emphasis in outdoor education is designed to preparestudents for careers in school oriented positions and isdesigned to enable the student to complete the Collegeof Education requirements for teacher certification, asan essential part of this emphasis.

Southern Oregon College

Dr. Ronald LambDirector of Outdoor EducationSouthern Oregon CollegeAshland, Oregon 97520

General StudiesOutdoor Education (M.S.)

The primary objectives of this new, interdisciplinary programare (1) to devleop leaders in Conservation and OutdoorEducation with a broad background in the sciences and thesocial sciences who have an understanding of the inter-relationships of the ecological and economic aspects ofconservation and (2) to develop personnel competent inthe use of techniques and experiences suitable for teachingin the out-of-doors.

The cascade Field Center, the site of much of theclasswork for the courses is located near the summit ofthe Cascade Mountains in Southern Oregon. Through thewide range of natural areas available, teachers may gainexperience in the use of outdoor laboratories in teachingmathematics, science, geography, history, the languige artsand the fine arts.

Competencies expected of graduates of this program include(1) Understanding of the inter-relationship of man and hisnatural and man-made environments; (2) Understanding ofthe basic principles and information about natural resourcesand resource management problems; (3) Ability to identifythose aspects of the existing curriculum that can bestbe taught out-of-doors; (4) Ability to plan and implementmeaningful outdoor experiences in their own schools;(5) Ability to use the methods, tools, skills, and techniquesof the naturalist, the scientist, and the outdoorsman inenriching and extending the existing curriculum; and (6)Ability to integrate and coordinate outdoor experience intoongoing school programs.

PENNSYLVANIA

California State College

Dr. Wm. LeRoy Black, HeadConservation and RecreationCalifornia State CollegeCalifornia, Pennsylvania 15417

Conservation and Environmental Science (B.A.)

Education (B. Ed.), emphasis in Conservation and EnvironmentalScience

The Division of Conservation and Environmental Educationis studied through the Natural Sciences Area of Concentration.

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This program concentrates on the competencies needed forplanning and administering conservation and environmentalscience programs.

Students may qualify for positions as park and interpretivenaturalists, conservation and environmental science resourcespecialists, outdoor education specialists and coordinators,or administrative positions in conservation, environmentalscience and outdoor recreation, at the various levels of government,in addition to private and quasi-public agencies.

Attendance during one summer trimester is required.

Cedar Crest College

Robert A. ScottDepartment of BiologyCedar Crest CollegeAllentown, Pennsylvania 18100

Interdisciplinary curriculum in environmental sciences.Emphasis on studies of pollutants and their control; concernfor public information.

Drexel Institute of Technology

Program DirectorEnvironmental ScienceDrexel Institute of Technology32nd and Chestnut StreetsPhiladelphia, Pennsylvania 19104

Environmental Science (M.S., Ph.D.)

The reality of man's ability to modify his own environmentoffers one of the most exeiling challenges of this era. Theprogram of graduate study at Drexel is designed to preparescientists to participate in this creative workin industry,government, research and consultation.

Areas of concentration which the student selects upon entranceare offered in Environmental Management, Air Resources,Industrial Hygiene, Radiological Health, Water Resources,and Solid Wastes.

Millersville State College

Mr. John L HorstRoddy Science CenterMillersville State CollegeMillersville, Pennsylvania 17551

Proposedprogram which would meet state requirement forendorsement in Environmental Educatiun

The Pennsylvania State University

Undergraduate:Dr. Fred CoombsRecreation and Parks Program259 Recreation BuildingThe Pennsylvania Stete UniversityUniversity Park, Pennsylvania 16802

Graduate:Dr. Betty Van Der SmissenRecreation and Parks Program275 Recreation BuildingThe Pennsylvania State UniversityUniversity Park, Pennsylvania 16802

*Recreation and Parks (B.S., M.S., M.Ed.), option in Camping,Outdoor Education, and Outdoor Interpretive Services

Physical Education - Recreation specialization (Ph.D., D.Ed.)with an area of specialization in Camping, Outdoor Education,and Outdoor Interpretive Services

Camping, Outdoor Education, and Outdoor Interpretive Servicesfocuses upon the administration of resident camp programs,school-oriented outdoor education, including resident outdoorschools and the integration and utilization of the naturalenvironment into the curriculum; and public interpretiveprograms, especially the nature center complex in its wholeprogram, coordinator of community outdoor education programs,and development of overall outdoor recreation programs undervarious auspices.

The Department of Education, Commonwealth of Pennsylvania,has authorized an endorsement and a specialist certificatein conservationoutdoor education. The College of Educationand the Recreation and Parks Program at Penn State is in theprocess of securing approval for programs which will resultin endorsement and certification.

Slippery Rock State College

Dr. Craig Chase, DirectorEnvironmental Education ProgramSlippery Rock State CollegeSlippery Rock, Pennsylvania 16057

Environmental (Conservation-Outdoor) Education (M.Ed.)

Environmental Education (B.A.) - Proposed

The proposed undergraduate program in environmental education,to be offered through the Recreation Department is specificallydesigned for elementary and secondary education students.Elementary education students may select environmentaleducation as a cognate area. Students preparing to teach onthe secondary level may secure certificate endorsement inenvironmental education. All courses within the programwill be available on an elective basis to any qualified student.

The department operates the 300-acre Jennings Nature Reserveas the focal facility of its environmental education studies.This facility in addition to the 30-acre Miller tract on WolfCreek, the 13,000-acre Moraine State Park, and other nearbyoutdoor resource areas provide ample opportunities forresearch and academic study.

RHODE ISLAND

University of Rhode Island

Dr. John KupaCollege of Resource DevelopmentUniversity of Rhode IslandKingston, Rhode Island 02881

Natural Resources (B.A., M.S.)

SOUTH CAROLINA

Clemson University

Department of Recreation and Park Administrationaemson UniversityClemson, South Carolina 29631

Recreation and Park Administration (B.S.)

Presently working on an option in Outdoor Interpretation

SOUTH DAKOTA

24; 7 5

TENNESSEE

University of Tennessee

The DirectorGraduate Program in EcologyUniversity of Tennessee408 10th StreetKnoxville, Tennessee 37916

Graduate Program in Ecology (M.S., Ph.D.)

The Graduate Program in Ecology offers ways to earn theMaster of Science with a major in ecology and the Doctorof Philosophy with a major in ecology. The requirements ofthese degrees have been planned to effect both a sound foundationin ecology and adequate specialization for research in thisfield. The departments cooperating in this program areAgricultural Biology, Agronomy, Forestry, Horticulture inthe College of Agriculture; and Botany, Zoology, and Entomologyin the College of Liberal Arts. The Radiation Ecology Sectionof the Oak Ridge National Laboratory participates with trainingand research opportunities in radiation ecology and relatedsubjects, as does the Tennessee Valley Authority in aquaticbiology.

TEXAS

Lamar Stdte College of Technology

Dr. Edwin S. Hayes, DeanSchool of SciencesLamar State College of TechnologyBeaumont, Texas 7770C.

Environmental Science (B.S.)

Completion of this program will qualify graduates for govern-mental and industrial positions concerned with the prevention,detection, and abatement of pollution detrimental to the qualityof the environment. Interdisciplinary by design, the curriculumaffords latitude in the selection of electives, thus providingfor the enhancement of competence in fields of primaryinterest.

Texas A & M University

Dr. Leslie M. Reid, HeadDepartment of Recreation and ParksTexas A & M UniversityCollege Station, Texas 77843

Recreation and Parks (B.S.), Environmental Interpretation,option

Recreation and Resources Development (M.A., M.S.), emphasison Environmental Interpretation

Natural Resources Development (Master of Agriculture, Ph.D.),( emphasis on Environmental Interpretation .

) An environmental interpretation option is for those individuals .

( who will be most closely engaged in contact with visitors toparks and recreation developments. It is designed to assist

th. the student in acquiring ose skills needed to communicateto.the public the values associated with the natural environment.Emphasis is on the philosophy, and methodolov of effectivelycommunicating the.natural and cultural environment of mtn.

3.:(..;,... . : 25

UTAH

University of Utah

ChairmanDepartment of BiologyUniversity of UtahSalt Lake Qty, Utah 84112

Biology (M.A., M.S., Ph.D.), with an area of specialization inEnvironmental Biology

VERMONT

University of Vermont

Dr. Gerald DonovanRecreation Resource Management CurriculumMorrill HallUniversity of VermontBurlington, Vermont 05401

Natural Resource Management (B.S., M.S., in Agriculture)

The number of people spending their leisure time outdoorshas soared during the past ten years, creating a serious shortageof parks, campgrounds, and other outdoor recreation areas.But as areas are developed for recreation use, many more qualifiedpeople are needed to plan, develop, and manage these recreationfacilities.

If you like to work outdoors, enjoy recreation activities, andwant to preserve our natural resources, then RecreationResource Management may be just the career you are lookingfor.

Many jobs await you in planning and developing private land,forests, parks, and resorts for recreation facilities. As a graduatein Recreation Resource Management, your special knowledgeand talents are needed at local, regional, and state levels towork with government agencies and private associations.

Recognizing the ever-increasing demand for qualified personnel,the College of Agriculture and Home Economics at the Universityof Vermont designed a course of study for young people seekingcareers in these areas. The Recreation Resource Managementcurriculum is practical. It encourages specialization, and it givesyouthe studentconsiderable freedom to develop your program.

There are two major areas of study:

Recreation Resource Management will train you to set up andmanage recreation businesses, such as parks, forests, hotels,resorts, ski developments, campgrounds, country clubs, andprivate lands. You may specialize in business administrationor physical plant management.

Recreation Resource Planning will train you in large-scaTeenvironmental planning for careers in public and private develop-ment, landscape architecture, conservation, and state, regional,and community land use.

VIRGINIA

Virgink Polytechnic Institute and State University

Dr. John F. Hosner, DirectorDivision of Forestry and Wildlife SciencesVirginia Polytechnic Institute and State UniversityBlacksburg, Virginia 24061

Forestry and Related Renewable Natural Resources (B.S.),specialization in Environmental Conservation.

Undergraduate programs offered by the Division of Forestry and

26

Wildlife Sciences are designed to provide the basic education forstudents interested in professional careers in the managementand conservation of the forest environment. The overall goal ofthe Division is to prepare the student to be a manager of ourrenewable natural resources.

The environmental conservation program provides a generalbackground in the physical, social, and biological sciencesemphasizing application to natural resource management.Specialization is taken in the student's area of interest. Emphasisis placed on the application of environmental conservation tonatural resource management.

WASH I NGTON

Huxley College

Huxley College of Environmental StudiesWestern Washington State CollegeBellingham, Washington 98225

Environmental Studies (B.S.), concentration in Ecological SystemsAnalysis, Environmental Control, Environmental Planning, Hunger,Food, and Malnutrition, Marine Resources, Population Dynamics,Environmental Education (proposed).

Proposed: graduate program in Environmental Studies

As a cluster college, Huxley operates under the jurisdiction of theBoard of Trustees and the President of Western Washington StateCollege. As presently constituted, Huxley is a two-year, upperdivision college offering an interdisciplinary concentration inEnvironmental Studies. Students normally enter as juniors.Freshmen and sophomores are encouraged to prepare themselvesfor admittance to Huxley by incorporating natural sciences andother tool subjects into their lower division work. Advisementand coordination of the programsof potential Huxley studentswill be provided by Huxley staffIn cooneration with communitycolleges and other institutions of higher learning.

Understanding man's ecological relations demands study in manydisciplines. Huxley College, consequently, offers multidisciplinarystudy encompassing all of the physical, biological, and socialdimensions of environmental problems. The contemporary demandfor educational relevance requires that Huxley graduatesunderstand not only the workings of our environment but alsoways in which environmental order may be maintained. Problemoriented study is stressed at Huxley and concepts from theclassroom are applied to specific situations.

Huxley's curriculum is based upon general areas of Ftudy calledconcentrations. A concentration focuses on a general problemarea that may involve studies in a number of disciplines. Theareas are broad enough to allow natural or social acienceprograms within a single concentration. In addition to theconcentration areas already available, Huxley students maydevelop individual academic programs to meet their particularneeds and interests.

The concentrations are broad problem-oriented areas that allowstudents considerable flexibility in their academic programs.In addition to selecting a concentietion (i general, not latetthan one quarter after entering and preferably at time of entry),students are encouraged to select an option in a specificdiscipline, such as biology or sociology. Students may developtheir programs emphasizing natural or social sciences within aparticular concentration. At present the following concentrationsare available:

(1) Ecological Systems Analysis: For man to survive and managethe dynamic nature of ecosystems, he must be able to seeand understand the unity in which various biotic and.abioticcomponents of ecosystems interact. In particular, man mustunderstand the dynamic flux of energy through ecosystems.He must gain knowledge of the processes which regulate thetypes and number of organisms within communities. Man's

26

regulating and shaping ecosystems for agriculture, industry,and settlement involves the use of pesticides, weather modification,cultivation, and other processes which stress the environment.These interventions, unless undertaken with an understanding ofthe dynamics of ecosystems, will prove disastrous and outweighthe benefits. Students in this concentration will gain a qualitativeand quantitative understanding of ecosystems through theemphasis of relevant relationships, nature's optimizing of vitalprocesses and the use of systems analysis.

(2) Environmental Control: In the Huxley curriculum Environ-mental Control refers to those technological activities which areavailable to modify man's impact on the environment.

Courses emphasize the preservation and enhancement of theenvironment by controlling the quality and quantity of domestic,industrial, and agricultural Wastes. The modification of wasteimpact is viewed conceptually by understanuing the principlesand pragmatics of waste treatment, recycling, and by-productrecovery. Courses are specifically oriented toward air, water,or solid waste disposal.

Although the curriculum is heavily weighted in developing andunderstanding of natural phenomena and its modification bythe technological application of chemical, biological, andphysical principles, it also emphasizes relevant social, governmental,and economic constraints which bear on the abatement ofenvironmentel destruction.

(3) Environmental Planning: All organisms, directly or indirectly,modify their environment. In Darwin's views the survivingorganism is the one which achieves the best fit of itself andits environment. We must bear in mind that achieving thisbtst fit may require the modification of individual and grouphabits as well as the physical milieu in which human endeavortakes place. Bringing the natural scientist's understanding ofenvironmental systems to bear on problems of human organizationis the role of the ecologically based planner.

The integration of natural and social systems in time and spaceis the goal of the environmental planner. In addition to under-standing these systems, the planner must also understand theways in which decisions are made and implemented by bothgroups and individuals. He must understand the tools andtechniques of withering, analyzing, and presenting information,and equally important, he must possess an aesthetic senseleading to harmony and unity in his surroundings.

(4) Hunger, Food, and Malnutrition: Adequate food is basicto man's survival. Methods for developing the full energypotential of nur planet and understanding the nutritional chainin the ecosystem are necessary. There exists a lack of awarenessas to the gravity, magnitude, and nature of the current worldfood crisis.

The concentration in Hunger, Food, and Malnutrition emphasizesthe principles of food and nutrition. The problems associatedwith the food issue of the U.S. and the world, and the possibleways by which these problems may be solved, will be considered.

(5) Marine Resources: Although the oceans are not aninfinitely large source of food for man's increasing population,they do provide an important protein source that is presentlybeing inefficiently utilized. World demand necessitates a moreeffective use of this food resource. Marine organisms are alsoimportant in yielding products used as resources for medicineand industry. These biotic resources are jeopardized by over-haul/eating, by use of the ocean as a waste disposal medium andby the development of offshore oil production. The living'resources, although not the only resource man uses from thesea, are the most important to man's present and probablyfuture needs. To ptotect the potential of the oceans to producebiotic resources, it is essential to understand the ocean'sphysical environment, the ocean biota, and the ecological inter-relations of marine organisms. A use of the biotic potentialof the sea that is consistent with an understanding of the dimensionsof the marine ecosystem is the theme of this concentration ofstudy.

27

C(6) Population Dynamics: Many environmental crises facemankind and threaten his very surrival. Problems in hunger,food, menutrition, pollution, city riots, urban sprawl, etc.,may be directly related to our population increase. Stabilizationof our population is necessary if environmental problems areto be solved. No technical solution can rescue us from themisery of over-population. The solution is one of educationof all mankind to the problem confronting us. Individualstrained in the social, biological, and behavioral sciences wouldbe prepared to work toward solution of this problem.

(7) Environmental Education (proposed): Teacher educationin the environmental sciences will be a program coordinatedbetween Huxley College and Western's Department of Education.Programs in elementary and secondary education are beingformulated. Students interested in this area are encouragedto inquire for further information.

Students will normally transfer to Huxley as juniors and shouldhave completed most of Western's General Education requirement.Students already attending Western should apply directly tothe Huxley College office for application materials. Studentstransferring from other institutions must fire be accepted byWestern; application directed to WWSC should be designated"Huxley College" in order to be properly prwessed.

Olympic College

John M. Stenhjem, ChairmanHealth, Physical Education, Recreation and Outdoor EducationOlympic CollegeBremerton, Washington 98310

Health, Physical Education, Recreation, and Outdoor Education(Associate in Arts Degree)

The outdoor education program is skill-oriented with coursesin mountaineering, skiing, camperaft, and rescue and survival.

Washington State University

ChairmanProgram in Environmental ScienceWashington State UniversityPullman, Washington 99163

Environmental Science (B.S., M.S.)

Environmental science is a multidisciplinary field concernedwith the analysis of natural and modified environments andtheir interactions with biological communities, including thehuman community. The Program in Environmental Scienceat Washington State University involves cooperating membersfrom departments in the Colleges of Agriculture, Engineering,and Sciences and Arts.

Through the Program students acquire an extensive backgroundand a broad perspective that prepares them for a variety of micain the study and management of the environment and itsspecific resources. Training in depth is obtained within any oneof six optional areas: Agricultural Ecology, Biological Science,Cultural Ecologh Environmental Health, Natural Resources,and Physical Science.

University of Washington

Dr. Roger G. OistadCollege of EducationUniversity of WashingtonSeattle, Washington 98105

Curriculum and Instruction: Environmental Education (M.Ed.)

The aims of this program reflect the aims of environmentaleducation defined as follows by Dr. William Stapp, a spicialistin environmental education at the University of Michigan:

"Environmental Education is aimed at producing a citizenrythat is knowledgeable concerning the biophysical environmentand its associated problems, aware of how to help solve theseproblems, and motivated to work toward their solution."

Reflecting the above definition, the following are the specificobjectives of our program:

(1) The teacher should become aware of the balance of natureand acquire a body of relevant knowledgeecological concepts.

(2) Developing appropriate attitudes and behavior should bethe ultimate objective of environmental studiesknowledgeshould become the means to this objective.

(3) The teacher should develop a commitment to educatingchildren to live in a non-destructive way of life.

(4) The teacher should develop skills in implementing investigation-oriented approaches to teaching.

WEST VIRGINIA

WISCONSIN .

Northland College

Dean of AdmissionsNorthland CollegeAshland, Wisconsin 54806


Our program will begin in the fall of 1971-72. It is broadfieldin scope and is designed to give those students wishing to enrollin the program a broad background in all aspects of theenvironment, social, political, economic, and physical, as wellas an emphasis in the biophysical aspect of the environmentand the social-political aspects. It is also hoped that in thefuture the program will be expanded to include an emphasisin recreation.

Our objectives are threefold: (1) To help students understand,that man is part of his environment-system and that he can changerelationships of the system; (2) To aid the student in understandingthe physical environment, both natural and man-made; (3) To aidthe student in understanding the problems of the physicalenvironment that man faces and how man might deal with theseproblems.

We expect graduates to be able to secure positions in manyaspects of the environment including various government positions,business positions, teaching positions (with further training) indpositions in recreation.

University of Wisconsin

Dr. Milton 0. PellaProfessor of Science Education253 Education BuildingThe University of WisconsinMadison, Wisconsin 53706

Environmental Education (M.S., Ph.D.)

Minor studies in Environmental Education (for majors in otherdepartments of the University)

One means of pursuing graduate studies in EnvironmentalEducation at the Univeisity of Wisconsin is through the ScienceEducation program in the Department of Curriculum andInstruction. In keeping with the Wisconsin tradition, it issidficiently flexible that adaption can be made to fit the needsand interests of individual students. Programs at both themasters and doctoral levels are available.

27 28

Persons with a baccalaureate degree in the sciences, socialstudies, or education are eligible for the program providingthey meet the requirements for admission to the graduate school.Previous teaching experience is desirable but not required l'orall areas of specialization. In some cases, it would be possibleto acquire teaching expelience as a part of the program ofstudies.

At the masters level the program involves a comprehensiveconsideration of environmental education with coursework in curriculum and instruction and a variety of subjectmatter areas.

Program flexibility is a strength of the doctoral program at theUniversity of Wisconsin. While all students are expected toachieve expertise as researchers, there are ample opportunitiesfor developing specialties. An individual could prepare himselffor work at the elementary, secondary and/or college level.Special competencies can be developed in curriculum, supervision,research and development, and communications. Specialprograms can also be designed for persons who wish to workin educational capacities in business and industry.

Students with majors in other departments of the Universitymay also pursue minor studies in environmental education.

The doctoral level program will usually consist of a major inenvironmental education and a minor in environmental resourcesmanagement. However, the opportunity exists for an individualwith background and interest in any scientific discipline topursue a major in science education and a minor in onediscipline with an environmental education slant. The intentis to prepare an individual to acquire sufficient acquaintancewith environmental education to become a team member whocan represent science education in the interdisciplinary contextof environmental education.

University of Wisconsin-Green Bay

Dr. Thomas H. McIntoshCollege of Environmental SciencesUniversity of Wisconsin-Green BayGreen Bay, Wisconsin 54302

Environmental Sciences (B.S., B.A.)

The College of Environmental Sciences offers programs designedto develop the concept of ecosystems and to provide an under-standing of the exchange of materials and energy between livingorganism and their physical and chemical environment, the useand management of natural resources, and alterations of ecosystemsdue to air, water, and soil pollution. These programs seek toprepare students to participle in solving the problems ofenvironmental quality and in managing natural resources.

The student takes a core of courses designed to provide a basicknowledge in science which is essential for his basic comprehensionof today's world. Concurrent with or following the sequencyof core courses, the student, depending on his interests, majorsin one of two environmental science concentrations:

(1) Environmental Control

(2) Ecosystems analysis

A student having selected one of te above concentrations may,but is not required to, select any option. The option consistsof a course sequency in a discipline in which the student exploresin some depth a particular facet of an environmental problem.This is the "concentration-option."

Options especially appropriate include chemistry, mathematics,physics, earth science, economics, anthropology, politicalscience, and biology.

A major in the College of Environmental Sciences may choosea professional collateral. As appropriate, the student may combinea concentration or concentration-option with any of the following

28

professional collaterals: business or public administration,education (elementary or secondary), leisure sciences, masscommunication, or social services. The student selecting acombined program of this type is encouraged to adopt hisoff-campus sophomore or junior experiences to make themrelevant to both the concentration and collateral.

University of Wisconsin-Madison

Dr. John W. Thomson236 Birge HallUniversity of Wisconsin-MadisonMadison, Wisconsin 53706

Biological Aspects of Conservation (B.S., B.A.)

This major is designed to provide a knowledge of the importanceto man of biological resources; an understanding of some of therelationships of these resources to one another; training in thenatural sciences dealing with these resources; and an appreciationof the aesthetic and recreational values and possibilities attachedto these resources.

It is designed to train conservation workers such as game wardens,ranger naturalists, and museum workers. It also is recommendedfor its value as a cultural course. When taken in the School ofEducation it serves as preparation for teaching in biology andin general science.


DeanCollege of Agricultural and Life SciencesUniversity of Wisconsin-MadisonMadison, Wisconsin 53706

Conservation Journalism (B.S., Natural Resources)

Conservation (B.S., B.A.)

Natural Resources Option (within other degrees)

Most students who are interested in studying in the area ofconservation enroll in one of the specialized majors in the naturalresources curriculum. However, individuals who wish topursue a general broad field of conservation interest may followthis conservation major.

Students preparing for professional positions in conservationwork have several choices. Soil conservationists advise orcarry out such technical work as planning conservation practiceson individual farms and watershed. For this work a major ineither agronomy or soils under the agricultural production andtechnology option can be followed.

Individuals interested primarily in the plant aspects of soiland water conservation should major in agronomy. Those wholase interested in the conservation phases of soil managements or in soil survey and land classification should major in soils.I Those who wiint to specialize in engineering aspects of conservationwork should major in agricultural engineering.

/ Students who prefer training in biological aspects of conservationand who desire employment as scientific aides, wardens, orfarm planning aids should major in agronomy or soils.


DirectorCenter for Environmental Communications and Education

Studies602 State StreetMadison, Wisconsin 53706

Environmental Education and Environmental Communications(M.S., M.A.)

Environmental-education-and-communications is not a separate

2 9

program here. In other words, you can't get a degree in somethingcalled EE & C at Madison. We have a consortium of inter-relatedprograms, each with its own background and degree requirements.We'll explain these inter-related programs in just a moment.

The second thing to appreciate is that the inter-related programsmaking up EE & C at Mkdison are professional, orientedto particular career goals. They are not "general studies"-typemajors. Put another way, EE & C work at Madison is graduatework carried on under the auspices of professional schools anddepartments of long standing.

Now, how about the programs making up EE & C? There arethree principal doorways or avenues of EE & C work at Madison,each with its own variations:

One route is the environmental education route, administeredby the Curriculum and Instruction in the School of Education.This program is built around a course in Eli instructional media,materials, and methods, and seminars that cover EE researchand developmental strategies. It is closely associated with C & Iwork in science education, social studies education, recreationeducation, elementary education, and higher education. Itleads primarily to professional work in classroom teaching,curriculum development, program administration, educationalresearch, or environmental interpretation-all with an environmentaleducation bent, of course.

Another EE & C route is the environmental communicationsroute, which aims you in the direction of a journalistic-typecareer with the mass media, with a resource management agency,with a voluntary organization, or with a resource industry.This program is built around a seminar in conservationinformation. (Actually there are two environmental communicationsmajors at Madison. One is administered under the Departmentof Agricultural Journalism, Lloyd Bostian, Chairman; the otherunder the School of Journalism, Harold Nelson, Director.Each has particular traditions and emphases.)

A third EE &C route is the environmental management route.Under this type of approach you major in a science departmentlike wildlife ecology, in a social studies department like politicalscience, or in a special program like water resources managementor recreational resource management- and then minor inenvironmental education and/or journalism. This type ofroute points toward a technical position in a resource industryor agency, with a public relations flair.

Viisconsin State University-Stevens Point

James A. BowlesCollege of Natural ResourcesWisconsin State University-Stevens PointStevens Point, Wisconsin 54481

Resource Management (B.S.), emphasis in Conservation Education

Outdoor Education Minor

Resource Management -The major in resource management'prepares students for work in the general field of conservationof natural resources. This major emphasizes a broad approachto conservation and students are trained in the managementof all resources and the inter.related problems in such management.Sources of employment for graduates with this major :Ai, inurban and regional planning, nature interpretation, parkmanagement, and secondary education.

Minor in Outdoor Education - A minor consisting of a core often-13 semester hours plus electives from a broad array ofcourses which allow a stlent to emphasize a disciplin, relatedto outdoor education hut different from the students majorfield of study. A minor used can be used tottrengthen a programin biology, natural resources, social scii:iceaas well as primaryand intermediate teaching education majors.'Y

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Wisconsin State University-Whitewater

J. Homer Englund, ChairmanH. P. E & R. for MenWisconsin State University-WhitewaterWhitewater, Wisconsin 53190

Elementary Education (B.S.), with a minor in outdoor education,emphasis in environmental studies

The purpose of the Outdoor Education lkfmor is to enhance theprofessional preparation c.f elementary teachers to better qualifythem to teach the typical curriculum of the Elementary Schoolwith special emphasis in environmental studies.

WYOM I NG

University of Wyoming

Dr. John H. SchultzDepartment of Recreation and Park AdministrationUniversity of WyomingLaramie, Wyoming 82070

Recreation and Park Administration (B.S M.A.) with an optionin Outdoor Recreation Resource Management

CANADA

University of Calgary

Dr. J.G. Nelson, ChairmanCommittee on Resources and Environmental PlanningUniversity of CalgaryAlberta, Canada

Interdisciplinary (M.A., M.S.) in Resources and EnvironmentalPlanning.

The committee is an interdisciplinary group empowered to offerMaster's work in the general field of resources, the environment andplanning. Areas of special interest are urban studies, public landmanagement and air and water resources, but arrangement can bemade for programs in other areas in accordance with the interestsof students and of staff members participating in the work ofthe committee.

Along with the Environmental Sciences Centre at the University,the Committee is a focal point for interdisciplinary studies in thebroad area of resources, the environment and planning. The mainresearch theme of the centre is a study of the coniferous forestand associated ecosystems in the Rockies. A number of departmentsare involved in this work. The Committee on Resources, theEnvironment and Planning also is co-operating with theDepartment of Chemical Engineering in its studies of air andwater pollution control.

A candidate for graduate work with the Committee of Resources,the Environment and Planning can apply to a department or tothe Committee. If the work that the candidate wishes to do canbe accommodated in arrangement then normally this is thearrangement that will be made. However, if a student wishes topursue a program with the Committee this can be arranged afterconsultation with related departnients. The Committee onResources, the Environment and Planning will then convene anAdvisory Committee to direct the student's tinkly and research.This Committee can be composed of members of severaldepartments who are knowledgeable about and interested in thekind of work that the student wishes to do.

University of Calgary

DirectorCommittee on Resourves and Environmental PlanningUniversity of Calgary, Alberta, Canada

30

Interdisciplinary (M.A., M.S.) in Resources and EnvironmentalPlanning

University of Guelph

Professor J. R. WrightSchool of Landscape ArchitectureUniversity of GuelphGuelph, Ontario, Canada

Resources Management.(B. Sc. in Agriculture)

Resources Development (B. Sc. in Agriculture)

University of Manitoba

ChairmanDepartment of Environmental StudiesUniversity of ManitobaWmnipeg, Manitoba, Canada

Environmental Studies

The Department of Environmental Studies attempts to providea broad base of knowledge and understanding of the inter-relationships of man and his environment. The course ischaracterized by offering a fundamental design methodologyand technique for responding to those needs of society whichdemand some form of man-made design.

The study program is to provide pre-professional educatior;basic to the succeeding enikonmental design principles inarchitecture, landscape architecture, and interior design.

University of Ottawa

Claude CousinaauDepartment of RecreologyUniversity of OttawaOttawa 2, Ontario, Canada

Recreology (B. Sc.), with a concentration in Outdoor Education

University of Toronto

Professor J. H. PassmoreCoordinator of Outdoor EducationThe College of EducationUniversity of Toronto370 Bloor Street WestToronto 181, Ontario, Canada

Outdoor Education (B. Ed.)

University of Toronto

Kirk A. W. WipperSchool of Iirysical and Health EducationUniversity of TorontoToronto, Ontario, Canada

Physical and Health Education (B.P.H.E.), with a minoremphasis in outdoor education

University of Waterloo

Dr. G. R. Francis, ChairmanDepartment of Man-Environment StudiesDivision of Environmental StudiesUniversity of WaterlooWaterloo, Ontario, Canada

Honours Bachelor of Environmental Studies in Man-Environment(B.E.S.)

The Department of Man-Environment Studies offers a four-year honours program. Its main approach is through issueor problem oriented study of man-environment inter-relationships,

30

supported by related study in the contributory academicdisciplines. The objectives of this program can be seen fromfour points of view: that of the student, that of the Divisionof Environmental Studies, that of the University community,and that of society in general.

For a student, the program provides one means to obtaina broad-based educational experience which at the same timeanswers to a degree the growing demand fa contemporary"relevance" in the approach and content of higher education.It is not intended for those who desire a program with sufficienttechnical input to satisfy some professional qualificationat the undergraduate level; however, it can provide one basefrom which professional qualifications could be sought throughgraduate study.

For the Division of Environmental Studies, the man-environmentprogram can provide some of the input into the pre-professionaltraining of planners and architects as well as useful perspectivesfor those who will ultimately enter careers in fields such asteaching, administration, and overseas development work. TheDepartment is also in a favorable position to keep in touch withdevelopments in a wider range of academic subjects so thatprofessional program students are corstantly encouraged toform their ideas, attitudes, and goals in the wider context of manand his environment.

By making some of its elective courses available to studentsbased elsewhere in the university, the Department givesencouragement to the development of an environment-orientedoutlook among students whose primary interest otherwiselies in some one particular discipline or profession. TheDepartment can also play a useful function in providing aninterdisciplinary focus whereby on-going research in a numberof departments in several faculties of the university could berelated in a problem-oriented manner.

From the point of view of society in general, the programoffers an educational opportunity which many of today'sstudents find more challenging than some traditional alternatives.The program being developed is one which encourages studentsto acquire an intellectual acumen that is not artificially consuainedby academic disciplinary boundaries, to obtain a considerabledegree of understanding of complex environmental problems,and to develop some of the technical and other pre-requisiteskills which are related to their solution. To the extent theprogram succeeds in doing this, it would provide for societya type of well-educated person who in due course could usefullycontribute to the policy-making function in the public serviceor in the private sector, or serve particularly well the role ofadvocate, critic, or initiator in the continuous process of socialchange and adjustment.

University of Waterloo

L 0. Gertler, DirectorSchool of Urban and Regional PlanningDivision of Environmental Studies.University of WaterlooWaterloo, Ontario, Canada

Honours Bachelor of Environmental Studies in Urban andRegional Planning

Regional Plarjnlng and Resource Development (M.A., Ph.D.)

The Honottia B.E.S. Urban and Regional Planning is offeredby the School of Urban and Regional Planning, Division ofEnvironmental Studies.

The broad educational aim of the program is both to impartan understanding of the planning process and to prepare thestudent for being an active participant in that process. Theprogram gives attention to the major planning challenges inCanadian society, such as the development of frontier regions;the rise of megalopolitan patterns in Central Canada; theconservation of limited, vital and highly productive naturalresources south of the Canadian Shield; the technological impact

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on unique regional conditions, whether of climate, terrainor culture; and the outdoor recreation explosion.

The program gives a well-rounded preparation for a widevariety of professional or graduate work in urban planning,regional planning and resource development. The studentis also given an opportunity to pursue a special interest ineconomic or social issues in planning, or the planning applicadonsof quantitative methods. This is done through the selection ofelective courses. Students are also encouraged to select SeniorHonours Essay Topics from these special fields of interest.

,The School has faculty with academic and practicing experiencein urban and regional planning, urban design, the governmentalprocess of planning, regional economic development, conservation,resource inventory and development, regional science, sociologyand ecology. Specialists in other departments offer a range ofother courses including the philosophy of urbanism, urbangeography, resource economics and transportation engineering.

Considerable emphasis is placed on confronting the studentwith a variety of field experiences. Students will be expectedto defray some part of the cost of field trips.

The integration of planning experience into the program isconsidered an important part of the education process. Studentsare encouraged to gain experience during the summer vacationperiod. The School endeavors to help students find 3uitablework, particularly between their second and third, and thirdand fourth years. It provides the maturing prospective plannerwith an opportunity for a better understanding of the disciplineand allows for an early appreciation of personal compatibility,aptitude and natural inclination. It is hoped that though thework of the Professional Liaison Officer the student willbe brought into direct contact with the profession and will beexposed to problems typical of those encountered in practice,as well as being introduced to projects and operations farbeyond the scope of any university laboratory or classroom.In seeking assistance for finding meaningful planning experience,students will be asked to give permission for the release of their

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marks to employers.

The program is recognized by the Town Planning Institute of Canada andwill qualify graduating students for obtaining employment with aplanning agency or with consulting or other agencies workingin the planning field, or to do Graduate work in Planning.

The program in Regional Planning and Resource Development isaimed at filling the crucial need for competent personnel whocan carry out n 'search and implement action programs in thefields of regional planning and resource development.

Within the program a student may concentrate on the planningand development of a specific kind of region: urban centered,broad economic, or frontier. The student may also emphasizeeither urban development or resource development, but inthe context of the region.

The Master's program is open to graduates with a four-yearHonours degree (or equivalent) in Planning, or in a number ofother fields providing relevant background to planning studies:Geography, Economics, Sociology, Political Science, Architecture,Civil Engineering, Biology, Geology, Forestry, Law, or otherresource disciplines and social sciences.

The Master's candidate is required to complete successfullya minimum of three graduate courses in Planning (one of whichis mandatory) and a thesis. The candidate will be assigned anAdvisor at the start of his program of studies. His detailedprogram will be worked out with his Advisor and Committee.The Advisor and Committee may determine the total number ofcourses required and the mix of courses; and may substitute onecourse from another discipline for one of the thee requiredcourses. The Master's program will normally require two academicyears. Graduates with good standing from the undergraduatePlanning program, Bachelor of Environmental Studies (B.E.S.)Honours, Urban and Regional Planning, from the University ofWaterloo (or a comparable program) may be permitted tocomplete their program in one academic year.

CONSERVATION EDUCATION ASSOCIATION

The Conservation Education Association is pledged to stimulate the develop-ment of sound education in the conservation of natural resources. Membershipis open to all educational, scientific, civic and conservation-minded individuals

and organizations across the country that will make intelligent and conscientiouscontributions to the use of our resources for future generations.

Membership

Student $ 4.00Organizational $20.00

Membership office:Robert 0. EllingsonBox 450.Madison, Wisconsin 53701

Active $ 8.00Life $125.00

Permanent office:Dr. Wilson F. ClarkEastern Montana CollegeBillings, Montana 59101

Other Inexpensive Publications

CONSERVATION EDUCATION: A SELECTED BIBLIOGRAPHY

An annotated listing of books on conservation.

CONSERVATION QUICKIES

Teaching aids which involve individuals and groups in activities geared tocreate basic understanding for our total environment and the interrelation-ships among the natural resources within this environment.

EDUCATION .. . KEN TO CONSERVATION SERIES

No. 1. Important Characteristics of a Good Local ProgramNo. 2. Planning a State Program of Conservation EducationNo. 3. Twenty-five Key Guides for Preparing Conservation-Education

Publications and Visual AidsNo. 4. Evaluating a Program of Conservation Education in the

Elementary SchoolNo. 5. A Selected List of Filmstrips on the Conservation of Natural

ResourcesNo. 6. Conservation Educdtion . . . A Selected BibliographyNo. 7. Directory of Degree Programs Related to Conservation, Ecology,

Environmental Education, Environmental Science, Outdoor .

Education; & Natural ResourcesNo. 8. Critical Index of Films on Man and His Environment

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DANVILLE, ILLINOIS 61832

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DOCUMENT RESUME ED 059 064 SE 013 223 …ED 059 064 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME SE 013 223 Bachert, Russel