INTRODUCING PRESCOTT COLLEGE

About Prescott College

Prescott College began in the 1950s when leaders of a small town in the stunningly beautiful pine and chaparral coun-
try of central Arizona were searching for a new cultural identity. Drawing on the Congregationalist tradition of found-
ing over 50 leading colleges and universities in America, beginning with Harvard in 1636, and including other leading
colleges and universities such as Middlebury, Dartmouth, Amherst, Smith, Yale, Oberlin, Grinnell, Whitman, Colorado,
Pomona, and Scripps, Dr. Charles Franklin Parker, minister of Prescott’s First Congregational Church, and Prescott
College founder, announced an ambitious project of creating the Harvard of the West, Prescott College. Many of the
philosophical and educational principles that form the foundation of Prescott College – designed to produce the lead-
ers needed to solve the world’s growing environmental and social problems – emerged in 1963 in a significant confer-
ence of state and nationally-known leaders from higher education funded by the Ford Foundation’s Fund for Post
Secondary Education, Business, and Industry.

In a Changing World . . .
Dr. Parker’s vision “for a pioneering, even radical experiment in higher education” and
“to graduate society’s leaders for the 21st Century who would be needed to solve the
world’s growing environmental and social problems” seems especially prescient today.
Human society is coming to terms with the fight against global warming and its poten-
tial for large-scale, adverse health, social, economic and ecological effects. Society is also
looking to new models of education to better prepare students of all ages for their role
as global citizens.

Making a difference
in the World.
1
College Without Walls
Knowledge
Without Boundaries

Prescott, Arizona, 2009

 INTRODUCING PRESCOTT COLLEGE

Education Where You Live and Work

Prescott College students complete their coursework wherever they are – in rural communities, small towns and large met-
ropolitan areas – without interrupting jobs, family life, or connections to their own communities. Students live in Arizona,
California, Colorado, New Mexico, and throughout the West, Pacific Northwest and New England.

Education Unplugged
Prescott College offers three low-residency degrees: Bachelor of Arts, Master of Arts, and Ph.D.; and two low-residency
Certificates: Post-Bachelor of Arts, and Post-Master of Arts, in a wide variety of subject areas, all of which cater to the adult
learner who has already accrued valuable life experience. The average age is 35, and women represent 70 percent of total
enrollment. The College’s academic programs are “unplugged” from such conventional practices as the departmentalization
of knowledge; confining learning to the classroom and textbooks rather than real experience; and thinking of college as
preparation for life, rather than life itself. Prescott students learn critical thinking and research and how to apply them to
real-life problems and their own passions by living them, testing them out in real time. At Prescott College the best learn-
ing is collaborative, and the best teaching is individual. Education at Prescott College is grounded in the fundamental idea
that the student is in control of her or his learning, and learns best through self-direction and real-life experience. Programs
of study at all levels are individualized; no two paths taken by students are identical.

An Emphasis on Teaching
Students are empowered at Prescott College because the faculty views students as co-creators of their educational experi-
ence rather than as consumers. Like professors at other distinguished colleges and universities, Prescott College faculty
author books, publish in prestigious journals, speak at international conferences, and receive competitive grants to support
their research and creative work. What distinguishes Prescott College faculty is a commitment to put their students first.
While faculty are supported and encouraged to make strides in their fields, they are first and foremost passionate educa-
tors, emphasizing teaching over research and other scholarly activities.

Student-Directed Learning
Envision your educational goals, design your course of study, and complete coursework under the guidance of an expert.
Faculty and advisors work with each student to co-create an individualized concentration within a degree area. This collab-
orative approach ensures valuable learning for teacher and student alike. Students work at their own pace, driven by their
own passions and guided by experts in their chosen fields.

Hybrid Low-Residence/Online Instruction Model

Prescott College’s low-residency programs are unlike any other educational experience, combining self-directed, individual-
ly mentored and online distance education with a limited-residency requirement. This approach offers the opportunity to
design a meaningful program which is carried out with the support of faculty and mentors who work with students in their
chosen field of study.

3
 INTRODUCING PRESCOTT COLLEGE

Colloquia
Learning and Connecting with Colleagues
Low-residency, the time you must actually be at Prescott College’s Recent Keynote Speakers
campus, is minimal. Master’s and Certificate students attend two, Jennifer Allen
three-day colloquia per term, four per academic year. Colloquia pro- Executive Director,
Border Action Network
vide interactive peer learning and dialogue. Colloquia begin on Sergio Avila-Villegas
Wildlife Biologist with
Friday morning and end on Sunday afternoon. With permission of Sky Island Alliance
Core Faculty, documented attendance at a professional conference or Jeffrey Ball
Environmental Editor,
appropriate training program may sometimes be substituted for one Wall Street Journal
colloquium each semester. Chet Bowers
Western Scholar, Adjunct
Professor of Environmental
Studies at the University of
During the colloquia, students connect with their cohort, make presentations, and contribute Oregon
to ongoing dialogue and scholarship among peers and faculty. These are rich and treasured Gary Ferguson
times, during which students and faculty from diverse cultures and different areas of study Author chronicling the impact of
and expertise build friendships, exchange ideas, and benefit from internationally known the natural world on human
lives
keynote speakers and collegial networking. Students typically come away from the colloquium
Stephen R. Kellert
experience inspired, energized, and ready for their next phase of independent scholarship. The Tweedy Ordway Professor
of Social Ecology, Yale
“The colloquia gave me a chance to experience the culture and beauty of the University School of Forestry
and Environmental Studies
Southwest while convening face-to-face with peers and mentors. Being able to
Jean Kilbourne
put “faces with names” and form friendships kept me feeling connected to Author and filmmaker, advisor to
Prescott College and student life even while I was many miles away. Colloquia the Surgeon General, Visiting
Scholar at Wellesley College.
offered me the opportunity to both deepen into areas within my field of study Katie Lee
and to broaden my educational experiences by attending sessions not related to Environmental Activist
my field of study. I really miss my trips to Prescott College that I came to joy- Jack Loeffler
Aural historian, writer, radio
fully anticipate during my tenure as a student!” producer, and sound collage
Mili Ballard ’09 artist
Cherríe Moraga
Typically, colloquia include: extended conferences between students and their instructors and Poet, playwright, essayist, and
advisors; presentations by students of work-in-progress; discipline-specific workshops by facul- co-editor of This Bridge Called
My Back: Writings by Radical
ty; brainstorming and networking sessions; panel discussions; and interdisciplinary seminars Women of Color
that supplement and cross the lines of individual learning programs. Nancy Jack Todd
Vice President, Ocean Arks
Colloquia also include workshops that address the nuts and bolts of the Master of Arts Program, International, and Editor and
publisher of Annals of Earth, an
such as the qualifying packet, research methods, practica/internship, thesis plan, thesis or cap-
ecological journal published by
stone project, and social and ecological literacies. Resource faculty are also available for consulta- Ocean Arks International
tion, including librarians and members of the Master of Arts Program Core Faculty. Beverly Wright
Professor of Sociology and
founding director of the Deep
South Center for Environmental
Justice at Dillard University

5
6
Contents...
Introducing Prescott College 1 Modes of Inquiry in Humanities 57
Education Unplugged 3 Research Methods 57
An Emphasis on Teaching 3 Research Methods: Adventure Education 57
Student-Directed Learning 3 The Practicum 57
Hybrid Low-Residency 3 Guidelines 58
Supervision 58
Colloquia 5
Credentials 58
Master of Arts and Post-Master’s Conducting Graduate-Level Research 58
Certificate Programs 9 The Master’s Thesis 58
How the Master of Arts Program Works 10 Residency Requirements 58
Department Chair 10 New Student Orientation 59
Core Faculty and Graduate Advisor 11 The Colloquia 59
Academic Program Specialists 11 Site-Based or Bioregional Colloquia 59
Residency Requirements 11 Part-Time Students 59
Graduation Requiremens 11 Course-Only Students 59
Graduate Teaching Assistant Program 13 Computer Literacy Requirement 59
Transfer Credits 60
Areas of Study 17
Study Plan 60
Academic Programs 19 Theory 60
Adventure Education 19 Practicum 60
Graduate Advisor, John Gookin 21 Thesis 60
Alumni, Nadine Budbill 22 Equine-Assisted Learning 60
Alumni, Beth Walker 22 Counseling Psychology 61
Student, Zac Adair 23 Professional Teacher Preparation 61
Counseling Psychology 25 Social and Ecological Literacies 61
Student, Kevin Wheeler 26 Social and Ecological Literacy Statements 61
Student, Tanya Alvarez 27 Graduation Requirements 61
Education 29
Equine-Assisted Learning 62
Alumni, Lisa Packard 30
Alumni, Larry Jarrett 31 Post-Master’s Certificate,
Environmental Studies 33 Equine-Assisted Learning 66
Alumni, Christina Caswell 36 Sample Study Plans 65
Alumni, Cristina Eisenberg 37 Academic Resources 73
Humanities 39
Costs and Financial Aid 75
Alumni, Monica Rountree 42
Alumni, John Sheedy 43 Applying to Prescott College 77
Faculty 45 Master of Arts Program Application 79
Academic and Program Policies
Cohort Foundation Courses 57
Foundations of Mental Health Counseling 57
Graduate Scholarship in Environmental Studies 57
Graduate Research and Scholarship in Education 57

7
8
 ACADEMIC PROCESS

Master of Arts and

Post-Master’s Certificate Programs
The low-residency Master of Arts and Post-Master of
Arts Certificate programs at Prescott College are ideal for
students who wish to advance their undergraduate or pro-
fessional experience, change their career track, or engage
in advanced academic work for personal or professional
gain while remaining in their home communities, without
sacrificing personal or professional responsibilities.
relies heavily on written work and Qualifying Papers, the
Thesis Plan, and the master’s Thesis as the principal
demonstration of the quality and quantity of work com-
pleted for the program.
Prescott College’s hybrid low-residency delivery model
does employ some distance education, as defined by the
US Department of Education, since portions of some

“If you attend Prescott College, be prepared to see the other 99 percent of the world we
tend to overlook.”
James Nez ’02, M.A. ’05, American Indian Studies with a focus on the Navajo Tribe

With the assistance of experienced Faculty and courses or, in the case of the Counseling Psychology pro-
Graduate Advisors, Master of Arts students create indi- gram, entire core courses are offered online. As a result we
vidualized programs of study that best fulfill their inter-
ests and career objectives. The three components of the
Master of Arts program – Theory (coursework),
Practicum, and Thesis – are completed through inde-
pendent study with the guidance of Graduate Advisors or
Course Instructors. All Master of Arts students also par-
ticipate in on- or off-campus residencies that take place
two times each semester.
The Theory and Practicum components of the Post-
Masters Certificate programs are also completed independ-
ently. Some Post-Masters Certificates require participation
in specially designed intensive workshops in addition to
participation in the on-campus Colloquia.
The ideal Prescott College graduate student is self-
directed, has had prior success with independent learn-
ing, is enthusiastic, and can articulate his or her educa-
tional goals.
While students have a great deal of flexibility in
designing a course of study within the programs of
Adventure Education, Environmental Studies, Humanities,
and Education (non-certification), students seeking to com-
plete a master’s degree in Education with certification or in
Counseling Psychology follow a curriculum mandated by
applicable standards for professional licensure. are required to describe the ways in which we verify the
The Master of Arts program is a writing-intensive identity of participating students. We do this via a range of
experience for students in all programs. As the majority overlapping methods such as residency events and other
of coursework is done through independent study, stu- synchronous delivery, one-to-one relations between
dents have limited opportunities for oral demonstration Graduate Advisors and students, and password verification
of their learning and knowledge. The program, therefore, for email and for the Moodle courseware system.
9
How the Low-Residency
Master of Arts Program Works
The Prescott College Master of Arts program provides
the opportunity for highly competent adult learners to
design unique degree programs that exactly meet their
needs and interests. The Master of Arts program is com-
mitted to rigorous and innovative academic practices char-
acterized by self-direction, critical discourse, research,
experiential learning, and service.
In keeping with the College’s Mission, all Master of
Arts program students are required to incorporate an
awareness of and sensitivity to issues of social justice and
environmental sustainability into their programs.
A cohort foundation course launches the program in
each of the five areas of study: Adventure Education,
Counseling Psychology, Education, Environmental Studies,
and Humanities. Through that course, students engage with
a learning cohort of other master’s students with whom they
will continue to interact throughout their program.
Students’ graduate study culminates with a Thesis that
builds on their existing knowledge in their field and
demonstrates the real-world applications of their education.
Students pursuing a degree in Adventure Education,
Education (without Teacher Certification), Environmental
Studies, and Humanities design highly individualized, inter-
disciplinary programs incorporating Theory, Practicum, and
Thesis (see page 58) in consultation with their Core Faculty
and their designated Graduate Advisor. This design is pre-
sented as a formalized Study Plan which is authored at the
outset of the student’s program with input from the
Graduate Advisor and Core Faculty and then updated each
semester of enrollment as the exact course of study evolves
and matures. (Examples of study plans completed by recent
Master of Art students may be found on page 62.)
In order to graduate from Prescott College with a
Master of Arts degree in Environmental Studies, Humanities,
Adventure Education, and non-certification areas of
Education, students need to complete a minimum of 40 cred-
its. For the majority of students this will take four full semes-
ters (two years) to complete. Additional time may be required
for students who enroll with limited academic or professional
preparation in their fields or whose programs include exten-
sive research. Students who come to the program with strong
preparation and a flexible schedule may be able to complete
the program in as little as three semesters (18 months) of full-
time study.
Counseling Psychology Program
Students enrolled in the Counseling Psychology pro-
gram structure their program of study to meet both the
licensing requirements of the State in which they intend to
work professionally, and the requirements promulgated for
10
Mental Health Counselors by the Council for Accreditation
of Counseling and Related Educational Programs
(CACREP). Students desiring state certification or licen-
sure in counseling psychology complete a minimum of 60
credits. Some specialized concentrations such as
Adventure-based Psychotherapy or Expressive Art Therapy
have additional course requirements and can take between
five and six full-time semesters, depending upon the licen-
sure requirements of other agencies. (More information
regarding this program may be found on page 40. Detailed
program descriptions and curricula may be found in the
Prescott College Master of Arts in Counseling Psychology
Program catalog.)
Education/Teacher Preparation
Students pursuing a Master of Art’s degree in educa-
tion with teacher certification follow a largely prescribed
curriculum of teacher preparation and College-designat-
ed coursework.
The program consists of a minimum of 60 credits of
academic coursework, structured performance assess-
ments, and field experiences that include a 12-week cap-
stone Student Teaching Practicum. Coursework includes
an initial cohort Orientation course, 50 credits of pro-
gram certification coursework (including eight semester
credits of student teaching), a College-required 3-credit
Research Methods course and a 12-credit Thesis. All
coursework, assessments, and field experiences are
aligned with the Arizona Professional Teaching
Standards, the Council for Exceptional Children (CEC)
Standards, the Interstate New Teachers Assessment and
Support Consortium (INTASC) Principles, and the
International Society for Technology in
Education/National Education Technology Standards for
Teachers (ISTE/NETS).
Upon successful completion of the program, students
may apply to the College for an Institutional
Recommendation (IR), which facilitates the student’s
receipt of Provisional Teacher Certification through the
Arizona Department of Education. Students planning to
obtain certification in a state other than Arizona are
responsible for research into that state’s certification
requirements to ensure compliance. (More information
regarding this program may be found on page 21.
Detailed program descriptions and curricula may be
found in Prescott College’s Professional Teacher
Preparation Programs catalog.)
 ACADEMIC PROCESS
The Student Support Network
Department Chair
The Department Chair is a full-time member of the
Prescott College Faculty. The chair is the critical link
between the College, Core Faculty, Graduate Advisor, and
student. In addition to the administrative and policy-mak-
ing aspect of the role, Department Chairs chart the overall
direction of their area of study.
Core Faculty and Graduate Advisor
Each student in the Master of Arts program has a Core
Faculty member who oversees and evaluates her/his pro-
gram. This Core Faculty is assigned to the student by the
Chair and Faculty of the degree program based on aca-
demic focus, geographical location, or other reasons. Upon
acceptance into the program, the Core Faculty recom-
mends a Graduate Advisor who will serve as guide and
evaluator for the student as the graduate study is carried
out. The student and prospective Graduate Advisor con-
verse and speak with the Core Faculty to ensure a good
match. Throughout the student’s program, the student,
Graduate Advisor, and Core Faculty select other faculty
members who assist with different program requirements.
Graduate Advisors are hired first and foremost for their
expertise in the student’s area of study.
Academic Program Specialists
Academic Program Specialists are available to all stu-
dents and Graduate Advisors for questions relating to all
administrative aspects of the program, including enroll-
ment processing, incomplete, and leave options.
Residency Requirements
During the program, most students attend two
Colloquia per semester in Prescott, Ariz., which include
presentations, workshops, and networking opportunities.
First semester students (full- or part-time) are
required to complete orientation plus six days of residency.
All six days of residency must be completed at the Prescott
College Colloquia in Prescott.
Students in their second and later semesters who are
enrolled for nine or more credits are required to complete
six days of residency per term. Three of the days must take
place at a Prescott College colloquium in Prescott. The
three remaining days may take place either at a Prescott
Colloquium, at one of the Graduate Program Council-
approved residency options, or at an alternative conference
that is approved by the student’s Advisor and Core Faculty
based on the residency intent or criteria.
Students in their second and later semesters who are
enrolled for six to eight credits are required to complete
three days of residency per term. All three of these days
must take place at a Prescott College Colloquium in
Prescott.
Choosing which colloquium in Prescott to attend (after
the first semester) is up to the student, unless the student’s
Graduate Advisor or the Core Faculty of the student’s par-
ticular department has communicated a specific require-
ment to the students.
Additional information about foundation coursework,
Theory, the Practicum, Thesis, social and ecological litera-
cies, academic polices, and part-time enrollment can be
found beginning on page 57.
Master of Arts Graduation Requirements
Adventure Education, Education (non-certification),
Environmental Studies, and Humanities:
• 40 credits is the minimum amount needed to complete
the Master of Arts degree. The minimum require-
ments are higher for students seeking certification or
licensure in Counseling or Education.
• Completion of a 3-credit Core Foundations course
during the first semester of study.
• Completion of a minimum of 6 credits of Practicum.
• Completion of a minimum of 12 credits of Thesis
development.
• Completion of a minimum of 3 credits of Research
Methods coursework.
• Study Plans for each semester.
• All Theory coursework.
• Demonstration of social and ecological literacies.
• Approved Qualifying Paper.
• Qualifying Presentation.
• Approved Thesis Plan.
• Individual Thesis Presentation.
• All required residency attendance statements.
• Completed end-of-semester summaries for each
semester.
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12
 GRADUATE TEACHING ASSISTANT PROGRAM
If You Want to Learn, Teach
Master of Arts Graduate Teaching Assistant program debuts with class of seven
Seven graduate students got their feet wet in the class-
room in fall 2009 as Prescott debuted a pilot Graduate
Teaching Assistant Program.
“For students considering careers as an educator, test-
ing the waters as a Graduate Teaching Assistant can prove
to be an invaluable learning experience as they gain, practi-
cal on-the-job skills, develop leadership, and help to pay for
their graduate education – all while serving as a resource
for on-campus undergraduate program faculty and stu-
dents,” explained Program Coordinator Joel Barnes.
While the first group is pursuing degrees in
Environmental Studies or Adventure Education, the pro-
gram is being expanded to encompass the following under-
graduate degree areas: Education, Human Development
and Cultural and Regional Studies.
“[These students] are true liberal artists in that their
graduate studies draw from the humanities, wilderness
therapy and counseling, literary and visual arts, sustainable
community development, peace studies, and social and
ecological justice,” Barnes noted.
Graduate Teaching Assistants:
• teach or assist with undergraduate courses;
• facilitate classroom, laboratory, field, or discussion
sessions;
• review and edit student papers and exams;
• hold regular office hours and meetings with students in
study and review sessions; and,
• assist faculty members with instructional preparation,
delivery and assessment, among other duties.
“We are piloting what a more expanded residential
Master of Arts program might look like and how it might
work,” explained Barnes.
“On-campus undergraduate students benefit from
direct interaction and scholarly dialogue with graduate
level students in their classes. The graduate students bene-
fit from hands-on teaching experience.
“When you take on the role of a teacher you
strengthen your mastery of whatever content you’re
teaching. Instead of approaching academic inquiry from
the point of view of disciplines, you approach it from the
context of a student’s passions, addressing real-world
challenges, and you pull in the disciplines that best
inform those real-world scenarios.
“In many cases, Master of Arts students are closer in
age and demographic to the undergraduate students.
They’re closer to being peer mentors and role models than
faculty. When you’re learning from someone who is closer
to your age and social demographic, it’s easier for you to
imagine yourself in their schools, and reaching and attain-
ing their level of scholarship.”
The program is expected to grow to 40 or 50 residential
graduate students over the next few years, Barnes said, “all
contributing their graduate-level scholarship to our commu-
nity. This will allow those who want to invest themselves to
really get involved and strengthen the college community.”
2009-2010 Graduate Teaching Assistants
Paul Smotherman M.A. ’10
Undergraduate: University of Georgia, Zoology and Anthropology
Master of Arts Program Competence: Education, emphasis in
Experiential Education
Co-instructing: Adventure Education I, II, and III with Ted
Teegarden
“I have traveled across the globe, working as a commu-
nity development worker in Papua New Guinea; a heavy
equipment operator in Antarctica; a youth counselor in the
high deserts of Utah; as a wolf and lynx biologist on the
Kenai Peninsula in Alaska; and an environmental educator
in the Tetons. I was attracted to the Graduate Teaching
Assistant program because of the opportunity to teach
under the mentorship of seasoned faculty. Furthermore, I
saw this as a chance to become fully immersed in the learn-
ing community at Prescott. In many ways I feel as if I am
on the edge of an educational paradigm shift … that will
guide my teaching path for many years to come.”
Mollie Olson M.A. ’10
Undergraduate: Philadelphia Biblical University, Health and
Physical Education and Biblical Studies
Master of Arts Program Competence: Adventure Education
Co-instructing: Orientation and Directions of Adventure
Education with Erin Lotz
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14
 GRADUATE TEACHING ASSISTANT PROGRAM
“The Graduate Teaching Assistant program at Prescott
interested me because it offers both the experience of teach-
ing at an established collegiate institution as well as a way to
afford getting my master’s degree. I have spent the past year
teaching college students in Fiji and Indonesia how to train,
prepare, and execute adventures, and my hope is that my
experience with this program will refine those skills.”
Mateo Fiori M.A. ’11
Undergraduate: Cal State Monterey Bay, Liberal Studies, minor
in Theater
Master of Arts Program Competence: Environmental/Adventure
Education
Co-instructing: New Student Seminar with Titiana Shostak-Kinker
“PC has always been a leader in the field of Experiential
Ed, which is a passion of mine. I was attracted to the pro-
gram because it would allow me to develop my teaching skills
in an area of passion for me academically, which is helping
new students with their transition from being passive con-
sumers in our society to active creators of their lives. It is an
honor to be a part of the first Graduate Teaching Assistant
cohort, and the community of Prescott College as a whole. I
am delighted that my life path brought me here and I am
dedicated to learning, growing, and helping others along their
path whenever I can.”
Kristopher Young M.A. ’11
Undergraduate: Utah State University, Forestry
Master of Arts Program Competence: Philanthropic Response
Offering Vitality in Devastated Environments
Co-Instructing: Fire Ecology with Lisa Floyd-Hanna
“I have trained environmental committee leaders in Sri
Lanka and Native Americans to monitor wildland fuel loads
and fire effects. I’ve vaccinated urban trees to combat the
Asian Long-horned Beetle in the five boroughs of the Big
Apple. It is my goal to leave the parts of this planet I touch
a little better than when I found them. The Graduate
Teaching Assistant is one way in which I can leave my mark
at Prescott College [and] instill some of my passions for
environmental advocacy and social justice with residential
undergraduate students here while learning to be a better
communicator, leader, and overall citizen of our world.”
Jen Wendt M.A. ’11
Undergraduate: University of Wisconsin-Milwaukee, Therapeutic
Recreation
Master of Arts Program Competence: Experiential Education,
emphasis in Adventure Education
Co-instructing: Experiential Education Theory and Philosophy
with Bev Santo
I’ve worked with at-risk youth in a variety of different
experiential-based settings, including residential treatment
centers, day treatment centers, wilderness therapy pro-
grams, and school-based adventure programs. The skills
and knowledge that I will gain as a Graduate Teaching
Assistant are irreplaceable; this new knowledge and experi-
ence will help strengthen my leadership skills and provide
me with a solid foundation in adventure education. Being
in the center of a great program and city will help unite
both of my educational experiences.”
Audrey Clark M.A. ’11
Undergraduate: Prescott College, Conservation Biology
Master of Arts Program Competence: Environmental Studies,
emphasis in Conservation Ecology
Co-instructing: Conservation Biology with Tom Fleischner and
Animal Behavior with Walt Anderson
“In this program I will be able to learn directly from
professors and students through observation and collabora-
tion. I believe the Prescott College model of experiential,
student-centered education transforms students into
engaged, ethically-minded citizens. I want to be a part of
that scholarship, both as a student and as a teacher. I hope
to continue my metamorphosis into a teacher. As a teacher,
I will draw on my four years of experiences as a conserva-
tion field biologist – hours scrutinizing plant parts, watch-
ing bald eagles, tracking wolves and elk, and interviewing
sea turtle poachers in Africa. I will strive to enliven my stu-
dents to the world around us as my PC professors did for
me.”
Benjamin Traxler M.A. ’11
Undergraduate: Prescott College, Wilderness Leadership
Master of Arts Program Competence: Adventure Education
Co-instructing: Map and Wilderness Navigation with David
Lovejoy
“Since my undergraduate career I have been working
as a professional mountain guide and instructor for The
American Alpine Institute in Bellingham, Wash. My work
has varied from guiding mountaineering trips to instruct-
ing 30-day leadership courses. In the Master of Arts
Program here at Prescott College my area of study will
be in Adventure Education, focusing on professional
training and certifications in the field. I chose Prescott
College because of the unique nature of the program. . I
knew that I would have the chance to work directly with
my faculty and peers to create an experience that is
unique to my interests and goals.”
15
16
 AREAS OF STUDY

Areas of Study
Adventure Education
• Therapeutic Applications of Adventure Education
• Integral Adventure Education
• Student-Directed Concentrations

Counseling Psychology
• Adventure-based Psychotherapy
• Ecopsychology/Ecotherapy*
• Equine-Assisted Mental Health*
• Expressive Arts Therapy
• Somatic Psychology
• Student-Directed Concentrations

Education (non Teacher Certification Program)

• Equine-Assisted Learning *
• Experiential Education
• Multicultural Education
• School Guidance Counseling*
• Student-Directed Concentrations

Education/Teacher Preparation Subject Areas

• Early Childhood Education*
• Early Childhood Special Education*
• Elementary Education*
• Secondary Education*
• Special Education: Learning Disabilities, Serious
Emotional Disabilties and Mental Retardation*

Environmental Studies
• Environmental Education
• Conservation Ecology and Planning
• Sustainability Science and Practice
• Social Ecology
• Student-Directed Concentrations

Humanities
• Justice, Activism, and Solidarity
• Sustainable Business
• Visual Arts
• Creative or Expressive Arts
• History
• Nature, Gender, and Spirituality
• Spirituality
• Border Studies
• Student-Directed Concentrations
*Also offered as a Post-Master of Arts Certificate

17
Adventure Education

18
 ACADEMIC PROGRAMS

Adventure Education
Adventure Education (AE) and Experiential Education (EE) are signature programs
of study at Prescott College. Through their research and close association with profes-
sionals in the field, Faculty are preparing a new generation of educators and adventure-
based entrepreneurs.
The High Mountain
To prepare for their future roles, students self-design coursework exploring the philo-
sophical foundations of experiential and adventure education, with particular attention to
Institute and Prescott
leadership training, wilderness travel, safety and risk management, environmental education, College Relationship
special education programming, challenge course facilitation, and/or corporate teambuilding. Participants in the international-
Students may also wish to take coursework in counseling theories, group facilitation, ly-recognized High Mountain
Institute (HMI) Apprentice
human growth and development, adventure therapy, ecopsychology, and ecotherapy, bring-
Program have the unique oppor-
ing these approaches into work with diverse populations and educational/therapeutic con- tunity to pursue a Master of Arts
texts. These courses could lead to a concentration in therapeutic applications of adventure degree in Adventure Education at
education, curricular reform (e.g., service learning), and social justice. Prescott College during their
Students entering the Adventure Education program should have prior experience and HMI experience.
skills in an area related to their proposed concentration of study. For example, many stu-
dents have spent several years wilderness backpacking, mountaineering, technical rock Upon admission to the Prescott
climbing, kayaking, canoeing, as ropes course facilitators, sailing, etc. Others have taught in College Master of Arts Program,
HMI/Master of Arts students
the public schools, independent schools, community facilities, or international programs.
work with a Prescott College
Regardless of starting point, students who are interested in expanding their knowledge with Graduate Advisor and will com-
studies in adventure education will find it a rich, dynamic, and growing field. plete all the same requirements as
Experience working in the field and competency in interpersonal communication and other students.
group facilitation are recommended. Students are expected to continue their skills develop-
ment and expand their experience base while engaged in Master of Arts program. First-aid Coursework
training and certification is required for all leaders in this field. During the first term of study,
While each student has the opportunity to design a specialization that fits his or her pro- HMI/Master of Arts program stu-
dents enroll in the following
fessional needs, the concentrations featured below have crystallized as being central to the
courses:
department’s mission and vision. • Adventure Education (three
theory semester credits)
Concentration in Therapeutic Applications of Adventure Education • Wilderness Skill
Master of Arts program students working in Therapeutic Applications of Adventure Development (three
Education will prepare themselves to employ adventure-based theories and techniques in practicum semester credits)
settings that focus on non-clinical counseling methodologies. This focus was created to • Apprentice Seminar (three
enrich professional adventure educators’ depth and breadth of knowledge and skills in practicum semester credits)
• Theory and Practice in
working with the affective needs of individuals and groups. It will enrich adventure edu-
Experiential Education
cators’ applied integration of counseling theories and group dynamics and human devel-
(three theory semester cred-
opment. The concentration is available at various levels, depending on students’ previous its)
experience in combination with their academic and career goals. The concentration in • Residential Program
Therapeutic Applications of Adventure Education is not a clinical licensure degree path. Supervision (three
practicum semester credits)
Concentration in Integral Adventure Education
An integral approach to Adventure Education seeks to integrate the mind, body, and spirit
of the individual and/or group. Students in this field work to create experiences and programs
that tap into the depth of transformational learning through adventure experiences. Examining
these situations through the lenses of individual development, and cultural & societal interac-
19
tion, integral adventure education unfolds and considers the
relationship among humans as well as humans in a biological
context. This integration of inner and outer realms of being is
a primary focus of this concentration. Each adventure
encounter or connection has multiple layers of interpretation,
including the physical, mental, emotional, and spiritual com-
ponents. Integral Adventure Education seeks to provide a
more holistic, integrative, transformative, and transmodernist
understanding of experiences.
Adventure experiences provide a practice ground and
reflective context in which to explore the four dimensions of
human experience – the internal and the external aspects of
individual and collective components, to more effectively
address issues and needs. The works of Ken Wilber, Robert
Kegan, Andy Fisher, Don Beck, Christopher Cowan, Jenny
Wade, and others provide a rich context for this exploration.
Examples of Student-Designed Concentrations
Challenge Course Facilitation – This academic discipline
focuses on building the basic skills and knowledge neces-
sary for safely and effectively leading groups through team-
challenge courses.
20
Expeditionary Learning Theory and Practice – This disci-
pline explores the learning associated with exploration
and journey-based experiences or expeditions. Learning
activities involving elements of challenge, adventure, and
leadership can take place in a variety of settings, includ-
ing wilderness, classrooms, and even virtual spaces.
Participants in expeditionary education can be directly
involved in the expedition or may be linked to expedi-
tions undertaken by others.
Outdoor Program Administration – Students in this con-
centration focus on leadership development, program man-
agement, program assessment, and other areas of study
necessary for preparing the next generation of outdoor pro-
gram educators and administrators.
 ACADEMIC PROGRAMS

Examples of Student-Designed Courses

Graduate Advisor
Wilderness Rites of Passage/Metaphor and Adolescents
Wilderness and Community in Adolescent Development
Identifying, Communicating, and Teaching Towards John Gookin, Ph.D. ’11
Individual Learning Style in the Backcountry Classroom
Instructional Theories in Adventure and Experiential
Education
Ethical Issues with Recreational Land Use and Institutional
Impact
Administration in Adventure Education
Leadership I: Planning and Managing Adventure Learning
Opportunities
Leadership II: Risk Management in Adventure Education
Experiential Curriculum Design
Financial Resource Development and Management

Example of a Practicum Experience

Identifying a Need for Outdoor and Experiential
Education Programs:
This practicum provides evidence of a clear need for
outdoor and experiential programs for today’s youth.
Through the development of surveys and market research
in the Boulder/Denver area, I show that there is a need for
youth to have a creative outlet to explore their natural envi-
ronment. I also show that students have an interest in
learning outdoor-oriented skills, becoming involved in their
community through volunteer and service learning proj-
ects, and developing leadership skills.

Example of a Thesis Topic
Program Development: “The Ins and Outs of Starting an
Outdoor Education Program.”
This Thesis provides detailed research into the suc-
cesses and failures of a variety of outdoor education pro-
grams, and pools information from a variety of studies and
texts in order to develop a model for program develop-
ment. I created a categorized guide as to the various steps
needed in order to develop such a program. The guide
includes sections on the following: mission statements and
goal setting; personnel management; facility management;
creating and managing a board of directors; developing a
budget; fundraising; public relations; staff training; insur-
ance; risk management; and record-keeping.
Prescott College Ph.D. student and Master of Arts
Program Advisor John Gookin works to improve interna-
tional outdoor education programs that develop leadership
and teach environmental sustainability.
As Curriculum & Research Manager at the National
Outdoor Leadership School (NOLS), John works with
wilderness expeditions across the globe that provide train-
ing to every US astronaut, the US Naval Academy, execu-
tives, and students from undergrads through people with
M.B.A.s from the Wharton Business School. Through his
Ph.D. studies he hopes to document transformative learn-
ing and create self-assessment tools that other organiza-
tions can use to evaluate their effectiveness.
John co-authored a recent article in the Journal of
Experiential Education (2008, Volume 31, Number 2) enti-
tled “The Pedagogic Value of Student Autonomy in
Adventure Education.” The article uses data from NOLS to
report significant gains in student learning when authentic
and meaningful activities are used away from instructors. It
secondarily reports that accident, illness, and near-miss
rates don’t vary from when NOLS participants are accom-
panied by instructors.

21
Alumni
Nadine Budbill, M.A. ’08 Beth Walker, M.A. ’07
Adventure Education
For her Master’s thesis, Nadine Budbill M.A.’08 devel-
oped a curriculum and guidebook for Dirt Divas, a pro-
gram for teens which she enterpreneured in her home
state of Vermont. Dirt Divas uses team building, goal set-
ting, journal writing, and mountain biking to help girls
develop skills for successfully navigating adolescence.
“I felt incredibly supported and nurtured while
I was [at Prescott College]. It prepared me to
take the work I had already been doing to the
next level.”
“[Prescott College] allowed me to tailor my graduate
studies to the work that I wanted to do. I went into PC
knowing what I wanted to learn and what the holes were in
my own knowledge,” she said.
“The studies that I undertook were directly in align-
ment with what I’m doing now and what I plan to be doing
for the next twenty years ... [the Low-Residency Master of
Arts Program] helped me be as effective as possible in pur-
suing this passion.”
For her Practicum, Nadine designed and implemented
an evaluation of the Dirt Divas program, conducting sur-
veys and interviews with participants and parents, and ana-
lyzing the data. In doing so, she learned valuable career
skills she still uses today in her work, she noted.
“I felt incredibly supported and nurtured while I was
[at Prescott College]. It prepared me to take the work I
had already been doing to the next level.”
22
Alumni
Adventure Education
While rafting with a group of teenage cancer survivors
several years ago, Beth Walker observed the teens relating
challenges on the river to their battle with cancer. When
the raft hit an obstacle sideways, they discovered they
could stabilize it by shifting their weight towards the obsta-
cle. Translation: facing your problems—whether it is an ill-
ness or a boulder or a river—may prevent a wrap or a flip.
The trip reinforced Beth’s conviction that outdoor
activities provide tools to enhance other parts of our lives.
She decided to pursue a degree in Adventure Education
through Prescott College’s Master of Arts Program, focus-
ing on Wilderness Therapy for Adolescent Cancer
Survivors. Her Thesis Project entailed creating an adven-
ture-based, therapeutic curriculum to build self-confidence
and strength in adolescents who have experienced long
hospital stays and chemotherapy.
“Adolescents often emerge from the hospital lacking
confidence in their interactions with peers, and experience
learning challenges due to the effects of the chemothera-
py,” she explained.
Beth put her degree to work at the University of
Denver’s Living and Learning Communities, coordinating
communities of first-year students. Each community is
based on an interdisciplinary theme. Students live on the
same floor of a residence hall, enroll as a cohort in themat-
ic seminars each quarter, and participate as a group in
required co-curricular retreats, speaker series, cultural
activities, and off-campus projects.
 SOCIETY’S LEADERS FOR THE 21ST CENTURY
Student
Zac Adair, M.A. ’11
Adventure Education
When Zac Adair returned to college in his 30s, he
worried about being able to handle the coursework and
fitting in with what (he thought would be) younger peers.
But Zac was facing an even greater challenge: adapting to
life without sight.
Just two years prior, an auto accident left Adair com-
pletely blind in his right eye, and with two percent vision
in the left. An avid surfer, skiier, and former kayaking
instructor, he determined not to let blindness keep him
from his passions, and enrolled in Prescott College’s
Adventure Education program in fall 2006.
“My problem is no worse than anyone else’s, my situ-
ation is just a little different,” he explained.
As part of an independent study, Adair connected with
diverse people experiencing physical and cognitive disabili-
ties at Challenge Aspen in Aspen, Colo. He learned adap-
tive ski techniques, including how to turn on telemark skis
with the help of voice prompts from a ski buddy.
On a road trip to California in 2007 he rediscovered
surfing. Elated about being back on a board, he created
curriculum for the Prescott College class Surfing and
Wave Dynamics, which he facilitated with faculty mem-
ber Lorayne Meltzer in Baja, Mexico, the next year.
A GoogleTM search for “therapeutic surfing” led Zac
to Celine Russo ’98 – now his wife. Russo was putting
her Prescott College degree in Therapeutic Uses of the
Wilderness Experience to work as assistant director of
Maui Surfer Girls, founded by fellow alumna Dustin
Tester ’99. Adair and Russo discovered a nearly identical
vision of creating a nonprofit wilderness therapy organi-
zation, and Panacea Adventures was born. Panacea offers
rock climbing, backpacking, sea kayaking, whitewater
rafting, and ropes course programs in addition to surfing.
Adair graduated from the Low-Residency Bachelor of
Arts Program last May with a degree in Therapeutic Uses of
Adventure Education. Adair and Russo live in Wilmington,
N.C., where they surf together almost every day.
Adair continues his studies through Prescott’s M.A.
program, pursuing a degree in Adventure Programming.
His self-designed courses, such as Grant Writing and
Fundraising Strategies and Wilderness Risk
Management, support the development of Panacea
Adventures. The couple plans to launch Panacea’s first
expedition in spring of 2010. He will provide logistical
support while Celine, who is now a licensed Marriage
and Family Therapist, will provide the clinical.
“It’s amazing what happens when you have a passion
for something,” Adair said. “It seems to be a lot easier
when your heart is in it.”
23
Counseling Psychology
24
 ACADEMIC PROGRAMS
Counseling Psychology
Counseling Psychology is a low-residency professional
preparation program for individuals with the goal of becom-
ing licensed mental health counselors or licensed professional
counselors. The 60-credit program is aligned with the 2009
Standards for Training in Mental Health Counseling that are
disseminated by the Council for Accreditation of Counseling
and Related Educational Programs (CACREP).
At the heart of the program is an approach to mental
health and healing that is grounded in the client’s experien-
tial awareness, and thus diverges significantly from the
manipulative and mechanistic practices that sometimes
characterize the medical model of “diagnose-and-treat” that
dominates most psychiatric and psychological training pro-
grams across the country.
Within the context of the CACREP-aligned curricu-
lum, Prescott College students may enhance and direct
their education by choosing from a variety of distinctive
concentrations, many of which are only offered by a very
select handful of programs in North America. Some are
offered exclusively at Prescott College. Students seeking to
complete the degree with a specific concentration com-
plete additional coursework.
Concentrations are offered in:
Adventure-based Psychotherapy
Ecopsychology/Ecotherapy
Equine-assisted Mental Health
Expressive Arts Therapy
Somatic Psychology
Students seeking to personalize their academic pro-
gram have the flexibility to consult with the Chair of
Counseling Psychology and co-design a Student-directed
Competency within the framework of the 60-credit, Low-
Residency Master of Arts program.
Master of Arts Program Core Courses
Foundations of Mental Health Counseling: Professional
Orientations, Ethics, and Standards
Psychopathology: Diagnosis and Treatment Planning
Human Growth and Development
Social and Cultural Diversity: Advocacy Issues in Mental
Health Counseling
Research and Program Evaluation in Mental Health
Counseling
Counseling Methods: Prevention and Intervention
Helping Relationships: Basic Counseling Skills
Career and Lifestyle Development: Challenges of
Adulthood
Group Work: Clinical Theory and Practice
Assessment: Psychological Testing and Appraisal in
Counseling
Graduation Requirements
Students complete three components within the
Master of Arts program in Counseling Psychology; theory
(coursework), Practicum and Internship, and a Thesis
Capstone Project. Full-time students (15 credits per semes-
ter) complete the 60 credit program in two years. Students
seeking to complete a concentration must complete addi-
tional coursework and, in some cases, participate in addi-
tional, experience-based workshops to hone their profes-
sional skills.
The 60-credit master’s program is typically structured
as follows:
• Ten, 3-credit Core Courses (30 total credits)
• Seven, 3-credit Elective Courses (21 total credits)
• One, 3-credit Practicum (three total credits)
• Two, 3-credit Internship Courses (six total credits)
• Completion of a Thesis/Capstone Project as well as
residency requirements
How is Prescott College different from other schools
you’ve attended?
“There is a stronger sense of community
among students, faculty and advisors. The
Colloquium is a new concept to me. I
enjoy being able to attend a variety of lec-
tures and workshops.”
Justine Caiacca, M.A ’09, Counseling Psychology
More detailed information regarding this program may
be found in Prescott College’s Master of Arts Counseling
Psychology Program Catalog.
25
Student
Kevin Wheeler, M.A. ’10
End of Life and Grief Counseling
At first, the partici-
pants in the
Anticipatory Loss
Workshop, presented
by MAP student Kevin
Wheeler are jovial, the
mood bright.
The participants
joke and reminisce as
they list things they love on the stacks of colored cards in
front of them: ten important emotional traits or characteris-
tics; ten important foods; ten important hobbies, and ten
important people, past or present.
Kevin begins to tell a story.
Imagine this is happening to you. You are going
through life and one day, find a bump on the neck, in the
lymph node area. “Discard one card,” he instructs.
“Oh my gosh, there go my Lucky Charms,” jokes one
participant.
Halfway through the story, the instructions change.
The facilitator randomly starts taking cards from the partic-
ipants. People start bargaining, shuffling cards as they real-
ize what is coming.
“All of a sudden, all those near and dear people in your
life start being lost to you, and you no longer have a
choice,” Kevin explains. “People become very quiet.”
AIDS activist and end of life and grief counselor-in-
training Wheeler “never dreamed” he’d be doing this work,
he asserts. Until 2001, when he tested positive for HIV.
“I had just become Director of the Arizona Funeral
Director’s Association, and life came to a screeching halt,”
he said. “I struggled to find counseling to help me cope, to
figure out how to live with what is today a chronic illness.
“I buried friend after friend when HIV first became
prominent. It was a weekly occurrence. As a caregiver for
friends and then, to have to turn and be the funeral direc-
tor, and be the strong one to help people through...” he
trails off, words failing.
“My goal is to help people who are HIV positive
understand that it is not a death sentence.”
Since his diagnosis Kevin has become an advocate for
those who are left behind. “Too often, long-term partners
get pushed aside because the way the laws are written.
Often, family members shun them.
26
“The way the state law was written, that partner had no
say. As a funeral director, by law I had to turn to family first
and the partner would be completely pushed out of any
decision-making process. I am glad to say those laws have
changed, after long legislation.”
Kevin took fellow Master of Arts students through the
exercise outlined above at a recent colloquium, co-facilitat-
ed with associate faculty Marcia Brand. He learned the
basics of the exercise at a training for folks working with
HIV years ago, “and developed it from there, so it can fit to
any disease,” he explained.
“I have watched people almost give up when they’ve
lost that one card that was near and dear to them. When it
was taken from them involuntarily going around the circle,
they want to just give up, throw all their cards in the basket
and say ‘there’s nothing left to fight for.’”
Kevin follows the exercise with a debriefing and dis-
cusses different kinds of grief and differing cultural values
around death and dying. “As a funeral director for 20 years
this has always been fascinating to me, seeing how different
cultures – Native American, Hindu, Muslims – process
during the time of the funeral.”
He also had participants fill out a living will directive
right then and there during the workshop. Kevin sat on the
State of Arizona legislative committee which helped craft a
new law allowing living will, the power of attorney to con-
tinue after death, giving the surviving partner rights and a
say in planning the funeral.
He chose Prescott College after talking to people at a
lot of other graduate schools, most of which said he could
study gay, lesbian, and HIV issues “during my practicum,
but the studies themselves were more regimented. I want-
ed greater grasp of knowledge before I started my
practicum,” he said.
“I never dreamt I would become an HIV advocate. I
promote prevention, education to eliminate stigmas, and to
help to teach people with the chronic illness – how to live.
Mental attitude can affect a person who is HIV posi-
tive very greatly... I will die an old man. “I’m a positive
man, with HIV.”
 SOCIETY’S LEADERS FOR THE 21ST CENTURY: STUDENT PROFILE

Alumni

Tanya Alvarez, M.A. ’09

Multicultural Diversity with a Visual Arts Emphasis

For her internship, Steve issues and a knowledge of creative arts. Moreover, “the
Walters Servant Leadership flexible hours and independence of study help me to con-
scholarship recipient Tanya tinue going to work full-time and take care of my family
Alvarez worked as a school thera- responsibilities,” she said.
pist with Chicanos Por La Causa, “Other schools didn’t give me the freedom to choose
Inc., a non-profit community my mentors or integrate my passions and talents in to my
development project. She studies. Also, I was challenged to look beyond my comfort
worked with at-risk high school zone of set beliefs and to take other view points into con-
students “utilizing art & murals sideration and learn to communicate effectively with vari-
as a vehicle to engage, dialogue, ous other professionals and students in multiple disciplines.
and create positive change.”
“Many studies have already concluded that there is a dis-
proportionate amount of minority youth of color being incar-
cerated. There are not enough culturally relevant after-school
programs and behavioral health services within specific areas
of the community being affected,” she explained.
Tanya tailored her studies at Prescott College towards
earning licensure in Counseling with an emphasis on Latino
Youth Utilizing Creative Arts. She’s pursuing Certification
and Accreditation as a Creative Arts Therapist, with the goal
of expanding opportunities for cultural engagement through
the arts for youth and families in the barrios of Tucson, Ariz.
“I hope to be a part of the solution by developing inno-
vative programs utilizing both the arts and counseling.
These are the barrios where I grew up, and I want my chil-
dren and other families to have an opportunity to succeed.
Education, not incarceration.”
Tanya works both inside and outside of the system
towards her vision of a healthier culture through, well, cul-
ture. She serves on the Executive Board of Pima County
Juvenile Detention Alternatives Program, on the Regional “My studies integrate what I am most passionate
Behavioral Health Authority’s Multicultural Diversity about and are relevant to my current employment, and
Action Committee, and as a City appointed member of the where I live. I am able to apply my real life experiences to
Tucson Pima Arts Council’s Public Art Committee. She was my learning environment/graduate studies and vice versa.
recently honored as recipient of Individual Artist of the “I am frequently asked to sit on committees and
Year by LULAC Latino Arts Awards and the FBI boards to share my experiences and recommendations. [In
Community Service Award. that way] I am heard by a broader audience including the
“All of these relate to my graduate studies ... it is not grassroots community, academic community and behavioral
enough to just read and study. I feel an obligation to give health. I wasn’t able to do this before.”
back and experience the world in which I live, and I
believe the arts and counseling have powerful healing
properties that should not go unnoticed within the barrios.”
Tanya chose Prescott College not only for the quali-
ty of both the professional and educational mentorship
available to her, but the focus on social environmental
27
Education
28
 ACADEMIC PROGRAMS
Education
Education students design programs combining a focus
on their particular areas of interest with educational theory
and practice in both formal and non-formal settings. Many
students pursue a concentration in the following broad,
non-formal aspects of education:
Experiential Education – Pioneering educator John
Dewey taught that all true learning comes through experi-
ence. Students in this discipline explore classic and current
theory of experiential education and hands-on application.
Multicultural Education – This discipline relates the
field of education to the intricate systems of socially-con-
structed identity as they exist within the US paradigm.
Students will be expected to examine theoretical founda-
tions within multicultural education as they relate to the
dominant culture within the US educational landscape.
Equine-Assisted Learning (M.A. and Post-M.A.
Certificate) – The approach to Equine-assisted Learning
(EAL) invites participants to explore non-mental health
areas such as: experiential education; organizational devel-
opment; coaching; effective facilitation; and relational
horsemanship. Both the Master of Arts and Post-Graduate
Certificate EAL programs blend real-life application with
hands-on experience under the guidance of internationally
renowned practitioners.
The coursework in both the master’s degree and Post-
Graduate Certificate explores the theoretical understand-
ing, ethical issues, facilitation skills, and relational equine
skills crucial for mastery.
Professional Teacher Preparation Programs
Students pursuing the Master of Arts in Prescott
College’s State-endorsed professional preparation programs
in teacher education follow a largely prescribed curriculum
aligned with the Arizona Professional Teaching Standards,
the Council for Exceptional Children (CEC) Standards, the
Interstate New Teachers Assessment and Support
Consortium (INTASC) Principles, and the International
Society for Technology in Education/National Education
Technology Standards for Teachers (ISTE/NETS).
Detailed descriptions and curricula for the Master of Arts
professional preparation programs in teacher education may
be found in the Prescott College Master of Arts Professional
Teacher Preparation Programs catalog. Graduate and post-
graduate students can earn education certifications through
Prescott College’s State-approved standards-based Education
Certification Program in:
• Early Childhood Education
• Early Childhood Special Education
• Elementary Education
• Secondary Education
• Special Education
o Early Childhood
o Serious Emotional Disability
o Learning Disability
o Mental Retardation
• School Guidance Counseling
More detailed information regarding this program may
be found in the Prescott College Teacher Preparation
Programs catalog.
Sample Practicum Experience
Thailand Experience: Participating in life at
Summerhill will give me an unparalleled glimpse into the
educational choices and autonomous yet interdependent
lives of children and the larger community of the world’s
original “Free School.” It would also be an excellent oppor-
tunity to witness “Free Schooling” in a multicultural setting,
as many of the students that attend school at Summerhill are
from countries all over the world. Following this experi-
ence with an internship in a Thai Free School would fur-
ther expand my perspective of democratic educational
practices in different cultural contexts.
Sample Thesis Topic
My Thesis will target a means by which to measure the
effectiveness of Free Schools and democratically-structured
learning environments. It will also explore the use of
Nonviolent Communication in these settings, which tend to
support multi-cultural and “special needs” children. These
are two conditions in classroom environments typically seen
as possessing specific challenges for communication and
learning. The primary question for my Thesis is how to meas-
ure learning in a non-compulsory learning environment.
29
Faculty
Alumni

Everybody Wins
Equine Assisted Learning
Program Coordinator Tracy
Lisa Packard, M.A. ’02
Weber helps horse enthusiasts Environmental Education
turn passions into professions

As a teen, Equine-assisted
Learning (EAL) Program
Coordinator Tracy Weber, Ph.D.,
worked as a groom for a competi-
tive Morgan show stable, learning
invaluable skills of teamwork and
collaboration and “seeing most of
the US through the itty bitty win-
dow of a horse trailer at night,”
she remembers fondly.
But when it came time to
choosing a career, there weren’t
many options that would allow
her to continue working with her
equine companions, “just vet
school or staying in the industry
as a horse trainer,” she said. “If
EAL had been available in 1981
it would have been an easy choice
... It’s a career path that com-
bines my passions for people and
a passion for horses.”
“I’ve met a lot of people
who are seeking a way to con-
nect horses to their lives other
than competitive showing. If
you want something richer that
helps you learn about yourself
and your relationships, this cre-
ates that opportunity.
“My vision or commitment
is to learner-centered education.
When people love what they are
learning, are committed to it,
find success in it, then every-
body wins.”
In addition to her work at
Prescott College, Tracy teaches at
Michigan State University,
Rochester Institute of Technology,
and Northwood University; has
directed grant projects; and is
also the founder of Kaleidoscope
Learning Circle, an international,
equine-based experiential learn-
ing organization.
30
For her master’s Thesis Project, Lisa Packard M.A.’02 created and taught an ecoliteracy
course at a local Prescott charter elementary school that integrated standard reading and
writing instruction with environmental studies.
Lisa took the students on an environmental cleanup project in Watson Woods, a local
riparian area, and surveyed elementary school teachers throughout the State on their interest
level in environmental education.
“I focused on food, water, and shelter because they were the common things that stu-
dents could use to relate to … I read them recipes, and we went on a walking tour to buy
bulk items to make cookies,” she said.
Lisa now works as habitat learning coordinator at the Highlands Center for Natural
History, located in the Prescott National Forest. The Highlands Center received a “Be More
Awards” KAET public television award for Outstanding Achievement in Educational
Outreach this past May in part as a result of Lisa’s efforts.
Through her job she continues to teach environmental education in public schools
“because I feel like this is where I am most needed,” she explains. She’s starting a new,
interdisciplinary garden program at Miller Valley School in Prescott which incorporates
math and social studies.
In one of her core courses for her master’s program, Lisa read C.A. Bowers’ book,
Educating for an Ecologically Sustainable Culture, which “really inspired me to step out of
my box,” she said.
“He promoted looking to the wisdom of our ancestors when educating children. By this I
mean employing a more organic, interdisciplinary approach to teaching.”
Lisa found the literature review she completed as background to her thesis to be “hum-
bling and awe-inspiring. I was eager to get out and apply what I had learned; it really caused
me to be more focused on my goal,” she said.
Prescott is different from the state university she attended as an undergraduate because
of “…the academic passion, and passionate scholarship that are characteristics of Prescott
College,” she said.
“My advisor, Bob Ellis … is phenomenal role model of an [exceptional] educator. I
gained a lot from his ability to ask questions, and put the responsibility of learning on the
student.” Bob connected her with the Highlands Center, where she currently works.
“[Prescott College] was exactly what I was looking for.
“I had a student today who saw me eating spinach and asked me what it was. He had
never in his life eaten spinach! There was a part of me that was almost sad, and a part that
made me grateful to work with these students on such a basic, human level.”
 LEADERS FOR THE 21ST CENTURY
Alumni
Larry Jarrett, M. A. ’08
Environmental Education
Time and again through-
out his career running a real
estate brokerage, Larry
Jarrett M.A.’08 witnessed the
cycle of small towns building
industrial parks and factories,
or converting farmland into
developments that didn’t sell.
As a lifetime conserva-
tionist, Larry wanted to help
break that cycle. “I wanted to
promote land conservation,” he said. “I figured the best
way to do that would be to tie in or demonstrate the eco-
nomic benefits it can provide a community.”
In 2001, Larry founded the Natural Resources
Initiative of North Mississippi (NRI), a volunteer network-
ing group bringing together federal, state and local repre-
sentatives from the natural resources and economic devel-
opment sectors.
Since its inception, NRI has managed to establish a
Mississippi Nature Tourism Taskforce, initiate a Forest
Legacy Program to protect significant ecological areas of
forest funded through the Forest Service, and most recent-
ly cosponsor the first-ever sustainable development confer-
ence in Northern Mississippi.
Eco Tourism is a viable consideration for communities
that have “natural assets,” as Larry describes it; forests,
wide-open spaces, and unique natural features like caverns
and rivers. Another option is carbon sequestration, the cap-
ture and storage of carbon in a manner that prevents it
from being released into the atmosphere via “sinks” like
forests, soils and oceans.
“Under the President’s proposed carbon cap-and-trade
policy, land owners could reap economic benefits for prac-
ticing sequestration on their property,” Larry explained.
Larry found that the Prescott College master’s program
was a logical next step in converting knowledge, experi-
ence, and his passion for conservation into a professional
practice.
Throughout his time at Prescott College, he trans-
formed his real estate development firm, Pine Ridge
Marketing, LLC, into a sustainability consulting and hous-
ing renovation business. This new venture focuses on
affordable, healthy, eco-friendly and energy efficient hous-
ing.
In 2008 Pine Ridge was tapped to help establish a
Land Trust for Northern Mississippi and develop a green-
way program in Desoto County, Miss., just outside
Memphis, Tenn.
“Although, not directly related to environmental issues,
my work does directly effect the environment by protecting
critical conservation areas and protecting the open spaces
and green places of ecological, cultural, or scenic signifi-
cance in Mississippi.”
In addition to studying ecological and environmental
economics, Larry also studied sustainable forest manage-
ment and forest certification systems and their effects on
the social and intrinsic value of forests in the American
South.
“The experience at Prescott helped me gain the knowl-
edge and confidence to become more active with political
and environmental issues,” he said.
“I now understand the difference between true sus-
tainability and corporate or government ‘greenwashing.’ In
today’s fast-paced world of advertising and spin, sometimes
they try to make themselves look more environmentally
friendly than they really are.
“The only way governments and political regimes can
or will change is through grassroots efforts that encourage
or somehow force change,” he said. “Despite the economic
downturn, for the first time in a long time I feel good about
our nation’s future in terms of addressing climate change
and wilderness protection.
“I was attracted to the idea of integrating economic
development, environmental protection, ecological literacy,
and social justice into the learning process,” he said.
“Prescott College’s mission statement matched the social
and ecological focus I was looking for.”
“I would highly recommend Prescott College to anybody
looking for a career change. If you’re tired of the corporate
world and want to do something for science, the environ-
ment, or yourself – this is the place to pursue your passion.”
31
Environmental Studies

32
 ACADEMIC PROGRAMS

Environmental Studies
Environmental Studies is a broad field of research that by definition is interdiscipli- Faculty
nary and solution-oriented. Environmental Studies engages students in discovering and
understanding Earth’s natural systems, so that they can become effective and responsi- Ed Grumbine
ble stewards of the land. Environmental Studies Program
Since humans both influence and depend on natural systems, Environnmental
Studies students put their main focus on the natural sciences, while also learning to Ed Grumbine’s current research
understand, examine and shape the political, social, ethical, and environmental pat- focuses on ecological conservation in
terns of life. Students design real-life Practica experiences and complete Thesis China and the country’s ecological
Projects in collaboration with either regional, national, or international organizations. and geopolitical footprints as it re-
Students typically have a solid background in the natural sciences, environmental emerges as a global power. Ed visits
China every year and maintains an
advocacy, environmental education, alternative energies, sustainability studies, conserva-
active publication record on these
tion biology, or resource management. Applicants who have little or no formal back- issues – all while keeping up his long-
ground in those areas may be required to complete foundational coursework. standing research interest in wildlands
While each student has the opportunity to design a concentration that fits his or her conservation in the US.
professional needs, the concentrations featured below have crystallized as being central In 2009 Ed published papers on
to the department’s mission and vision. the melting Himalayas, the so-called
“Third Pole,” and the cascading effects
Concentration in Environmental Education of climate change on water, biodiversi-
ty and livelihoods in the region, and
This concentration is for traditional and non-traditional educators who wish to help
issues in creating a conservation
others develop an understanding of the natural history and ecology of a certain bioregion. movement with Chinese characteris-
Students learn about place-based and experiential education models used to enhance eco- tics. He presents in the Southwest and
logical literacy, and the public’s awareness and appreciation of the natural environment. in China on conservation-related top-
Environmental Education students have done their graduate research in various organ- ics, and lobbied for climate legislation
izations and programs: public, private, and charter schools; residential nature centers; on behalf of the Society for
adventure-based programs; government agencies; and various public education endeavors. Conservation Biology in Washington,
Environmental educators focusing on this concentration should have a foundation in ecolo- DC this past October.
Grumbine’s new book, Where the
gy and natural history, environmental studies, and/or the field of education.
Dragon Meets the Angry River: Nature
The Environmental Education concentration includes at least four components and Power in the People’s Republic of
that can be given varying degrees of emphasis depending on the student’s learning China, is published by Island and is
and vocational goals: receiving critical acclaim.
• Education (learning theories, curriculum design and implementation, experiential Ed has taught in Prescott
methodology, multicultural issues, and assessment praxis) College’s On-campus Bachelor of Arts
• Natural sciences (ecology, earth sciences, and natural history) Program since 2003 and has worked
• Human-environment interactions (environmental history and ethics) with master’s and doctoral students
over the years. He reports that he is
• Environmental stewardship (ecological conservation and restoration)
“very excited” to be working heading
up the Master of Arts ES program for
Concentration in Conservation Ecology and Planning the 2009-2010 academic year.
The focus of this concentration is the study and practice of field-based efforts to
protect our planet’s remaining biophysical diversity. Practitioner-scholars with an
interest in such interdisciplinary programs as applied ecology, environmental conser-
vation, conservation biology, and/or restoration ecology must be grounded in the nat-
ural sciences and understand the sociopolitical context of environmental problems.
Students are encouraged to focus on multidimensional conservation, preservation,
and restoration issues that integrate ecological science with environmental education,
33

Prescott College and the Teton
Science School
The Teton Science School (TSS),
a residential environmental center
located in Grand Teton National Park
near Jackson Hole, Wyo., offers a
year-long graduate program for a
select community of students in place-
based teaching, field science, and out-
door leadership.
This innovative program inte-
grates academic coursework with an
intensive mentored teaching
practicum. The 50-week experiential
program encompasses a unique
breadth of courses, such as community
ecology of the greater Yellowstone geo-
ecosystem, teaching in a winter envi-
ronment, and advanced instructional
strategies. TSS students are also regu-
larly exposed to visiting scholars and
writers.
Through a collaborative agree-
ment between the low-residency
Master of Arts program and the TSS
Graduate Program, TSS graduates are
able to transfer up to 15 credits
toward a master’s from Prescott
College in either Environmental
Studies or Education.
Partnership with the Gore Range
Natural Science School
The multi-faceted Fellowship in
Natural Science Education is a full-
time, 15-month professional develop-
ment program focusing on field and
classroom science instruction for
youth. In conjunction with their
teaching responsibilities, Fellows par-
ticipate in graduate level environmen-
tal education courses. Prescott College
will accept up to 15 semester credits
in transfer from the Graduate Fellows
program from the Gore Range
Natural Science School. Students must
purse a major in Environmental
Studies or Education from Prescott
College to qualify.
34
environmental decision-making processes, and natural resource management.
Examples of possible student-designed areas of study:
• Community-based Conservation – improving lives of local people while conserving
areas through the creation of national parks or wildlife refuges.
• Riparian and Wetland Ecology and Restoration – renewing a degraded, damaged, or
destroyed ecosystem through active human intervention.
• Conservation and Environmental Planning – investigating, understanding, and mon-
itoring the effects of ecosystem transformation as a result of human activity to pro-
pose remediation, management, and conservation measurements, supported with
the results of scientific research to mitigate, reconcile, and turn productive activities
into sustainable activities.
• Landscape and Ecosystem Ecology – emphasizes the interaction between spatial
pattern and ecological process – that is, the causes and consequences of spatial het-
erogeneity across a range of scales.
• Wilderness and Protected-area Management – the study of wilderness especially dedi-
cated to the protection and maintenance of biological diversity, and of natural and asso-
ciated cultural resources, and managed through legal or other effective means.
Concentration in Social Ecology
See feature article about the innovative partnership between Prescott College and
the Institute for Social Ecology on page 36 of this catalog.
Concentration in Sustainability Science and Practice
Perhaps the greatest challenge facing us in the 21st century is to learn how we can
transform human civilization to reflect patterns of sustainability naturally occurring on
Earth. A tremendous community-based response has already begun to unfold in a way that
spans the disciplines and integrates physical and natural sciences as well as the humanities.
Sustainability is nothing new at Prescott College, which for over forty years has led the
way in experiential education programs focused on issues relating to sustainability.
Prescott College’s Low-Residency Master of Arts program was designed to give stu-
dents the opportunity to design their own program for studying sustainability from with-
in their own community. This unique style of experiential education helps students com-
bine scholarly research, appreciative and critical inquiry, and collaborative learning.
Students are encouraged to draw from theory-based courses while working on practical
applications of their learning in an organization, community, or ecosystem of their choice.
This is important for students of sustainability because local communities are increasingly in
need of information, tools, skills, and leadership for creating a sustainable future.
Examples of Student-Designed Concentrations
Ecological Economics – a transdisciplinary field of study that addresses the interdepend-
ence and co-evolution of human economies and natural ecosystems over time and space.
Sustainable Community Development – an interdisciplinary area of study that moves us
towards a quality of life that secures the created human community in cooperation with
local ecosystems and native life forms.
Agroecology – the study of the role of agriculture in the world. Agroecology provides an
interdisciplinary framework with which to study the activity of agriculture.
Environmental Management and Planning – the planning and management of interac-
tion by modern human societies with, and impact upon, the environment.
Environmental Justice – seeks to redress inequitable distributions of environmental bur-
dens (pollution, industrial facilities, crime, etc.), and equitably distribute access to envi-
ronmental goods such as nutritious food, clean air and water, parks, recreation, health
care, education, transportation, safe jobs, etc.
 ACADEMIC PROGRAMS

Students concentrating in this area will join in the global discussion about how to bal- Graduate Advisor
ance and integrate diverse needs in a changing world. They will be prepared for communi-
ty-based action research on how to optimize economic and social conditions while protect- Andres Edwards
Sustainable Practices Consultant and
ing and even enhancing the health and integrity of natural ecosystems. Students are encour-
Author
aged to draw on a variety of theories and methods from multiple perspectives to build theo-
retical and practical solutions for sustainable living and planetary care. Andres Edwards works with
Prescott College has strong connections to the larger sustainability movement – many organizations from public schools to
students and faculty are active in the Association for the Advancement of Sustainability in corporations and cities to expand not
Higher Education, the US Partnership for the U.N. Decade of Education for Sustainable only awareness of sustainability, but the
Development (2005-2014), and other organizations dedicated to sustainability. opportunities to put it into practice.
His work encompasses a multi-
tude of fields and skills. Andres is
Example of a Student-designed Concentration
author of The Sustainability
Wildlife Ecology, Policy, and Management – My study is designed to provide me with a Revolution: Portrait of a Paradigm
comprehensive background in wildlife ecology, policy, management, ethics, and conserva- Shift and co-author with Robert Apte
tion biology. I will incorporate social and ecological literacies to facilitate a thorough exami- of Tibet: Enduring Spirit, Exploited
nation of the ecological and political realms of wildlife management and conservation. Land. His latest book, Thriving
My goal is to study sustainability in the context of environmental resources and Beyond Sustainability (New Society
economic and social justice. Sustainability is an economic state where the demands Publishers), is due for release in
placed upon the environment by people and commerce are met without depleting the April 2010.
As the president of Edutracks, a
environment or reducing its capacity to provide for future generations. In other
firm specializing in developing edu-
words, economic activities should benefit from natural resources while safeguarding
cation programs and consulting serv-
all critical elements and its overall health. ices on sustainable practices for
I intend to explore how some indigenous economic land use practices have been suc- green building and business initia-
cessful in promoting environmental health rather than destroying it. I will place emphasis tives, he develops energy manage-
on sustainable community development and environmental, social, and economic justice. ment and sustainability plans, as
well as training and awareness pro-
Examples of Student-designed Coursework grams for municipalities, colleges,
Contemporary Western Discourse on International Development and property managers.
Andres served as Co-Director of
Poverty Alleviation through Participatory Approaches
the Center for Livable Futures,
Human Ecology and Sustainable Development which educates community members
Food Sovereignty: Establishing Sovereign Agrarian Policies and collaborates with higher educa-
Modern Permaculture Design tion institutions, K-12 schools, local
Urban Development organizations, and businesses to
develop programs that highlight
Example of a Practicum opportunities to support a livable
I will obtain supervised practical application of my theory by working in the field future. He has worked as producer,
exhibit developer, and consultant for
with two organizations. Native Seeds Search, offers the opportunity to work with indige-
projects in natural history, biodiver-
nous groups in three locations of Mexico – the Sierra Madre, Alamos, Sonora, and a yet- sity, and sustainable community for
to-be-determined location. The Sierra Madre project which focuses on community companies and towns throughout the
development, reforestation, gardening, and the growing of traditional crops, offers me a US and abroad.
chance to participate firsthand using the skills and knowledge gained in my coursework. Andres holds a B.A. in
The Alamos project is working to develop a network of producers to grow tradi- Geography from the University of
tional landraces of crops that are at risk of biodiversity loss. I will participate in group Colorado; an M.P.S. in Media Studies
discussions with communities to discuss their agricultural needs and work with Native from NYU’s Interactive
Telecommunications Program; and an
Seeds Search to develop a plan based on community input.
M.A. in Humanities and
Leadership/Culture, Ecology and
Example of a Thesis Topic Sustainable Community from New
A development plan for the organization I’d like to start in California (potentially called College of California, Santa Rosa.
the California Wildlife Alliance) would include a thorough assessment of the organiza-
tion’s mission, objectives, campaign strategies, and funding mechanisms, along with a
five-year strategic development plan.

35
 Student

Institute for Social Ecology Christina L. Caswell, M.A. ’11

Students pursuing degrees in Environmental Studies and
Humanities have the opportunity to work with faculty mem- Environmental Education
bers from the Institute for Social Ecology (ISE) and partici-
pate in the Institute’s activities as a part of their program.
Prairie Pathway: Creating a Great Plains Wildlife Corridor
Students attend the Colloquia along with their ISE
Advisors and also have the opportunity to participate in col-
Although she is an avid environmentalist, Christina
loquia, conferences, and courses offered by ISE, incorpo-
Caswell M.A.’11 never thought she would take on a proj-
rating these activities into their studies.
ect as ambitious as the one she’s doing now. For her mas-
ter’s degree, Christina is laying the groundwork for a
“My decision to pursue a master’s degree in
wildlife corridor through the Great Plains. It’s a project
Social Ecology is all I’d hoped for, a unique, chal-
she believes she would not have done without the
lenging, and incredibly rewarding academic expe-
encouragement to “follow her dreams” she received at
rience, and an opportunity to inspire and inform
Prescott College.
my ongoing activism. I can’t imagine a more
stimulating and enriching environment to develop “The free-thinking, self-designed program ... real-
as a scholar-activist than the one provided by the
Institute for Social Ecology and Prescott College.” ly teaches you how to think for yourself and
Karl Hardy M.A. ’08 develop your own personal goals.”
Humans produce barriers – fences, highways, cities,
Study plans can incorporate key works in the philosophy,
waterways – that bisect habitats, impede migration, and
science, politics, and praxis of social ecology, which have been
cause a wealth of problems for wildlife.
central to ISE’s own curricula over the past three decades.
Christina’s work builds on volunteering she’s done for
Historically, social ecology has pioneered explorations of
the Wildlife Land Trust since 2005. She visits wildlife pre-
ecological approaches to food production, alternative tech-
serves, documenting violations as well as the condition of
nologies, and urban design, and articulated an ecologically-
fencing, land health, and wildlife.
grounded political and philosophical outlook. The Institute
“I try to make a positive difference everyday by mini-
has played an essential, catalytic role in movements challeng-
mizing my impact upon the Earth and enriching others’
ing global injustices and a variety of unsustainable technolo-
lives (wildlife and people) in ways that I can,” she explains.
gies, offering participatory, community-based alternatives.
“This personal philosophy is taking me on a journey to pre-
The Institute strives to be an agent of social transformation,
serve connected areas of the Great Plains for the genera-
demonstrating the skills, ideas and relationships that can nur-
tions that follow. My Prescott College Thesis directly is
ture vibrant, self-governed, healthy communities.
connected to my personal convictions.”
A nominal $150 extra charge is in place per semester
Although originally attracted to the self-directed nature
in order to work with an ISE faculty member.
of the program, as she learned “how environmentally con-
Examples for student-designed Social Ecology coursework scientious Prescott is, I knew that this was the right place
• Fundamentals of Social Ecology for me,” she said.
• Themes in Environmental Justice “My studies flow easily around home, work, and family
• The Ecology of Genocide in Darfur, Sudan life. The free-thinking, self-designed program ... teaches
• Social Movements: Theory and Practice you how to think for yourself and develop your own per-
• Water Privatization and Poverty sonal goals.”
• Natural Building Methods for Cold Climates
• Ecological Resistance Movements “As I browsed the College website and saw how
• Studies of Internalized Hierarchy and Domination environmentally conscientious Prescott is, I knew
• Bioregional Agriculture and Permaculture Design that this was the right place for me.”
• Ecological Impacts of War
• Feminist Science and Epistemology

36
 LEADERS FOR THE 21ST CENTURY

Alumni

Cristina Eisenberg, M.A.’06

Environmental Education

“What but the wolf’s tooth whittled so fine the

fleet limbs of the antelope?”
– Robinson Jeffers

When it comes to species, few are as misunderstood as

the wolf. But Cristina Eisenberg’s M.A.’06 research
demonstrates that the canids are crucial citizens in natural
communities, helping maintain the balance of other popu-
lations and the health of ecosystems.
Cristina continues work she started for her master’s
program as a Ph.D. candidate at the College of Forestry at
Oregon State University. She’s trying to answer the ques-
tion, “How many wolves are enough?”
“Other researchers have shown how the wolf’s key-
stone predator effects cascade down through whole ecosys-
tems, from wolves to elk to aspen to songbirds to butter-
flies and salamanders and insects. This is called a trophic
cascade. I am taking this one step further by measuring
how many wolves it takes to trigger these cascading
effects,” she said. “My research is showing that an ecosys-
tem that contains a keystone predator in sufficient numbers
has much higher biodiversity, and is therefore more
resilient and better able to adapt to climate change.
“I am measuring the ecological effectiveness of wolves,
which has not been done before. To do this I have created
an innovative research design based on noninvasive ecolog-
ical sampling methods. I attribute my creative scientific
thinking to my Prescott education, and the heuristic model
of learning I was exposed to there,” she said noting the
support she received from advisor Tom Fleischner.
Cristina’s book based on her master’s Thesis, The
Wolf’s Tooth: Keystone Predators, Trophic Cascades, and
Biodiversity, is slated to be published in early 2010 by
Island Press. She combines literary natural history and sci-
entific writing, drawing inspiration from the work of fellow
Prescott College master’s alumnus Craig Childs.
“When I began my master’s studies, my goal from the support network – a community of students and mentors
outset was to produce a Thesis that would be publishable with shared values about the natural world and the human
as a book. However, I never actually thought my dream spirit, and a passion for learning.”
would become reality. It took a school like Prescott National Geographic journalist Doug Chadwick spent
College, which encourages and supports students in follow- time afield with Cristina for a feature on wolf conservation
ing their dreams and then provides the academic frame- in the West, slated for March 2010 publication. Her work
work to facilitate their learning journeys, to enable this to has also been featured in the documentary Lords of Nature
happen. Prescott provided me with a remarkable learning by Green Fire Productions.
37
Humanities
38
 ACADEMIC PROGRAMS
Humanities
The Humanities program provides opportunities for
students to develop individually-designed, interdisciplinary
or multidisciplinary studies in four major academic areas:
• the traditional Humanities (Arts and Letters)
• Cultural Studies
• Business and Management
• the Social Sciences
Humanities students are encouraged to develop indi-
vidualized study areas that incorporate cultural, historical,
philosophical, political, and social aspects of their disci-
plines and work.
Students in traditional Humanities can complete indi-
vidualized programs in a wide range of disciplines. A
Creative Writing Concentration might emphasize fiction,
poetry, creative non-fiction, journalism, technical writing,
or environmental writing. Literature students might choose
to study an era or genre of literature or a critical focus such
as eco-literacy or postcolonial literature and criticism. In
the Visual Arts, students can concentrate in art history, art
education, or art theory; any of these areas might include a
studio focus such as photography, sculpture, or painting.
In addition, students pursue programs in other Arts
and Letters disciplines, including photojournalism, theater,
media studies, video or film theory or production, and
dance.
A Cultural Studies focus can include such specific
areas as geography, language or literature, or social rela-
tionships. Cultural studies often concentrate on a specific
people, place, or time, such as popular culture, African-
American studies, Dine’ (Navajo) culture, language preser-
vation, history of the Southwest, Spanish, international
studies, sociology, historic preservation, and so on.
Many disciplines in cultural studies focus on a particu-
lar aspect of human identity such as class studies or work-
ing-class studies; gender, queer, gay-lesbian-bisexual-trans-
gender, or sexuality studies; or women’s or men’s studies.
Many Prescott College students focus on one of the
disciplines within Cultural Studies that are based on social
and ecological responsibility, such as political science, inter-
national development, sustainable community develop-
ment, globalism and economics, social sustainability soli-
darity studies, conflict resolution, social ecology, dialogical
ecology, justice and activism studies, or peace studies.
Other students with an interest in the social sciences con-
centrate their studies in the fields of anthropology and
archaeology.
Many options are possible within the large framework
of philosophy, mythology, and spirituality, including reli-
gious studies, eco-feminism, cosmology, dialogical ecology,
spiritual studies, comparative religions, and theology. It is
also possible within Humanities to focus a degree on some
non-clinical areas in psychology such as wellness, gerontol-
ogy, ecopsychology, depth psychology, forensic psychology,
spiritual psychology, or psychology of women
While each student has the opportunity to design a
specialization that fits his or her professional needs, the
concentrations featured below have crystallized as being
central to the department’s mission and vision.
Concentration in Justice, Activism, and Solidarity
Prescott College requires its graduate students to
develop social and ecological literacies, which results in stu-
dents considering how their particular discipline specifical-
ly and responsibly engenders social justice, solidarity, or
environmental justice.
Students pursuing a Concentration in Social Justice,
Activism, or Solidarity often focus their work on some
aspect of human social and cultural life, such as the
sociopolitical dimensions and dynamics of culture and
power, or the social constructs of race, gender, and class.
Other students explore the realm of environmental justice
as it relates to the intersections of the natural and nonhu-
man environment with human and social environments.
Students in the low-residency Master of Arts program
may design their program to include the history of social
activism as it relates to their own work, or to include care-
ful consideration of the concept of being in service as this
relates to social justice, environmental justice, coalition-
building, and solidarity.
This emphasis can be completed as a specific academic
discipline within a Cultural Studies framework; for exam-
ple, a Humanities degree in Justice and Activism or
Solidarity Studies. It can also be the emphasis given to a
program within any discipline, as in a Humanities degree in
US History with an Emphasis on Social Justice
Movements.
39
Concentration in Social Ecology
See feature article about the innovative partnership
between Prescott College and the Institute for Social
Ecology on page 36 of this catalog.
Concentration in Visual Arts
Successful applicants to the Visual Arts concentration
enter the program with technical proficiency in their media
and a solid grounding in the materials and techniques of
traditional or nontraditional media.
At the heart of this concentration is the expectation
that students commit to bringing depth to their work
through advanced study and application of art criticism, art
theory, and art history, delving deeply into the actual con-
tent of their work and integrating concepts as visual state-
ments in a chosen art form or medium.
Students integrate historical, theoretical, and critical
concepts with dedicated studio work as they develop per-
sonal vision, creativity, and expression. Visual Arts students
also give attention to the development and verbal and visu-
al articulation of content inspired by social, cultural, or
environmental concerns.
The low-residency Master of Arts program Visual Arts
Concentration differs from a master of fine arts degree in
that it is not a studio-based degree, but rather a theoretical
degree with a studio emphasis. Students wishing to pursue
this concentration must have access to a studio where they
can create art and practice all techniques or media studied.
Students are encouraged to participate in art institutes, res-
idencies, and apprenticeships.
Concentration in Creative or Expressive Arts
The concepts and practices of expression and creativity
extend far beyond the study of art history and theory, or
the practice of various art techniques and media, to a realm
where art and aesthetics are explored as integral and inte-
grative components of life and community.
The study of expression, creativity, and art encompasses
traditional visual and literary arts; dance, music, and perform-
ance; and aesthetic considerations including architecture,
landscape, and community development and planning.
The expressive arts are used both therapeutically and
in nontherapeutic applications that are beneficial to the
wellness and sustainability of individuals, businesses, and
community. Development and expression of art and cre-
ativity benefit the mind, body, and spirit, and enhance
human experiences, both personally and professionally.
A Concentration in Creative Arts or Expressive Arts
can prepare one for a job facilitating or teaching creativity
and the arts through expressive arts consulting, community
art centers, wellness centers, and more. This concentration
can be designed to correspond with the developing
requirements for the Registered Expressive Arts
Consultant/Educator through the International Expressive
Arts Therapy Association.
40
Concentration in History
History includes more than collective memory.
Students concentrating in History seek to understand a
complex interpretation of the past that accounts for multi-
ple perspectives.
For instance, students in Environmental History might
study the changes and continuities over time in the
metaphors that various peoples have used to describe their
relationships with their surroundings. A student of the
History of the American West might consider how particu-
lar patterns of gender communication in a given communi-
ty affected the social and economic structures of that com-
munity. A student of Native American History might try to
explain both enduring traditions and changing circum-
stances by drawing on a broad range of oral and written
sources, music and dance performances, and artifacts.
One goal of this concentration is innovation – to look
to the past for diverse alternatives to the present, to collect
testimony from other times, and to recompose this testimo-
ny into narrative.
Concentration in Nature, Gender, and
Spirituality
This concentration enables students to pursue studies
related to ecology, feminism, and religion. These three
interpretive lenses provide an interdisciplinary prism for
asking critical questions about a wide range of topics, from
eco-feminism to sacred geography, and from nature mysti-
cism to the green future of religions.
Possible questions include:
• How do gendered power relations interact with envi-
ronmental policies?
• How might practices of contemplation and conserva-
tion inform one another?
• How are philosophies of the cosmos gendered?
• What can feminism bring to environmental ethics?
This concentration brings these three topics into con-
versation in order to gain tools for living sustainably, while
practicing social justice and engaged spirituality.
Concentration in Spirituality
Master’s students may focus their work on customary
academic disciplines relating to spirituality, such as compar-
ative religions or theology, or other interdisciplinary and
distinctive aspects of spirituality.
Students with a Concentration in Spirituality have
focused their work on the intersections of spirituality and
sociology, by examining issues of social justice or spiritual
direction in conjunction with a combination of global
theologies.
Some students complete holistic programs that examine
the intersections of the spiritual, physical, emotional, and
mental through scholarship relating to forms of self-devel-
opment; such as a comparative study of yoga or tai chi, vari-
ous forms of meditation, and transpersonal psychology.
 ACADEMIC PROGRAMS
Emphases may include a study and practice of the
world’s sacred texts and traditions, women’s spiritual tradi-
tions, spiritual psychology, interfaith studies, contemplative
spirituality, cosmology, or liberation theology.
In addition, students may be able to combine their
Master of Arts program studies with a residential program
such as an interfaith or nondenominational seminary. Master
of Arts students can apply to and work with the School of
Spiritual Psychology concurrent with the Master of Arts pro-
gram to earn a Humanities degree in spiritual psychology.
Concentration in Border Studies
Border regions offer cutting-edge learning environ-
ments for students interested in understanding connections
between local cultures, economies, environments, and
processes of globalization. The US-Mexico border, a
dynamic region experiencing the direct impacts of global
change, presents rich opportunities for study. The Prescott
College Concentration in Border Studies offers access to
networks of scholars as well as hands-on experience work-
ing with community, social justice, environmental, and cul-
tural organizations in the US-Mexico border region.
With bioregional centers in Tucson, Ariz., and Kino
Bay, Sonora, Mexico, and a program for Indigenous educa-
tors, Prescott College’s Border Studies Concentration sup-
ports applied scholarship and community-based action
research that offers students opportunities to learn directly
from and work with the experts: the communities most
affected by globalization and leading movements for social,
environmental, and economic justice in the region. In addi-
tion to a Humanities or Cultural Studies approach to
Border Studies, this Concentration may also be carried out
in Education or Environmental Studies.
Examples of Student-designed Concentrations
Art History – The academic study of objects of art exam-
ines their historical development and stylistic contexts, i.e.
genre, design, format, and look.
Literary Arts – Students in this Concentration develop
their skills as writers in one or more genres while deepen-
ing their understanding of the craft of writing.
Wellness Education – Practitioners of this discipline create
educational programming to promote health within a spe-
cific population to foster a healthier community.
Cultural Ecopsychology – This field of study explores the
relationships between culture, place, and the human
experience.
Cultural Studies – The academic field of cultural studies
combines political economy, communication, sociology,
social theory, literary theory, media theory, film/video stud-
ies, cultural anthropology, philosophy, museum studies, and
art history/criticism towards understanding cultural phe-
nomena in various societies.
Examples of Student-designed Coursework
Building Community through Ritual
African Nature-based Traditions
Cultural Ecopsychology: Rediscovering the Divine
Social Change and the African-American Urban
Community
The Great Escape: Mental Illness, Self-Mutilation, and
Suicide as Alleviation of the Trauma of Adolescence
Historical Perspectives on Adolescent Girls in the Cinema
Hurting Hands: Ramifications of Sexual Abuse
Beauty & the Beast: The Female Adolescent Struggle with
Body Image and Peer Pressure
Who Was the Western Settler?
Native Americans of the Western United States
Women and the West
Example of a Practicum Experience
My intention is to teach a Southwest American history
class at a local community college. While I am not current-
ly affiliated with any institution at this point, I will be pur-
suing the possibility of teaching at one of the Maricopa
Community Colleges. My hope is to begin this participa-
tion during the second semester, with a more active role
during my third semester.
Example of a Thesis Topic
“Implications of Unsustainable Social and Economic
Development in Third World Communities: The Case of
the Maasai People.” I will study the various competing
powers involved in the struggle for control of Maasailand’s
environmental and development resources and do an in-
depth literature review of development and social theories
pertaining to “sustainability.” My methods will include an
in-depth investigation into economic, social, and environ-
mental programs that have failed in Maasailand.
41
 Alumni

Faculty Monica Rountree, M.A. ’07

Randall Amster, J.D., Ph.D. Humanities: Romance Languages
Master of Arts Program Chair of Humanities

Randall Amster teaches Monica Rountree

Peace & Justice Studies at teaches nine language
Prescott College, and is the new classes between the local
Chair of Humanities in the low- high school, community
residency Master of Arts college, and county office,
Program. He serves as the and runs a small transla-
Executive Director of the Peace & tion business.
Justice Studies Association, and She developed a cur-
as the editor and publisher of its riculum that addressed the
newsletter, The Peace Chronicle. unique needs of Hispanic
He regularly writes for the students who often don’t
Huffington Post, Common receive any Spanish educa-
Dreams, and other national publications. tion after they emigrate.
Randall’s recent book, Lost in Space: The Criminalization, “You can’t teach the same
Globalization, and Urban Ecology of Homelessness (LFB Scholarly, way you would teach a
2008), explores the need for reflexive, truly public spaces where we Spanish class to American students,” she explained. “You
can encounter, see and be seen by all members of our society – cru- have to teach it like it would be taught in their country, but
cial for a compassionate and just society. Other publications include condensed.”
contributions to Contemp-orary Anarchist Studies: An Introductory “I can confidently say that doing my master’s program
Anthology of Anarchy in the Academy (Routledge, 2009) and has opened up professional opportunities for me,” she said.
Building Cultures of Peace: Transdisciplinary Voices of Hope and Her teaching skills are improving, and so is her status as a
Action (Cambridge Scholars Publishing, 2009). He serves on the role model: “I am motivating many of my Hispanic stu-
editorial advisory boards for the Contemporary Justice Review and dents to have greater goals.”
the Peace Studies Journal. Through her master’s program, Monica has also devel-
Teaching at Prescott College allows Randall to combine his oped a collaboration with a colleague and his college-level
scholarly pursuits and his activist passions, and to continue his Spanish class. Once every two weeks her advanced students
explorations of social justice, political action, and peace education. meet with the class and break into small groups to discuss
“Prescott College is one of those rare places where one can learn to predetermined topics, all in Spanish. The topics range from
take seriously the responsibilities of being a ‘citizen of the earth,’ and travel to immigration, migrant rights, and the proposal to
still have great fun in the process!” build a wall along the border. “At first they were rather
nervous and insecure but now they love it!”
Alumni News

Julie Morton M.A. ’08

This past year, Julie won the Best Graduate Thesis of the Year
Award from the Peace and Justice Studies Association (PJSA) for
her master’s thesis in peace education entitled “Reading and
Writing Peace: The Core Skills of Conflict Transformation and
Literacy.”

42
 SOCIETY’S LEADERS FOR THE 21ST CENTURY

Alumni

John Sheedy, M.A. ’96 Faculty

Postcard from the Borderlands Jared Aldern M.A.’06, Ph.D.’10

Jared draws on archival research,

In 2007 John Sheedy began work on linguistic anthropology, literary theo-
The Tijuana Project, a documentary film ry, and oral history in his work with
about the people who pick through trash members of the North Fork Mono
at the Tijuana garbage dump for sur- Tribe in California. His work focuses
vival, and the lives of six children who on assisting the Tribe members as they
live next to this immense mountain of construct historical knowledge, restore
trash. He relates the humanity and meadows in the foothills and higher
humor he experienced spending time elevations of the Sierra Nevada, and
with children living in heart-wrenching sustain their water tenure in the
conditions. watershed of the upper San Joaquin
Life in Tijuana has been exciting to River.
say the least. Last week my car was Jared describes the College’s mas-
stolen from the dump neighborhood. ter’s program as “rigorous ... if we
Although it was a big inconvenience, I measure rigor by how complex, chal-
was touched to get a message a couple lenging, and provocative the curricu-
of days after it was taken that many peo- lum is. As an alumnus of the Master of
ple in Fausto Gonzalez were stepping Arts Program who has studied and
up to support me. taught at numerous other institutions,
In fact, they even tracked down the I can say that this program offers
guys who stole it. Since the Tijuana opportunities available nowhere else.”
police wouldn’t help me arrest them, my friend Pati put together a posse of people from While his current students reside
the neighborhood and we went down the steep hill from the dump to the house of the in the US and Mexico, Master of Arts
thieves who live down in the canyon below the dump. students come from or have worked in
It was surreal to see the dump mountain looming above as we dropped lower in the Brazil, China, and various African and
canyon. I also looked behind us to see a handful of neighborhood kids following us at a European nations, Jared notes – a
safe distance. Not only were the kids offering their spirit of support, but people were diversity which lends strength to the
coming out of their houses and encouraging us on. program.
By the time we got closer to the bottom of the canyon, I saw poverty like I have Jared also serves as an adjunct
never seen before, including raw sewage and the toxic run off from the dump above faculty in the Department of
which washes into the canyon and the houses below. American Indian Studies and
When we got to the house of the man who stole my car, he had run for it, but we American Studies at Palomar College,
caught two of the men who helped him. They apologized and gave us detail for detail and in the Department of History at
how my car had been disassembled, melted down, or sold for parts. California State University, Fresno.
They also said that they made a mistake stealing my car. They thought it belonged to He monitors federal “Improving
a group of Gringos giving away toys in the neighborhood (they stole at least three other Teacher Quality” professional develop-
cars that day). It really left a lasting impression on me; that bringing toys or unwanted ment programs (funded by Title II of
items of ours to poor people is not needed or respected, whereas gifts such as an educa- the “No Child Left Behind” Act) for
tion for children are respected and can last a lifetime. the California Postsecondary
I was left feeling a deep compassion for the thieves after seeing the poverty of Education Commission.
where they live, and with a deeper realization of how important it is for us to help over-
come those conditions.

43
Faculty
44
Jared Aldern
Humanities and Environmental Studies, Core Faculty
M.A., History and Environmental Studies, Prescott College, 2002; A.B., Physics (Concentration in Biophysics), Cornell University, 1981.
Jared Aldern is an environmental historian, ecological restorationist, and educator living in Central California. Jared draws on archival research, linguis-
tic anthropology, literary theory, and oral history, in research focusing on how members of the North Fork Mono Tribe construct historical knowledge,
restore meadows in the foothills and higher elevations of the Sierra Nevada, and sustain their water tenure in the watershed of the upper San Joaquin
River. Jared has developed various indigenous language and ecological field research programs in collaboration with Native American nations and natu-
ral resource agencies and has helped to develop community-based curriculum for a number of K-12 school districts. He also served as a Start-up
Committee member and the public school liaison for the Southern California Tribal Digital Village. Jared has taught in elementary schools, high schools,
and at several California colleges and universities.

Randall Amster
Humanities, Chair; Cultural and Regional Studies, Core Faculty
Ph.D., Justice Studies, Arizona State University, 2002; J.D., Brooklyn Law School, 1991; B.S., Physics & Astronomy, University of Rochester, 1988.
Before coming to Prescott College, Randall worked as an attorney, a judicial clerk, and an instructor in the School of Justice Studies at Arizona State
University. He is a homeless-rights advocate, a sustainable-community activist, a peace organizer, and publishes widely on subjects ranging from anar-
chism and ecology to the global justice movement. Teaching courses at Prescott College in Peace Studies and social thought has provided a unique
opportunity for Randall to combine his scholarly pursuits and his activist passions and to continue his explorations of social justice, political action, and
peace education. Randall was recently named the Executive Director of the Peace and Justice Studies Association (www.peacejusticestudies.org), and
the PJSA has made Prescott College the home to its national headquarters.

Joel Barnes
Coordinator of Graduate Teaching Assistant Program; Environmental Studies and Adventure Education
Ph.D., Union Institute & University, Environmental Conservation and Education, 2005; M.S., California State University at Humboldt, Natural Resource Studies in
Wilderness and Water Resource Management, 1991; B.A., Prescott College, Environmental Sciences and Education, 1981.
Joel has designed and taught a number of college-level interdisciplinary field programs across the Colorado Plateau and Mexico, Latin America, Alaska,
and New Zealand. Joel’s professional interests emphasize the integration of environmental studies and adventure education with backcountry travel and
bioregional explorations. Joel’s doctoral studies had him conducting research in the Grand Canyon National Park to support Wild and Scenic River des-
ignation for the Colorado River and its tributaries.
“Through teaching and advising I encourage students to wrap their education around their passions and run with it. I feel lucky to be part of an
academic community that encourages this approach to learning.”

45
Paul Burkhardt
Dean, Adult Degree and Graduate Programs; Chief Academic Officer
Ph.D., Comparative Cultural & Literary Studies, University of Arizona, 1999; M.A., Comparative Literature and Literary Theory, University of Arizona, 1993; B.A.,
English and American Literature, University of Arizona, 1991.
Paul grew up in the border town of Yuma, Arizona, and remains deeply committed to the people and places of the Arizona/Sonora border region. Paul
believes that student learning and faculty scholarship can be most effective and transformative when integrated through participatory, field- and commu-
nity-based projects. Paul’s academic background in interdisciplinary cultural studies focuses on the role of cultural discourses around the built and natu-
ral environment in movements for socio-economic and environmental justice in western communities. Paul has developed these interests into a range of
interdisciplinary, community/field-based learning environments on topics such as Fire, Water, Desert Lands, Community-based Management, and Social
Movements. Paul has held faculty and administrative positions at various institutions including the University of Arizona, The College of The Bahamas,
and Arizona International College.

Noël Cox Caniglia

Education, Chair and Core Faculty
M.S., Experiential Education, Mankato State University, 1979; B.A., ESL Education, Prescott College, 1974.
When Noël joined the Prescott College Faculty in 1991 she brought experience in formal education teaching in the United States and New Zealand and
nonformal education working as a consultant to corporate groups and government agencies to teach communication and team-building skills and leader-
ship dynamics. For the last 26 years she has lived on, worked on, and helped to manage environmentally-sound cattle ranches in Arizona. As a native
Arizonan and rancher, she brings her strong commitment to the nonhuman natural environment to her passion for supporting graduate students who
wish to teach in non-formal and formal settings.
Since joining Prescott College, Noël has worked as an activist to defend open space issues in Arizona, has been actively involved with the Arizona
Department of Education Professional Preparation Review Team, and has remained involved with professional organizations related to both non-formal and
formal education. She is a certified teacher: Secondary English grades seven to 12, Elementary Education K-8, and English as a Second Language K-12.

Richard Cellarius
Environmental Studies, Core Faculty
Ph.D. The Rockefeller University, Biological Science, 1965; B.A., Reed College, Physics, 1958.
Richard is an Emeritus Member of the Faculty of The Evergreen State College, where he taught for 27 years and was director of the graduate program
in environmental studies before retiring to Prescott. He previously was on the Botany faculty of the University of Michigan. Richard has been an active
volunteer with the Sierra Club for over 30 years, including two years as its national president. He is also active with IUCN-The World Conservation
Union. His current interests focus on global environmental sustainability. Richard has a broad range of teaching interests, including all aspects of envi-
ronmental studies – particularly ecological principles and environmental history, philosophy, and policy-plant physiology, technical writing, biological
energetics, and statistics.

46
Joan Clingan
Associate Dean for Graduate Studies; Humanities and Sustainability Education
Ph.D., 20th Century US Literature and Culture, Union Institute & University, 2008; M.A., Applied Psychology, University of Santa Monica, 1992.
Joan teaches in Prescott College’s Ph.D. and master’s Programs. Her research design courses cover a breadth of methods and methodologies, with a par-
ticular focus on justice, action, and community-based research. Her literature courses examine social and ecological justice and their interconnections,
and explore them within the very large conceptual framing of sustainability.
Her personal research uses 20th century US literature to examine issues of supremacism, marginalization, and oppression, as well as consideration
of, and action toward change, justice, and sustainability. Joan’s dissertation, “Who is We?: Toward a Theory of Solidarity; Toward a Future of
Sustainability,” develops a critical theory based on the philosophies and practices of solidarity and sustainability. Her master’s work concentrated on spiri-
tual psychology and her undergraduate work on literature, creative writing, and social justice.
She has been a member of the graduate faculty since 1999, when she took on the role she held through 2009 of Chair of the Humanities Master of
Arts program.

Jordana DeZeeuw Spencer

Education, Core Faculty
M.S., Experiential Education, University of New Hampshire, 2001; B.A., Theatre Studies and Literature, Yale University, 1995.
Jordana has taught in both public and private schools, nationally and internationally. In addition to her classroom experience, she has facilitated eight
seasons of programs through Interlocken Center for Experiential Learning, and toured her one-woman Shakespeare show, Muse of Fire, to demonstrate
the universal themes represented in the Bard’s canon.
Jordana was the creator and first coordinator for the residential, post-secondary Bridge Year Program, an academically rigorous semester- or year-
long experience which engages students in vocational internships, cross-cultural exchanges, service learning, and scholarship. Her graduate research
examined the efficacy of experiential education in cross-cultural programs to enhance students’ moral development, and her passion is education for
social change. She complements her Master of Arts Program faculty responsibilities with full-time teaching in Prescott’s On-campus Bachelor of Arts
Program and serving as a Graduate Advisor to master’s students.

Christine Frydenborg
Counseling Psychology, Chair
Ph.D., Counseling Psychology, concentration in Marriage and Family Therapy, Seton Hall University, 1999; M.S.Ed., Counseling and Personnel Services, Fordham
University, 1994; B.A., Psychology and Sociology, University of Connecticut, 1992.
Christine has spent the past ten years in private practice where she treated an array of presenting issues, specializing in the treatment of eating disor-
ders, anxiety disorders, issues of childhood and adolescents, play therapy and rape-related PTSD. She has also been a member of the faculty of various
colleges and universities in the New England region teaching such courses as Abnormal Psychology, Research Methods, and courses pertaining to all
spans of development. Christine has served as a supervisor as well as an expert witness for family cases involved in the courts and custody disputes. In
addition, she has worked in community mental health, detoxification units, inpatient units, day programs, and crisis centers. Her graduate research
focused on the epidemic of sexual assault among college students.

47
Ed Grumbine
Environmental Studies, Core Faculty
Ph.D., Environmental Policy, The Union Institute, 1991; M.S., University of Montana, 1982; B.A., Antioch College, 1976.
Before coming to Prescott, Ed directed the Sierra Institute Wildlands Studies program at the University of California at Santa Cruz, for 21 years. Much
of his professional work focuses on bringing conservation biology principles into federal land management practice. Ed’s writings include Ghost Bears:
Exploring the Biodiversity Crisis; and Environmental Policy and Biodiversity, among numerous other publications. Ed is also an affiliate faculty member
for the College’s Ph.D. Program and teaches environmental studies in the On-campus Bachelor of Arts Program.

Deborah Heiberger
Associate Dean for Professional Preparation Program, Master of Education Chair and Core Faculty
Ed.D., Educational Administration/Supervision, University of Maryland, 1986; M.S., Educational Administration/Supervision, University of Maryland, 1975; B.S.,
Elementary Education, Towson University, 1971.
Deborah completed a 31-year public school career K-12 in Maryland as teacher, assistant principal, principal, supervisor, executive director, and assistant
superintendent in January 2001. She began working as an adjunct faculty with several Maryland colleges including McDaniel College and Towson
University teaching graduate and undergraduate education courses, specializing in curriculum theory and standards-based curriculum design, perform-
ance-based assessment, and advanced instructional methodology. She also administered and taught required coursework in Towson University’s
Administrator I Maryland Certification Program.
Deborah then worked with teacher candidates and as an adjunct faculty instructor for the University of Arizona. Her long-time interests in educa-
tion include constructivism as a theory of learning, standards-based program reform, leadership, organizational theory, and school-based administration.

Shari Leach
Adventure Education, Core Faculty
Ph.D., Cultural Self-Awareness, Union Institute & University, 2006; M.A., Humanities: Facilitating Community Development, Prescott College, 2001; B.A., Environmental
Conservation, University of Colorado, 1995.
Shari began her work in adventure education in the 1980s, working month-long wilderness backpacking courses for a small summer in Colorado. She
has worked for numerous wilderness corporations, including Outward Bound and the National Outdoor Leadership School (NOLS). She still leads
courses for NOLS and teaches for the Wilderness Medicine Institute. Shari served in the Peace Corps specializing in environmental education and natu-
ral resource management. She is fluent in Spanish.
Shari completed her master’s degree through Prescott College, developing an alternate theory of stages of group development, and creating a
workbook/curriculum for groups learning to work together. Her doctoral dissertation explored the influence of cross-cultural living on the individual’s
awareness of her/his culture of origin.

48
Rich Lewis
Library Director
M.L.I.S., Library and Information Science, University of Arizona, 2003; B.A., English, University of Washington, 1988.
Rich originally comes from the Pacific Northwest, but has lived in Prescott for over 12 years. His varied background has given him experience installing
alternative energy systems, teaching computer networking, studying abroad in both Nepal and France, welding in Alaska, and being a rock climber (that
career was ended after an abrupt run-in with terra firma.) Currently, besides being immersed in all things library, he is actively involved with the
Prescott College Ultimate Frisbee team.
“We are living in a tremendous time. Information is hovering all around us, waiting for us to turn it into knowledge. I truly want to enable students
to be able to find the information they seek.”

Denise Mitten
Adventure Education, Chair
Ph.D. Education, University of Minnesota, 2003; Master of Forest Science, Forestry Ecology, Yale University, 1977; Bachelor of Forest Science, Forest Resources, University
of Washington, 1974.
Dr. Mitten has worked for over 30 years in adventure, outdoor and environmental education with many populations, including women and youth, home-
less people, nuns in recovery, survivors of abuse, women with eating disorders, women felons and men in prison. Through this work, she developed a
nationally recognized leadership training program as well as one of the first ecotourism based companies in the US.

Pramod Parajuli
Sustainability Education, Chair; Director of Program Development in Sustainability Education
Ph.D., International Development Education, Stanford University, 1990; M.A., Anthropology, Stanford University, 1989; B. Law, Tribhuvan University (Kathmandu,
Nepal), 1976; M.Ed., Education, Tribhuvan University, 1976; B.Ed., Education, Tribhuvan University, 1974.
Born in the Himalayan foothills of Nepal, Pramod brings to Prescott almost 30 years of interdisciplinary scholarship, activist passion, and cutting-edge
pedagogical innovations. A whole systems thinker and a permaculture practitioner, he is interested in nothing less than the four Ls: life, livelihoods,
learning, and leadership. He envelopes all four Ls within the emergent fields of sustainability, social justice, and bio-cultural diversity.
At Prescott College, he is incubating several new innovations that could build on its forty years of accomplishments and seek new heights and hori-
zons. He sees rich potential in creating bioregional learning community Hubs for Prescott students, alumni and Mentors in each bioregion. In the long
run, he is also imagining the Prescott College community being fully engaged in the restoration and regeneration of water and food systems in the
Colorado Plateau.

49
James Pittman
Environmental Studies, Core Faculty
M.S. with distinction, Ecological Economics, University of Edinburgh, 2004; M.A., Whole Systems Design, 2001Antioch University Seattle,; B.A., Ecopsychology, Education
and Sustainability, Prescott College, 1997.
James Pittman focuses on the Concentration in Sustainability Science, and Practice and is a resource consultant for the College’s Ph.D. program in
Sustainability Education. He is also the Managing Director of a leading ecological economics think-tank and consultancy, the non-profit Earth
Economics in Seattle, serving public and private sector clients with a focus on ecosystem service modeling, sustainability indicator assessment, and
stakeholder engagement facilitation.
James has been a sustainability consultant, serving as a consultant to the President’s Council on Sustainable Development; the USDA Forest
Service; the US Department of Energy; the City of Washington, DC; the Washington State Department of Ecology; the EcoSage Corporation, a
Fortune 50 software corporation, as well as various other agencies, corporations, nonprofits and public utilities.

Terrie Porter
Counseling Psychology, Practicum/Internship Coordinator and Core Faculty
Ph.D., Counseling, Oregon State University, 2003; M.Ed., Guidance and Counseling, California Polytechnic State University, 1996; B.S., Psychology, Oregon State
University, 1992.
Dr. Porter works as a Licensed Professional Counselor (LPC/NCC) and is a certified Approved Clinical Supervisor. She has served as Director of the
Graduate Counseling program at Northwest Christian University in Eugene, Ore.

Dereka Rushbrook
Humanities, Core Faculty
Ph.D., Geography, University of Arizona, 2005; M.S., Economics, University of Texas at Austin, 1997; B.S., Economics and Political Science, Certificate in Latin American
Studies, University of Pittsburgh, 1985.
Dereka’s doctoral work centered on the global political economy and human-environment interactions of resource-intensive artisanal production in the
highlands of central Mexico. Her graduate studies in economics were also focused on issues of development and social justice in Latin America, specifi-
cally agricultural export diversification in Central America. Her areas of academic interest also include sexuality and space, border studies and immigra-
tion, and social justice movements, especially along the Arizona-Sonora border. In addition to her work at Prescott, Dereka teaches classes at the
University of Arizona such as Gender and Geography, Arizona and the Southwest, and Urban Growth and Development.

50
Lloyd Sharp
Education, Core Faculty
M.A., Teaching and Teacher Education, University of Arizona, 1995; B.A., Education, University of Arizona, 1973.
A native of Arizona, Lloyd Sharp holds a bachelor’s degree in secondary education with a concentration in English and a Master of Arts in teaching and
Teacher Education. For 25 years she lived on the border of Mexico in a rural ranching area and for several years taught all four levels of high school
English in Patagonia, Ariz. She works as a freelance writer and has taught composition for Pima Community College in Tucson since 1994. In addition,
Lloyd has taught multicultural adolescent literature for Northern Arizona University in the NAU-Nogales School-Based Teacher Education Partnership.
At Prescott College, she has served as a Mentor for Low-residency Bachelor of Arts Program education courses; as a Graduate Advisor in the Master of
Arts Program; and as faculty for the Prescott College Master of Arts education program at the Tucson Center. She is passionate about gardening, teach-
ing, teacher education, and the written word. Lloyd is currently working on the publication of a collection of essays of place.

Peter Sherman
Environmental Studies, Chair
Ph.D., Behavioral Ecology and Tropical Community Ecology & Conservation, School of Natural Resources & Environment University of Michigan, 1997; MA, Biology,
Physiological Ecology & Evolutionary Biology, State University of New York at Binghamton (now Binghamton University), 1992; BA, Microbiology, Oberlin College, 1986.
Trained as a systems ecologist, Peter studies the world's most complex and sustainably functioning ecosystem: the tropical lowland rainforest and how
animals influence plant species diversities. Recently, Peter has begun to apply his system's level understanding of nature's most complex and sustainably-
functioning ecosytem to the business and industrial sectors.

Camille Smith
Counseling Psychology and Expressive Art Therapy, Core Faculty
M.A., Expressive Art Therapies, Lesley University, 1990; B.A., Art, Bridgewater State College, 1988.
Camille has focused her professional practice on using creative expression to assist others in achieving their personal potential. She has concentrated her
efforts in the area of psychiatric disability, speaking internationally about the power of creative expression in recovery. She is a former associate faculty
for Arizona State University, teaching Art Therapy courses, and former Clinical Director of Art Awakenings.

51
Paul Smith
Counseling Psychology, Director Centaur Leadership Services
M.A., Transpersonal Counseling Psychology, The Naropa Institute, 1995; B.A., Environmental Studies and Educational Perspectives, Earlham College, 1982.
Paul brings together a background in education, counseling, and ecology, with 15 years leading, training staff for, and managing wilderness-based adven-
ture programs. Paul has worked for several outdoor programs, including 10 years with Outward Bound. While Paul has worked with a wide range of
populations, from chemically dependent or adjudicated youth, to perpetrators of domestic violence, he most enjoys working with young adults commit-
ted to making a difference in their own lives and in the world around them.
“I am committed to exploring practical ways in which we can become more fully human, and by so doing, co-create increasingly sustainable and
healthy patterns for living.”

Priscilla Stuckey
Humanities, Interim Chair and Core Faculty
Ph.D., Religion and Gender, Graduate Theological Union, 1997; M.A., Historical Studies, Pacific School of Religion, 1985; B.A., Interdisciplinary: Music, Bible, Religion,
Goshen College, 1979.
In her doctoral work Priscilla studied feminist theory and world religions, investigating the constructions of gender and nature in religious groups using
theory from history, anthropology, and philosophy. Gender justice was at the heart of her master’s program as well, with its emphasis on American
women’s religious history. The arts have been an important influence throughout her life, beginning in her childhood with a capella singing in church
and continuing in college as a music major, studying and teaching oboe and voice. More recently she has become a ceramic artist, with a special interest
in pit fire methods. Since 1983 she has worked as a professional book editor and has coached many authors toward completion of their manuscripts. In
her spare time she advocates on behalf of urban creeks and was the founder and first president of a small land trust preserving creek headwaters in
Oakland, Calif. Her academic work now spans the humanities, drawn together by issues of spirituality, culture, and the environment.

Mary Sweeney
Counseling Psychology and Adventure-Based Psychotherapy, Core Faculty
Ph.D., Adult Education, Counseling Psychology, Educational Administration, University of Connecticut at Storrs, 1988; M.A., Community Psychology, Central Connecticut
State University, 1984; B.S., Physical Education, Southern Connecticut State College, 1976.
Mary’s career in education, psychology, wilderness skills and alternative healing arts, has led her to the study of nature as a healing medium. She has pas-
sionately pursued ancient ways of living, healing, and spiritual traditions. Her interests are ancient dream journeying and using ancient living skills as a
contemplative practice; ecopsychology/ecotherapy, wilderness-based psychotherapy, and transpersonal psychology.

52
Nancy Waite-O’Brien
Counseling Psychology and Equine Assisted Mental Health, Core Faculty
Certified Equine Interaction Professional, 2007; Ph.D., Psychology, United State International University, 1992; M.A., Counseling Psychology, St. Thomas University, 1980;
B.A., Education, Montana State University, 1970.
Nancy did her doctoral research in the area of gender differences in shame and depression in alcoholics in early recovery. Most of her professional work
has been in the treatment of addictive disease. She started a halfway house in the US Virgin Islands as part of her work with the Council on Alcoholism
there. As Vice President of Clinical Services at the Betty Ford Center, she supervised all levels of treatment and instituted gender-specific treatment
protocols for patients in that facility. Her particular areas of interest include women’s issues, predictors of resilience in trauma survivors, and the use of
metaphor in psychotherapy. Along with running an active private practice, she provides equine-assisted therapy to patients from a drug and alcohol
treatment center in Palm Springs, Calif.

Tracy Weber
Education and Equine-Assisted Learning, Core Faculty
Ph.D., Leadership, Andrews University, 2002; M.S., Service Management, Rochester Institute of Technology, 1999; B.S., Michigan State University, 1985.
Tracy’s personal experience with higher education, in both her master’s degree and Ph.D. programs, were learner-centered and competency based, with
limited residency requirements similar to the Prescott model. Through living these educational journeys while working and raising a family, she recog-
nized the potential for all adults to celebrate learning and began her quest to help transform experiences, both in education and other environments,
from teacher-centered to learner-centered. She integrates thinking systemically, experiential learning, appreciation of diversity, and a holistic worldview
into her programs.
Tracy created Kaleidoscope Learning Circle, LLC near Frankenmuth, Mich., to combine her passions for helping people through partnering with
horses. As an entrepreneur, farm owner, and pioneer in the field of Equine-Assisted Learning, her network of professionals and friends in the equine-
assisted industry is far-reaching across disciplines and geography.

Melanie Wetzel
Environmental Studies, Core Faculty
Ph.D., Atmospheric Sciences, Colorado State University, 1990; M.S., Atmospheric Sciences, University of Washington, 1980; M.A., Geography, University of Illinois at
Urbana-Champaign, 1978.
Doctor Wetzel conducts international and regional research in climate-scale environmental processes, satellite observations, renewable energy applica-
tions, and curriculum development for atmospheric monitoring. Her teaching background includes several university courses at the undergraduate, mas-
ter’s and Ph.D. levels, in topics that provide an integrated approach to atmospheric science, geography, physics, and environmental impacts. Her out-
reach initiatives have engaged audiences from middle school to college instructors, and her curriculum design projects created experiential learning field
courses, computer-based instructional modules, and professional training workshops for faculty and agency scientists. Melanie served as Director of the
Atmospheric Sciences graduate degree program at University of Nevada, Reno (UNR), and spearheaded the development of a new undergraduate
degree in that discipline at UNR.
53
Robert Ziemba
Environmental Studies, Cory Faculty
Ph.D., Biology, Arizona State University, 1998; B.A., Biology, specialization in Marine Science, Boston University, 1992.
Robert is a broadly trained biologist with experience in laboratory and filed research on aquatic invertebrates and vertebrates. Prior to joining Prescott
College, he taught ecology and evolutionary courses for eight years at Centre College, including: Conservation Biology, Human Ecology, and Tropical
Ecology. Robert’s teaching interests include all levels of organization in life, from molecular to ecosystem and global system, with particular focus on
interactions between science and society.
At Centre College, Robert designed several environmental courses in the context of international experiential learning, including Tropical Ecology
taught on the island of San Salvador in the Bahamas. He also acted as Director for the Centre College study abroad program in Merida, Mexico. Since
2001, Robert has been a leader in the Kentucky River Watershed Watch environmental advocacy group. He has also served as Chair of the Lexington-
Fayette Urban County Government Infrastructure Hearing Board, responsible for hearing appeals to civil citations related to storm water pollution.

Graduate Advisors
Michael Adams
M.A., Urban and Regional Planning, University of Pittsburgh, 1976; B.A., Anthropology, University of Pittsburgh, 1971.

Walter Anderson
M.S., Wildlife Biology, University of Arizona, 1974; B.S., Wildlife Biology, Washington State University, 1968.

Tiffany Lee Brown

M.F.A., Interdisciplinary Arts, Goddard College, 2008; B.A., Dramatic Arts, University of California at Berkeley, 1991.

Jeanine Canty
Ph.D., Transformative Learning and Change, California Institute of Integral Studies, 2007; M.A., Cultural Ecopsychology, Prescott
College, 2000; B.A., International Relations, Colgate University, 1992.

Ford Church
M.A., Adventure Education Program Management, Prescott College, 2004; B.S. B.A., Marketing, University of Denver, 1998.

Michael Cuddington
M.F.A., University of California at San Diego, 1986; B.F.A., School of the Art Institute of Chicago, 1982.

Laura Didyk
M.F.A., Creative Writing, University of Alabama, 2001; B.A., Creative Writing, Prescott College, 1996.

Eugene Dilworth
M.A., Environment and Community, Antioch University, 2002; B.A., Field Ecology, Prescott College, 1991.

Christina Eisenberg
M.A., Environmental Studies, Prescott College, 2006; BFA, Painting, California State University at Long Beach, 1989.

Thomas Fleischner
Ph.D., Environmental Studies, The Union Institute, 1998; M.S., Biology, Western Washington University, 1983; B.S., Field Biology, The
Evergreen State University, 1977.

Leonard Gannes
Ph.D., Ecology and Evolutionary Biology, Princeton University, 1998; B.Se., Environmental Biology, University of California at Davis, 1992.
54
Ryland Gardner
M.A., Environmental and Natural Science Education, Prescott College, 1997; B.A., Spanish, Hampden-Sydney College, 1985.

Alan Hamilton
Ph.D., Clinical Psychology, Pacifica Graduate Institute, 1998; M.A., Liberal Arts Education, Saint John’s College, 1985; B.A.,
Classics/English, Colorado College, 1982.

Jennifer Matera
B.S., Nursing, Regis University, 2008; M.A., Adventure Education, Prescott College, 2002; B.S., Secondary Education/English, Outdoor
Leadership Career Concentration, Bloomsburg University, 1996.

Deborah Matlock
M.A., Environmental Education, Prescott College, 2003; B.A., Communications, University of Colorado Denver, 1996.

Susan McGuire
Ph.D., Zoology, Washington State University, 1985; M.S., Zoology, Washington State University, 1979; B.S., Zoology, University of
Wyoming, 1975.

Denise Mitten
Ph.D., Education, University of Minnesota, 2003; Bachelor of Forest Science, Forest Resources, University of Washington, 1974; Master
of Forest Science, Forestry Ecology, Yale University, 1977.

Doug R. Myers
M.S., Environmental Science, University of Houston-Clear Lake, 1995; B.S., Marine Biology, Millersville University, 1987.

Dana Oswald
Ph.D. Anthropology, University of New Mexico, 1993; M.A., Anthropology, University of New Mexico, 1979; B.A., Anthropology, Prescott
College, 1971.

Fredrick Posner
Ph.D., Education, University of Denver, 1989; M.A., Education, University of Denver, 1975; B.A., University of Wisconsin, 1971.

Mark Riegner
Ph.D., Ecology and Evolution, State University of New York at Stony Brook, 1983; B.S., Biology, State University of New York at
Brockport, 1975.

Darien Ripple
Ph.D., Sustainability Education, Prescott College, in-process; M.A., Philosophy, West Chester University, 1989; B.A., Philosophy,
Salisbury University, 1987.

Beverly Santo
Ph.D., Borderlands Studies, Union Institute, 1994; M.A., Curriculum and Instruction, Vermont College, 1988; B.A., Theology, Prescott
College, 1984.

Terril Shorb
Ph.D., Sustainability Education, Prescott College, 2009; M.A., Interdisciplinary Studies, Sonoma State University, 1992; B.A.,
Communications Studies, Sonoma State University, 1990.

Donald Senneville
Ph.D., Educational Foundations and Administration, University of Arizona, 1982; M.A., Philosophy, Ball State University, 1979; B.A.,
Philosophy, California State University at Northridge, 1978.

Libby Smith
Ed.D., Educational Leadership, Northern Arizona University, 1993; M.S., Sociology, San Jose State University, 1989; B.S., Sociology,
Northern Arizona University, 1979.

Arlene Ustin
M.P.H., Health Planning and M.A., Education, University of California at Berkeley, 1984; B.A., Fine Arts and Art History, Hunter
College of the City of New York, 1965.

55
Jeffrey Utter
Ph.D., Sociology of Religion, Columbia University and Union Theological Seminary, 1981; M.A., Philosophy of Religion, Columbia and
Union, 1976; Master of Divinity, Harvard Divinity School, 1968; B.A., Philosophy, Harvard College, 1964.

Barbara Voss
M.A., Marriage and Family Therapy, Phillips Graduate Institute, 1997; M.A., History of Science and Medicine, University of Wisconsin
at Madison, 1983; B.A., History, University of Pittsburgh, 1978.

Elizabeth Warren
M.A., Linguistics and Anthropology, Arizona State University, 1981; B.S., Anthropology, Arizona State University, 1976.

Katherine Ward
M.A., Anthropology, Prescott College, 2006; B.A., Anthropology, Prescott College, 2004.

Michael Wood
Ph.D., Sustainability Education, Prescott College, expected 2011; J.D., University of Montana School of Law, 1998; M.S. Resource
Conservation, University of Montana, 1994; B.A., Political Science, Hobart College, 1989.

Vicky Young
Ph.D., Human Development, Fielding Graduate University, 2007; M.A., Human and Organizational Systems, Fielding Graduate
University, 2004; M.Ed., Educational Leadership, Northern Arizona University, 2001; M.Ed., Counseling, Northern Arizona University,
1999; B.A., Human Services, Prescott College, 1995.

56
Academic and Program Policies
Cohort Foundation Courses
Students begin their program by completing a 3-credit
course as a cohort within their degree program. Each ver-
sion of the course will provide an overview of the basics of
graduate scholarship in the Low-residency Master of Arts
program, and a specific focus chosen by the Faculty of each
area of study. The course will not add any length to the over-
all program graduation requirements.
The specific focus of the course will vary among each
of the five academic areas of study and it is taught in a
hybrid delivery model that may include some meeting time
during Colloquia and the use of the Moodle learning man-
agement system for posting of papers and hosting asyn-
chronous seminars online.
Students complete one of the following foundations
courses during the first semester in the program:
Foundations of Mental Health Counseling: Professional
Orientation, Ethics, and Standards
This course introduces graduate students to the field of
mental health counseling, and provides an essential founda-
tion in matters of professional identity and orientation,
ethics, and standards.
Required in the first semester of entry into the Counseling
Psychology master’s degree program, it must be passed with the
equivalent of a grade of “B” or better.
Graduate Scholarship in Environmental Studies
This course provides an introduction to environmental
studies and its educational model of student-designed,
research-based, and faculty-supervised learning. It provides
an overview of scholarly thinking, research, and writing, as
well as a detailed introduction to the Master of Arts pro-
gram model of education. The course is framed around the
basic requirements of the program and is also designed to
provide an overview of both qualitative and quantitative
research methods.
Graduate Research and Scholarship in Education
This course is designed to: 1) create a scholarly cohort
for Education students; 2) provide a forum for students to
work together to become familiar with research methods
and methodologies in education and school guidance coun-
seling; 3) provide an opportunity for students to consider
effective research methodologies for their thesis work; and
4) provide information and a discussion forum to learn the
processes of the Master of Arts program. Upon successful
completion of this course, students will earn three course
credits, two credits in Research Methodologies and one
credit in Thesis Development.
Modes of Inquiry: Graduate Scholarship in Humanities
This course provides an introduction to the Master of
Arts program and its educational model of student-
designed, research-based, and faculty-supervised learning.
It will provide an overview of scholarly -thinking,
research, and writing as well as prepare a framework for
understanding the Master of Arts model of education.
The course will be framed around the basic requirements
of the program and is also designed to address the follow-
ing areas within graduate scholarship: how to select a
research problem; how to conduct a literature review;
how to design a research question or statement; how to
formulate an appropriate research design; how to incorpo-
rate theory and epistemology; how to limit research
parameters; and how to decide on the appropriate
research methodology(ies) and method(s).
Adventure Education Core Course
This course provides an introduction to some of the
basic elements of the Master of Arts program as well as
critical thinking, research, and writing. The course will be
framed around the basic requirements of the program and
is also designed to address the following areas within grad-
uate scholarship: how to select a research problem; how to
conduct a literature review; how to design a research ques-
tion or statement; how to formulate an appropriate
research design; how to incorporate theory and epistemolo-
gy; how to limit research parameters; and how to decide on
the appropriate research methodology(ies) and method(s).
Research Methods
The Master of Arts Program requires a 3 credit
Research Methods course of each student. Students who
have taken a graduate level Research Methods course will
be required to take a 1 credit Advanced Research Methods
course (designed to address the method that will be used in
their thesis). Each Graduate Advisor and Core Faculty will
decide whether the foundations course (cohort course)
meets the advanced Research Methods requirement for
any individual student.
The Practicum: Integrating New Knowledge
into Practice
Students often complete hands-on, field-based, or prac-
tical research as part of their studies; although practical in
nature, this is new theoretical learning and is not a
practicum. A Practicum must consist of praxis – the practi-
cal application of a branch of knowledge. This means that
in all cases the Practicum must provide opportunity for the
student to demonstrate the learning that has taken place in
the theoretical component of the Master of Arts program.
Students can choose to complete one Practicum, or
break their work down into two or more smaller practica.
The total number of credits toward each student’s
57
Practicum must range from six to 12 credits, depending on
the amount of practical experience in the field that the stu-
dent had prior to enrolling. The student and the Graduate
Advisor will make this determination.
A frequently asked question is whether one’s job can be
considered as an acceptable Practicum. It is often ideal to use
one’s work site for a Practicum – as long as the Practicum is
based on the student’s learning in the master’s program, pro-
vides new challenges, and represents a stretch for the stu-
dent. In other words, business-as-usual is not sufficient.
Guidelines
• A minimum of six credits of Practicum is required for
every student. It is recommended that students not
complete more than one full semester, or 12 credits, of
practicum.
• There are no set requirements for number of hours
per week for practica and internships; students and
Graduate Advisors need to take into account individual
needs and, where appropriate, outside requirements
(e.g. for Counseling Psychology and Education stu-
dents who need state certification).
• As a rule, three credits of Practicum involves approxi-
mately 125–150 hours of the student’s time and 12 to
15 hours of the Practicum Supervisor’s time. This is
only a guideline.
• The Practicum must be based on new learning in the
Master of Arts program. A Practicum must follow, or
be done concurrent with, some theoretical coursework.
Supervision
The student must locate and secure an appropriate
Practicum Supervisor. The student’s Graduate Advisor and
Core Faculty approve the Practicum Supervisor.
Credentials
Practicum Supervisors are selected by each student for
what they can bring to the student’s work and thinking. In
some situations the reasons for selection will be academic
and based on the potential Supervisor’s previous academic
research. The selection may be based on professional expe-
rience and personal knowledge rather than on educational
background. The selection may also be limited by the geo-
graphic region in which the Practicum will take place.
Students should keep their own needs in mind in terms of
what the Supervisor may offer as support and how it relates
to the support already available from the Graduate Advisor.
Conducting Graduate-Level Research
Questions about how to design and carry out a research
project or problem, what constitutes graduate-level
research, and what characterizes and defines each of the
multitude of research techniques and methods, are to be
explored and answered by students as they carry out their
demonstration of competency in research methods.
In addition to demonstrating competency in research
58
methods, all Master of Arts students in all fields of study
must include an actual research component in their pro-
gram, although it is not necessary that students complete
the kind of original research that is required at the doc-
toral level. Students should keep in mind, and discuss
with their Graduate Advisors, their plans and ideas for
carrying out their research while they undertake their
Research Methods course. This research is carried out
throughout the coursework and specifically as it relates to
the master’s Thesis.
For each student who is awarded the Master of Arts
degree, the master’s Thesis will stand alone as documenta-
tion and demonstration of the student’s academic work and
attained knowledge in her or his area of study. Therefore
both the graduate level research and the literature review
must be relevant to and documented in the student’s Thesis.
Occasionally a student may choose to do a creative or
applied project as the Thesis. As examples, a Thesis for a
student in the creative arts may be a theater production or
a portfolio of work created during her or his enrollment in
the program; a student in Education may design a curricu-
lum; a Management student may create a business propos-
al; and so on. In these cases the creative or applied Thesis
project must include a written component that documents
the research done throughout the student’s program and
which led to the completion of the creative thesis project.
Documenting the research means including information on
the literature review, research methodologies, and a discus-
sion of the conclusion that led to the thesis.
Theory
Students generally focus on their theory courses in the
first and second semesters of their program. The selection
of courses is based upon the student’s interests and/or need
for professional advancement. In theory courses, students
become critically aware of the most important established
concepts, theoretical bases, controversies, and emergent
directions in their area of study -- the best that is being
thought, written, and practiced. Graduate research may
proceed through reading appropriate texts and journals in
the field, through attendance at workshops, conferences, or
field courses, and through interviews and networking with
professionals or scholars in the field. The student demon-
strates learning through written products, such as research
papers, essays, and critical analyses of resources.
Students are required to read appropriate scholarly
work in their field, as approved by their advisor and MAP
faculty, and over the course of each semester produce
research-based documents that focus on the theoretical
aspects of their studies.
The Master’s Thesis
Following the Theory coursework and the Practicum
work, the student writes a Thesis combining her theoretical
research and practical experience and constituting a rele-
vant contribution to her or his area of study. The Thesis is
read by the student’s Graduate Advisor, a second reader of
the student’s choosing, and the Core Faculty/third reader.
The Thesis may be descriptive, qualitative, or empirical
in form. The results of the master’s Thesis may take the
form of a creative, business, or curricular project. In every
case the Thesis is expected to: combine theory and praxis;
document the literature review and other research the stu-
dent has completed; reflect the student’s unique combina-
tion of interests and studies; and to make a socially and/or
environmentally responsible contribution to the field.
Thesis development and the final approved master’s Thesis
must account for a minimum of 12 credits.
Residency Requirements
The residency requirement consists of attending New
Student Orientation and a certain number of days in resi-
dency. Students must plan their schedules to accommodate
Orientation and Colloquia from start to finish.
New Student Orientation
Immediately prior to a student’s first Prescott
Colloquium, all new students attend a required one-and-
one-half day Orientation to the Master of Arts program.
Orientation consists of several required sessions, includ-
ing the following:
• Academic sessions with the Faculty for each degree
program
• Administrative sessions with the Registrar and
Financial Aid Offices which include registration and
enrollment in Prescott College
• Library orientation with the Library Faculty
• Technology sessions to assign a student Prescott
College email address and connect the student to
online Moodle learning environment
Orientation for first semester students begins on a
Thursday morning. Each Prescott Colloquium begins on
Friday morning and ends on Sunday afternoon.
The Colloquia
Students and Faculty from diverse cultures and differ-
ent areas of study and expertise come together two times
per semester to share their work and build a community of
spirited and caring co-learners. One purpose of the
Colloquia is to provide close interactive peer learning and
dialogue, and thereby reduce the isolation of the adult
independent learner.
• First semester students (full- or part-time) will be
required to complete the Orientation plus six days of
residency. All six days of residency must be completed
at the Colloquia in Prescott.
• Students in their second and later semesters who are
enrolled for nine or more credits are required to
complete six days of residency per term. Three of the
days must take place at a Prescott College
Colloquium in Prescott. The three remaining days
may take place either at a Prescott Colloquium or at
an alternative conference that is approved by the stu-
dent’s Advisor and Core Faculty based on the resi-
dency intent or criteria.
• Students in their second and later semesters who are
enrolled for six to eight credits will be required to
complete three days of residency per term. All three of
theses days must take place at a Prescott College
Colloquium in Prescott.
Site-Based or Bioregional Colloquia
Faculty will make site-based or bioregional residencies
available whenever the need is present in a particular area
and Faculty conveners are available in that area.
• Participating students are required to attend five
monthly, site-based Colloquium meetings in the area.
These short meetings are scheduled at the discretion
of the Faculty who coordinate this program.
Attendance at the five meetings meets three of the six
required days of residency for full-time students. Half-
time students who choose to attend the site-based
Colloquia must still attend the three required days in
residency in Prescott.
• In the Prescott and Tucson area, site-based meetings
are currently scheduled as needed at the discretion of
the Faculty or the students and Advisors who partici-
pate. Students in these site-based programs must stay
in communication with Faculty about these meetings.
Other site-based Colloquia may be arranged in any
given bioregional area where there are multiple Graduate
Advisors or students. If a site-based program has a member
of the graduate Faculty in attendance and is sponsored by
the Graduate Program Council (GPC), it can satisfy resi-
dency requirements.
Part-time Students
All academic procedures and polices remain the same,
including first-year residency requirements, meeting hours
with the Graduate Advisor, due dates for the Qualifying
Paper, and Thesis Plan, etc.
Students in their second and later semesters who are
enrolled for six to eight credits will be required to com-
plete three days of residency per term. All three of theses
days must take place at a Prescott College Colloquium in
Prescott.
Course-only Students
An individual who has been awarded a master’s degree
from a regionally accredited college or university may
undertake coursework at Prescott College in a new area of
study or as a specialization within their current discipline.
Post-graduate coursework may be completed in order to
fulfill any personal or professional scholarly interest, to
meet a job requirement, or to meet requirements for state
59
or private certification or licensure in a particular field. In
these situations, the individual may apply to the master’s
program as a non-degree seeking student to complete the
courses needed. Accepted course-only students must enroll
for a minimum of six credits during any given semester.
Interested individuals apply through the regular channels,
creating a Study Plan for the intended coursework. Note:
course-only students are not eligible to receive federal
financial aid.
Computer Literacy Requirement
Candidates are expected to enter the College with a
level of technology competency sufficient to function
effectively in the program. Proficiency is defined as a
knowledge of and proficiency using email, navigating the
Internet, and basic wordprocessing skills. Students must
be able to: use message boards and computer conferenc-
ing tools to communicate with others; download and
upload files; and attach files to email. Students are
required to have full-time access to a computer that has a
reliable Internet connection.
Transfer Credits
A 3-credit Research Methods course is a requirement
of the Master of Arts program. Applicants who complet-
ed a research methods course from another accredited
graduate program may request to have that course count
in transfer. When a previous Research Methods course is
accepted by faculty, the student will be required to enroll
in a one credit Advanced Methods or Methodology
course in order to prepare for their Thesis. Students will
still need to complete a minimum of 40 credits in the
Prescott College low-residency Master of Arts Program
in order to be eligible to graduate.
The Counseling Psychology and Education (Teacher
Certification track) programs accept up to 15 credits in
graduate transfer coursework from regionally-accredited
post-secondary institutions as long as College faculty
members confirm that the courses and credits to be
transferred meet College-established curricular standards
and expectations. Regardless of transfer credits, students
must complete a set minimum required credits for each
degree program.
Study Plan
Students pursuing a master’s in Adventure Education,
Environmental Studies, Humanities, and non-certification
Education programs develop a highly individualized Study
Plan with the help of their Graduate Advisor. This plan out-
lines the individual degree program and details how the
required components of the program will be fulfilled. The
Study Plan is updated each semester of enrollment as the
exact course of study evolves and matures.
The three primary components of the program are
Theory (coursework), Practicum, and Thesis.
60
Social and Ecological Literacies
A commitment to the world community and environ-
ment is a particularly important part of the College’s
Mission. In 1991, when this master’s program was being
developed, it was noted by the faculty committee that
one could not be a responsible world citizen without
close attention to and care for the human and natural
environment.
Students are required to incorporate an awareness of
and sensitivity to the environmental and cultural contexts in
which learning and the application of learning occur.
Consideration of these overlapping and complementing
issues is a major commitment of Prescott College as an
institution and a community of learners and practitioners.
The ecological aspect of this value system begins with
our immediate physical, social, and cultural surroundings
and expands outward to include every aspect of the natu-
ral world of which we are a part. Socio-cultural consider-
ations include every distinction among humans in society,
including socially constructed race, gender, and class dis-
tinctions as well as physical, emotional, and spiritual
issues and orientations.
Example of Social and Ecological Literacy Statements
The coursework will integrate the identification and
impact of value systems of the diverse groups involved in
the settling and developing the western United States.
Known for an abundance of diverse natural resources and
beauty, Arizona and Utah offer a rich backdrop for study of
how native inhabitants and new settlers attempted to
cohabitate, and interact with the environment.
I will combine my traditional and academic knowledge
to keenly learn and uncover the principle causes of eco-
nomic dependency of many grassroots communities on
donor funding, even in the light of the “unsustainable”
nature of these projects. My goal is to come up with theo-
ries that can be applied and tested in the field to create
sustainable programs.
Graduation Requirements
In order to be approved for graduation the following is
required:
• 40 credits is the minimum amount needed to complete
the Master of Arts degree. The minimum require-
ments are higher for students seeking certification or
licensure in Counseling or Education.
• Completion of a 3-credit Core Foundations course
during the first semester of study.
• Completion of a minimum of 6 credits of Practicum.
• Completion of a minimum of 12 credits of Thesis
development/Thesis.*
• Completion of a minimum of 3 credits of Research
Methods coursework.
• Study Plans for each semester.
• All Theory coursework.
• Demonstration of social and ecological literacies.
• Approved Qualifying Paper.
• Qualifying Presentation.
• Approved Thesis Plan.
• Individual Thesis Presentation.
• All required residency attendance statements.
• Completed End-Of-Semester summaries for each
semester.

*See the Counseling Psychology catalog for additional

information.

61
Education
Equine Assisted Learning (EAL)
Minimum Number of Semester Credit hours: 45
Credits Course Requirement
General MAP Minimum Requirements (24 credits)
12 Thesis
3 Graduate Research and Scholarship in
Education
1 Graduate Research Methods Lab
6 Supervised Practicum in EAL (minimum of 300
hrs)
EAL Course Minimum Requirements (12)
3 Explorations in EAL
3 Relational Horsemanship
3 Facilitation for Transformation
3 Best Practices in EAL
Education Course Minimum Requirements (9)
3 Learning Theories for EAL
3 Experiential Education in EAL
3 Curriculum and Program Development in EAL
EAL/Education Electives Minimum
Requirements (3)
2 Content Electives (e.g. Developmental Needs,
Leadership Training, Evolution of Consciousness,
Program and Student Assessment, Systems
Theory, Ethical and Legal Issues in EAL)
Anticipated time to degree
• 4 semesters
Additional Concentration Requirements
• Students are required to complete four EAL
Residential Intensive courses in sequence beginning
in August; these residential intensives will proceed or
follow the MAP Colloquia and will anchor the four
core EAL classes in the program. The current addi-
tional course fee for each of the four Residential
Intensive workshops is $450, however fee adjust-
ments will be made as needed. The Residential
Intensive workshops take place at historic Chauncey
Ranch in the town of Mayer, about ten miles south-
west of Prescott. The $450 workshop fee is for the
care and feeding of the herd and room and board for
the workshop participants.
• Students are required to meet the same academic
requirements as all other master’s degree-seeking stu-
dents; these are noted in the MAP Process Handbook
(e.g., Qualifying Packet, Qualifying Presentation,
Thesis Plan, IRB proposal, Thesis Presentation,
Colloquium attendance.)
62
Additional Application Requirements
• In addition to the standard Master of Arts program
application requirements, EAL concentration appli-
cants are expected to show evidence of competence
and practical experience working with horses, facilita-
tion/teaching, and relational horsemanship. Potential
students need to provide documentation that they
bring with them an understanding of the field and an
entry-level competence which may be evidenced in
many ways including, but not limited to, peer or expert
evaluations, testimonies, published articles, program
participant evaluations, or self-reflection. Core faculty
will review the application information and a phone
interview will be scheduled if it is determined that you
would be a good candidate for the program.
• Students without this background may be accepted
into the Post-Master’s EAL program, however will
need to take additional coursework (see the Master of
Arts Program with a focus in EAL).
Course Descriptions and Practicum Information
Explorations in Equine-Assisted Learning (August)
This course is designed for participants to begin explor-
ing theory and application of equine-assisted learning with-
in education and non-mental health fields, which includes
but is not limited to:
• Knowledge of foundational learning and education the-
ories that have helped to inform and develop the prac-
tice of EAL (for example, experiential learning, non-
verbal communication, group dynamics, organizational
change, and dialogue).
• Appreciation of the history and development of the
field, including knowledge of the influential organiza-
tions and individuals (EAGALA, EFMHA, AEE, as
well as individual practitioner’s programs).
• Comprehension of a wide variety of approaches and
applications in practice, including EAMH, and the sig-
nificance of the differences or similarities to mental
health or counseling/psychology.
• Defining core values as they relate to facilitating effec-
tive EAL programs.
• Consideration and exploration can include all elements
of program development and design, including the
time allotted, group size, facilitation team, and safety.
• Developing an understanding of what the partnership
with horses means to one’s work and the significance of
this relationship.
• Researching the organizations, people, and programs
that are aligned with the population the student
intends to work with and study for the Thesis.
• Investigating future trends affecting the industry.
Relational Horsemanship: Facilitating with the Help of
Horses (November)
This course is designed for participants to gain a compre-
hensive understanding of the theory and principals of rela-
tional horsemanship and its application within education and
learning fields, which includes but is not limited to:
• Identification of student’s abilities and competence as
they relate to working with and understanding equines
and seeking methods and programs that offer opportu-
nities to enhance and improve skills.
• Exploration of the foundational theories, practitioners,
and history that define EAL and working with horses
to help facilitate human learning.
• Increasing awareness and understanding of activity
creation and development, from ground skills to
mounted work.
• Defining and researching various philosophies as they
relate to horse care, including environment, hoof and
veterinary care, nutrition, etc.
• Explore the history of EAL and its connection to body
language, psychology of horses, and herd dynamics.
• Cultivation, demonstration, and articulation of ethical
and compassionate treatment of and relations with
horses, the environment, each other, and all animals.
Facilitation for Transformation in EAL (January)
This course is designed for participants to gain a com-
prehensive understanding of the theory and principals of
group facilitation skills and process and its application with-
in the field of Equine-Assisted Learning, which includes
but is not limited to:
• Provision of a conceptual framework and practice with
experiential learning models, facilitation skills, and
foundations human developmental theories.
• Identification and practice of stages of group develop-
ment, the role of the facilitator in assessing and sup-
porting groups, and processing techniques.
• Creation of an intentional design of experiences that
supports individual and collective transformational
processes.
• Inclusion and exploration of how horses can model
stages of group interactions and their contributions in
profound ways to personal and relational awareness for
clients. An awareness of systems theory as it relates to
group process will also be explored.
• Learning to recognize, identify, and interpret signifi-
cant horse behavior as it relates to EAL, as well as
determining whether or not (or when) to share it with
the client(s).
Best Practices in Equine-Assisted Learning and Equine-
Assisted Mental Health (April)
Best Practices in EAL and Equine Assisted Mental
Health provides students from both programs with an
advanced skills-building and practice experience. This
workshop brings the equine concentrations together with
leaders in the field in a conference-style environment. The
course is designed for participants to further explore and
hone their own professional orientation, ethical sensibili-
ties, and competencies as practitioners of the work. Areas
covered include:
• Development and understanding of creating and
implementing EAL exercises or initiatives that match
client outcomes and/or goals and measuring their
effectiveness.
• Students will navigate through the role of being a pro-
fessional EAL/EAMH service provider. Designing
activities which incorporate all of the ancillary program
elements that provide for an effective EAL experience
will also be a part of this course.
• Opportunity to “real play” through practicing facilita-
tion of sessions with input, assessment, and feedback
from peers, faculty, and visiting experts from the field.
• Standards and ethics applicable to the field will be fur-
ther explored and students will critically assess current
practices, their own work, and the work of fellow students.
Supervised Practicum in EAL
6-credit Practicum (minimum of 300 hours) – Master’s
3-credit Practicum (minimum of 300 hours) – Post-Graduate
The practicum consists of 300 hours of practical EAL
experience under the supervision of a Prescott College fac-
ulty approved practitioner, ideally an experienced EAL
provider within the area of work (organizational develop-
ment, education, etc.) that the student is most interested in
researching and/or pursuing professionally. This work can
be embedded in an existing practicum/internship experi-
ence, provided the student is working 300 hours directly
within an Equine Program at the site. Site supervisor will
evaluate and assess student’s skill base and ability to facili-
tate effective sessions. Direct client hours are expected and
appropriate documentation is needed.
63
Post-Master’s Certificate in
Equine-Assisted Learning
Total Number of Semester Credit hours: 15 Direct your questions to:
Credits Course Requirement Kerstin Alicki
General MAP requirements (3) kalicki@prescott.edu or
3 Supervised Practicum (minimum of 300 hours) (877) 350-2100 x 2102

EAL Course Minimum Requirements (12) If you would like to discuss the academic aspect of this
3 Explorations in EAL program contact:
3 Relational Horsemanship MAP Education Chair, Noël Cox Caniglia
3 Facilitation for Transformation ncaniglia@prescott.edu or
3 Best Practices in EAL (877) 350-2100 x 3201
or
Anticipated time in the program EAL Core Faculty, Tracy Weber
• 1 year in a part-time enrollment status. The Post- tweber@prescott.edu or
Master’s Program cannot be completed in one semester. (989) 652-9112

EAL Certificate Requirements

• Students are required to complete four EAL
Residential Intensive courses per year; these work-
shops precede or follow the Colloquia and will
anchor the four core classes in the program. The cur-
rent additional course fee for each of the four
Residential Intensive workshops is $450; however,
fee adjustments will be made as needed.
• Students are required to complete and document a
supervised Practicum with a minimum of 300 contact
hours
• Residency requirements (Colloquium attendance
requirements) for the Master of Arts Program apply
to all EAL students

Additional Application Requirements

• In addition to the standard Master of Arts Program
application requirements, EAL concentration appli-
cants are expected to show evidence of competence
and practical experience working with horses, with
facilitation/teaching, and in relational horsemanship.
Potential students need to provide documentation that
they bring with them an understanding of the field and
an entry-level competence which may be evidenced in
many ways including, but not limited to, peer or expert
evaluations, testimonies, published articles, program
participant evaluations, or self-reflection. Core Faculty
will review your application information and a phone
interview will be scheduled if it is determined that you
would be a good candidate for the program.
• Students without this background may be accepted
into the Post-Master’s EAL program, however, will
need to take additional coursework (see the Master
of Arts Program with a focus in EAL). This addition-
al coursework will be negotiated with the Core
Faculty.

64
Sample Study Plans
Adventure Education
Concentration in High School Adventure
Education Program Development
Overview
My studies will be in a range of topics related to devel-
oping a model for a progressive adventure program at the
high school level. This model will contain overlapping ele-
ments in adventure education and experiential education –
which is both directed towards personal growth as well as
academic learning – and will contain strong service and
environmental components, with attention paid as to how
these components can be offered to a diverse community.
As such, this curriculum will in turn be designed to
enhance the social and environmental awareness of mem-
bers of the community and thus develop social capital for
the school community. In particular I would like to see a
curriculum developed that includes opportunities for: relat-
ing outdoor skills and experiences to academic subjects;
developing environmental knowledge and awareness; pro-
moting leadership and team spirit; and incorporating serv-
ice as an integral component.
Proposed Theory Coursework
Experiential Education and Integrated Studies – This
course will survey models of experiential education, partic-
ularly those which could be employed in an academic set-
ting. Emphasis will be given to how these models may be
linked to integrated studies of environmental education and
other academic topics primarily, but not exclusively, in an
outdoor/adventure setting. The course will involve a combi-
nation of theoretical research and visits or interviews with
current programs employing experiential education in ways
similar to those described above.
Proposed Texts
Guide for Planning a Learning Expedition (Campbell);
Experiential Learning in Schools and Higher Education
(Kraft and Kielsmeir).
Experiential and Adventure Education as a Tool to
Bring About Self-Discovery, Personal Development, and
Leadership Potential – For many people, experiences in
the wilderness, often in conjunction with adventure edu-
cation, can be powerful tools to self- actualization. In this
course the student will look at the development of self-
identity and how it can be enhanced through designed
experiences, with the focus being on outdoor experi-
ences. The course will also focus on ways that experien-
tial education can be used to enhance personal apprecia-
tion and understanding of people from other cultures and
backgrounds.
Proposed Texts
Experiential Activities for Intercultural Learning (Seelye);
Beyond Experience: The Experiential Approach to Cross-
Cultural Education (Gochewour).
Adventure Education as a Tool to Develop Spiritual and
Emotional Dimensions of Ecological Awareness – This
course will be a survey how adventure education can be used
to promote ecological awareness and a sense of personal
connection with the Earth, including such avenues as
ecopsychology, deep ecology, and religious and spiritual
dimensions of nature. The student will read various forms of
literature which emphasize our connectedness with the
Earth. Readings will focus on our inherent need for wilder-
ness in order to enable dimensions of emotional and spiritual
health that are not readily attainable in other ways. Particular
emphasis will be given to differences in how people from
diverse backgrounds relate to the natural world.
Proposed Texts
Earth, Sky, Gods, & Mortals (McDaniel); Walden
(Thoreau); Pilgrim at Tinker Creek (Dillard);
Ecopsychology, (Karner, Gomes, & Rosak).
Practicum
My goal is to redesign the Adventure Education and
Experiential Education programs at my school in a holistic
way. In order to do this and offer a model for a progressive
program that incorporates cutting edge ideas, I need to
spend some time looking at what other organizations are
currently doing. During the Practicum I would be
visiting/observing/working as an adjunct or volunteer staff
person in organizations that use adventure education and
experiential education models.
I would then pursue how some relevant ideas might be
used/synthesized in designing and testing a more compre-
hensive program at my institution. I would like to work for
a short time with a variety of organizations involved in a
wide array of pursuits, including corporate training, group
facilitation, environmental education, adventure education,
outdoor-oriented service learning, and personal growth
wilderness experiences.
Thesis
Designing a more comprehensive Adventure and
Experiential Education program at our school.
Concentration in Wilderness Leadership
Overview
My theoretical research, study, and synthesis will
bring together several disciplines which bear on the field
65
of wilderness leadership. A competent backcountry
leader must possess a range of skills and knowledge far
beyond those provided by most traditional master’s pro-
grams. A backcountry leader is responsible for meeting
and directing a dizzying array of his or her program par-
ticipant’s needs: logistics, safety, psychological growth,
group cohesion and communication, creativity, and
opportunities to connect with the natural world, among
many others.
I intend to create a master’s program that does not
compromise this span for depth. I will create a program
that focuses on the whole of the wilderness experience.
Each course I create will allow me to delve into a distinct
aspect of the wilderness experience. I will then choose a
Practicum and Thesis topic that pulls these components
into a well-rounded but centered whole.
Proposed Theory Coursework
Development of the Self
This course will be a survey of the most current avail-
able theories on human psychological development. The
development of a healthy ego and its transition to trans-
ego modes of awareness and interaction will be stressed.
The emphasis of this course will be on cognitive changes,
their corresponding self-concept/structure/needs, and
their potential for self-actualization and connection.
Written work in this course will compare and synthesize
various theorists’ views, both within each stage of devel-
opment and between each of these stages.
Practicum
I intend to do my Practicum as a teaching assistant
for the course Nature Philosophy and Religion at the
Sierra Institute. My primary goal will be to compare and
synthesize my theoretical studies with actual experience
in the field of wilderness leadership. This Practicum will
give me a wonderful opportunity to reflect on both of my
roles; previously as a participant, and now as a leader. I
hope to dissect those factors which previously facilitated
learning and growth in my own experience, and study
them from the outside so that I might strengthen my own
ability to lead others toward this same depth of learning
and experience.
Thesis
I would like to write my Thesis on “The Facilitation
of the Small Group Wilderness Experience in reference
to Wilber’s Developmental Model.” I would use the mod-
els and theories of the philosopher Ken Wilber as a foun-
dation for a “multilevel, multi-quadrant” guidebook for
the wilderness leader. My work in this Thesis would be to
apply the field of wilderness leadership and education to
this framework, so as to highlight and explore its effects
on participants at multiple levels of the self, and across
all four quadrants.

Proposed text
Further Reaches of Human Nature and Motivation
and Personality (Maslow), The Evolving Self (Kegan).

Therapeutic Use of the Wilderness

The aim of this course will be to provide the student
with an understanding of the use of the wilderness experi-
ence for psychological health and growth. This course will
cover the history of wilderness therapy, current programs
and organizations involved in wilderness therapy, current
theories being used in this field, and methods for quantify-
ing and evaluating the effects of wilderness therapy. The
student will also investigate the inherent risks and limita-
tions involved in working with emotional issues in a back-
country setting, with the aim of establishing clear bound-
aries regarding appropriateness, competence, and safety.

Proposed texts
Wilderness Therapy: Foundations, Theory and
Research (Davis-Berman and Berman), Adventure
Therapy Therapeutic Applications of Adventure
Programming (Gass).
66
Education
Concentration in Experiential Education and
Program Management
Overview
My Master of Arts Program at Prescott College will be
in Education with Concentrations in Experiential
Education and Program Management. Special emphasis
will be placed on researching experiential education in the
camp setting and its impacts regarding self-discovery and
environmental awareness on students.
Camp Greenville is a program dedicated to environ-
mental stewardship and social awareness. Throughout my
Practicum, Thesis, and each of my courses, I plan on being
devoted to carrying out social and ecological studies and
activities on a regular basis.
Proposed Theory Coursework
Value and Process of Small Groups
This course will focus on the relationships that are
developed and nurtured through an experiential education
setting. The relationship with self, others, and the world at
large will be evaluated through the small group experience
and process. The value of small groups (versus large
groups) for activities and processing will be studied, as well
as a variety of techniques and viewpoints to bring to the
small group process.
Proposed Texts
Making Small Groups Work (Cloud); The Search to
Belong: Rethinking Intimacy, Community, and Small
Groups (Myers).
Adolescent Behavior and Development and the
Advantages of Experiential Education
Understanding the advantages of experiential education
in the personal development of adolescents is a key compo-
nent in the development of this program. This course will
include researching the trends and developments in adoles-
cent behavior, as well as evaluating the potential impact
experiential education has to play in the self-esteem and
social awareness foundations in the lives of today’s youth
and teens.
Proposed Texts
Developing Mind: How Relationships and the Brain
Interact to Shape Who We Are (Siegel); Adolescent
Development and Behavior (Dusek); The 7 Habits Of
Highly Effective Teens (Covey).
Models of Outdoor Educational Leadership
There are a variety of leadership techniques that are
used in the field of outdoor education that will be
researched through this course. The philosophical founda-
tions upon which each of these techniques is built will also
be studied, along with the effectiveness and ideal use for
each technique. The heart of this course will be developing
a personal philosophy for leadership in the outdoor and
experiential education world.
Proposed Texts
Leader Who is Hardly Known: Self-less Teaching from the
Chinese Tradition (Simpson).
Practicum
For my practicum I will be coordinating the Project
Worth program at YMCA Camp Greenville. Project Worth
is an experiential learning and team-building opportunity
for adolescents in the Southeast. Yearly the program serves
teens from six different states in an effort to provide a
hands-on opportunity for self-discovery and team challenge
in a safe and open environment. I intend through my
practicum to solidify the existing program while evaluating
and expanding the program to most effectively meet the
needs of today’s adolescents in an experiential setting. I
hope to extend and revamp the Project Worth curriculum,
as well as develop several models of facilitation for the
instructors of Camp Greenville.
Thesis Idea # 1
“Experiential Development: What are students REALLY
learning in the camp setting?”
Through an extensive research project I aim to develop
a theory of whether the primary impact of an outdoor edu-
cation program is developing hard skills and knowledge of
the environment, or a greater appreciation for the wilder-
ness setting and overall self-awareness. I also intend to
study the role of the instructor and the influence that vari-
ous styles of experiential education and leadership have on
the student experience. I hope to provide this research
through surveys and visits to a wide variety of outdoor edu-
cation programs.
67
Environmental Studies
Concentration in Conservation Ecology and
Planning
Overview
I am pursuing advanced knowledge in the field of envi-
ronmental studies, specifically focused on conservation
ecology and planning in the southwestern Wisconsin con-
text. My study plan is designed to bolster my understand-
ing of natural resources and ecosystem management on the
local and regional scale, while introducing me to theories of
social behavior and ecologically sustainable land use.
Environmental studies, coupled with examination of human
social systems, will incorporate the environmental and cul-
tural aspects of the educational process, identified as social
and ecological literacy.
Proposed Theory Coursework
Conservation History in Sauk County
To provide a solid understanding of the how Sauk County
became what it is today, I will study land use and ownership,
agricultural trends, conservation initiatives, and organizations.
This will include collaboration with the Sauk County
Historical Society and discussions with local historians such as
Bob Dewell. In an effort to put this history in context of what
has occurred elsewhere, the course will include analysis of
state and global events as well.
Proposed Texts
Conquest of the Land through 7,000 years (USDA NRCS);
Soil Conservation in WI: Birth to Rebirth (Johnson).
Watershed Restoration
This course will utilize local experts and examine their
processes for approaching restoration of landscapes on the
watershed scale including social and political considerations.
Possible experts include the Natural Resource Conservation
Service’s Rapid Watershed Assessment, The International
Crane Foundation and Aldo Leopold Foundation’s collabo-
rative Blufflands Project along the Wisconsin River bluffs,
and Wisconsin Department of Natural Resources’ geo-
graphical management unit approach. Potential products of
this course include a watershed plan for the Otter Creek
Watershed in Sauk County, Wis.
Proposed Texts
Watershed Restoration: Principles and Practices
(Dombeck); Eco-Societal Restoration: Creating a
Harmonious Future between Human Society and Natural
Systems (Cairns).
68
Management of Riparian Areas: An Evaluation of Three
Methods
Streams, rivers, and waterways are the predominant
surface water resources in Sauk County. This course will
focus on a thorough evaluation of three different methods
recommended by area natural resource management pro-
fessionals. These methods are: managed grazing to promote
grass sod; mowing and/or burning also to promote grass
sod; and woody vegetation establishment and maintenance.
Evaluation will include: discussion with landowners, biolo-
gists, Natural Resources Conservation Service specialists,
and Department of Natural Resources fisheries managers
and scientists; analysis of materials provided by a Pacific
Northwest state agency specialist (Gretchen Kruse); and
review of a state-sponsored study.
Proposed Texts
A View of the River (Leopold); The Wisconsin Buffer
Initiative, University of Wisconsin Madison, College of Ag
and Life Sciences Dec 22, 2005; Land Use and Water
Characteristics in the Middle Kickapoo River Watershed
(Franklin).
Practicum
I will lead the development of a comprehensive Land
and Water Resource Management Plan for the Sauk
County Land Conservation Department. This document
will identify conservation needs and set future priorities for
the county. The Wisconsin Department of Agriculture,
Trade and Consumer Protection provides guidelines for
counties to use in creating the plan. Based on these param-
eters, the plan development will involve gathering public
input through public hearings, focus groups, surveys, and
inventories. Water quality and soil erosion will be assessed
and goals, objectives and priorities will be set. An outreach
and education section will be written for dissemination of
the plan and implementation and monitoring methods will
be detailed in the conclusion.
Thesis
“Leopold’s Land Ethic: Practical applications”
The course work and Practicum will provide an under-
standing of resource management and planning, sustain-
able systems, and the sociological context for land use in
Sauk County. Pulling it all together, the Thesis will analyze
the socio-ecological relationships of real people living in
various sectors of society and interacting with the land in
various ways. I will follow the theory onto the landscape,
where I will interview landowners, conservation profession-
als, and local, state and national policy makers to evaluate
their relationships to the land, and trace the life stories
which cultivated those relationships.
Concentration in Wildlife Ecology, Policy, and
Management
Overview
The course of study I describe below is designed to
provide me with a comprehensive background in wildlife
ecology, policy, management, ethics, and conservation biol-
ogy. The proposed coursework will incorporate social and
ecological literacies to facilitate a thorough examination of
the ecological and political realms of wildlife management
and conservation.
Proposed Theory Coursework
Evolutionary, Community, and Population Ecology
This course will focus on contemporary issues in ecology and
conservation with an emphasis on critical thinking skills.
Readings will cover population ecology/biology/dynamics,
population interactions including competition theory, preda-
tion, co-evolution and mutualism, community ecology, and
evolutionary ecology, including adaptation and social behavior.
Proposed Texts
Botkin, D.B., 1990. Discordant Harmonies: A New Ecology
for the Twenty-first Century OUP. Bradshaw, G. A. and
Bekoff, M. 2001. Ecology and social responsibility.
Advanced Readings in Conservation Biology
This course will cover conservation biology principles
including conservation and biological diversity, threats to
biological diversity, conservation at the population and
species levels, conservation at the community level, and
conservation and sustainable development. Other areas
covered will include natural resource use values, environ-
mental ethics, ecological economics and nature conserva-
tion, ex situ conservation strategies, restoration ecology,
and international approaches to conservation and sustain-
able development.
Proposed Texts
Berger, J. Swenson, J. E., and Persson, I.-L. 2001.
Recolonizing carnivores and naive prey: Conservation les-
sons from Pleistocene extinctions. Science 291, 1036-1039.
Berger, J. 1999. Anthropogenic extinction of top carnivores
and interspecific animal behavior: implications of the rapid
decoupling of a web involving wolves, bears, moose, and
ravens. Proceedings of the Royal Society of London B, 266,
2261-2267.
Advanced Readings in Carnivore Conservation &
Management
Many large- and medium-sized carnivore species have
suffered significant population declines across much of
their range as the result of human activity and persecution.
This course will utilize the growing body of theoretical and
empirical research on carnivores from the past several
decades to review the current status of carnivore popula-
tions worldwide, consider the ecological role of these
species, and study top-down and bottom-up management
approaches to carnivore conservation.
Proposed Texts
Bekoff, M. 2001. Human-carnivore interactions: Adopting
proactive strategies for complex problems. In J. L.
Gittleman, S. M. Funk, D. W. Macdonald, and R. K.
Wayne (eds.) Carnivore Conservation. Cambridge
University Press, London and New York. pp. 179-195.
Bekoff, M. (editor) 1978. Coyotes: Biology, behavior, and
management. Academic Press, New York (reprinted 2001,
The Blackburn Press, West Caldwell, New Jersey).
Practicum
As I already work for a non-profit organization, I will be
directly applying the theoretical knowledge I gain from my
coursework into the assisting wildlife researchers (poten-
tially with either with the US Geological Survey or the
National Park Service) in a study involving the tracking and
monitoring of coyotes. I will collaborate with the Stanley
Park Ecology Center in Vancouver, British Columbia, and
assist with their Coexisting with Coyotes program that com-
bines field work with educational outreach.
Thesis
Potential Thesis Projects include:
The development of a Public Education and Outreach
Program for Coexisting with Coyotes in Urbanized
Landscapes. This project would include a literature
review of studies addressing coyote behavior, ecology,
and conflicts in urban/suburban landscapes and would
propose a comprehensive program for building public
tolerance of coyotes, reducing conflicts, and promoting
educated coexistence.
A development plan for the organization I’d like to start
in California (potentially called the California Wildlife
Alliance) would include a thorough assessment of the orga-
nization’s mission, objectives, campaign strategies, and
funding mechanisms, along with a five-year strategic devel-
opment plan.
69
Humanities
Concentration in Art History
Overview
I propose a Master of Arts Program in Humanities: Art
History with an emphasis in ancient and medieval arts and
cultures. This degree is designed to expand my knowledge
of art history in a cultural context so that I can better share
its value with others. Through the work done for this
degree, I plan to either improve my work with adolescents
in art education or move into teaching adults.
The bulk of my research will combine ancient and
medieval arts and cultures of various peoples around the
world. Methodologies of art history and a study of adult
education will also be included. Academic reading, inves-
tigative papers, and written work will be complemented by
experience attained by presenting and teaching art history
topics during my Practicum.
This program includes investigating what the art of sev-
eral cultures may show us about the cultures themselves.
This includes topics like community, family, religion, distri-
bution of goods, materials used from their environments to
create art, and interactions with other cultures. Examining
art within that context will also be included in Practicum
and Thesis work.
Proposed Theory Coursework
Methodologies of Art History
This course examines methodologies used in artistic
analysis. Approaches addressed include aesthetics, psycho-
analysis, semiotics, iconography, feminism, Marxism,
deconstruction, capitalist modernity, and visual culture.
This also includes examples of how individual practitioners
have applied various methodological insights.
Proposed Texts
The Methodologies of Art: An Introduction (Adams), Art
History and Its Methods (Fernie).
Art and Architecture of the Ancient Maya
This course is designed to explore the art and architec-
ture of the ancient Maya of Mexico and Guatemala
between approximately 1800 B.C.E and 1500 C.E. Sites,
art and topics to be investigated include Copan, Tikal,
Palenque, sculpture, ceramics, pottery painting, architec-
ture, and what these arts may tell us about Mayan civiliza-
tion. Controversy about losing information when objects
are removed from their archaeological context and become
part of public and private collections is also addressed.
Proposed Texts
Mayan Art and Architecture (Miller), Courtly Art of the
Ancient Maya (Martin, Berrin and Miller).
70
Celtic Art and Society
This course investigates Celtic art and culture between
approximately 600 B.C.E. and 1200 C.E. Art and topics
studied include ceramics, metalwork, illuminated manu-
scripts, symbolism, La Tene, Hallstatt, the role and status
of Celtic artists, the nature and function of Celtic artwork,
and what Celtic art can tell us about their society. A field
trip or workshop on a Celtic art topic may be included
depending on time frame, travel weather, and availability.
Proposed Texts
Celtic Art: From Its Beginnings to the Book of Kells (M.
Megaw, R. Megaw, J. Megaw and V. Megaw), Celtic Art:
Symbols & Imagery (Green).
Practicum
I plan to present and teach art history topics to both
adolescents and adults. The topics would be taken from
readings and research done for the above courses. For
working with adolescents, I would develop lessons and
projects that meet the National Art Standards to use with
my middle school and high school art students. For adults,
I would develop presentations and share them through
local community education programs. I could also develop
art history activities to share with the public during arts
council events. An online component would also be includ-
ed, where I make lesson reading material, enrichment
information, and research available via the Internet.
Thesis
The Thesis idea that sparks my interest the most, and
which may be the most relevant to my goals while combin-
ing theory and Practicum, possibly falls into the realm of a
creative thesis. It could culminate my research, experience
and student feedback through the creation of one or more
online art history courses. To help the course(s) have real-
world, useable weight and value, it/they could be offered
through a site that grants continuing education units for
successfully completed courses.
Concentration in Environmental ious types of sources, research techniques, and journalis-
Communications tic ethics.

Overview Proposed Texts

The focus of this degree program will be to explore the
history of environmental communications and provide
training in current communications methods. Coursework
in this program will explore both methods of communica-
tion as well as environmental studies and issues.
As an educated student of the environment and its
issues, it is hard to imagine that there are still members of
our society who are not aware of the importance and the
immediacy of these issues. With the vast amount of infor-
mation in our society and the many ways of coming by it,
there are endless opportunities for education of the citizen-
ry. I desire to research these methodologies and formulate
an idea of how best to utilize them to bring about aware-
ness of environmental issues and, in turn, develop the most
effective means of communication.
Readings will be drawn from a large pool of environ-
mental and nature writing. Several courses will be
focused directly on environmental issues. All courses will
look at how environmental issues are part of greater
social issues, and how this convergence affects how we
look at the two together.
Proposed Theory Coursework
Sustainability and Globalization – This course will exam-
ine the effects of globalization on the climate and environ-
ment as well as explore current and future attempts at sus-
tainability in many areas of development. It will include a
look at the effect our shrinking world has on our environ-
ment, including how this fact benefits environmental caus-
es and how it makes problems worse.
The Elements of Journalism: What Newspeople Should
Know and the Public Should Expect (Kovach); The
Associated Press Guide to Newswriting: The Resource for
Professional Journalists (Cappon).
Practicum
Student will complete three to five publishable-length
articles, blogs, web-posts, editorials, etc. per semester relat-
ing to current environmental events, recent developments
in environmental research, issues of environmental relevan-
cy to niche markets, or personal environmental and out-
door experiences. These work samples will then be used to
gain an internship with a prevailing environmental or social
activism based magazine or organization.
Thesis
Student will compose a Thesis that addresses the issues
of the environment and the various means through which
communication regarding the issue can be processed. Said
Thesis will examine current structures and means of com-
munication and evaluate efficacy and possible changes
needed in the current framework.

Proposed Texts
The World Is Flat (Friedman); Globalization & the
Environment: Greening Global Political Economy (Kutting).

Environmental Ethics – This course will focus on the

philosophies underlying Environmental Studies and the
reasons for taking action.

Proposed Texts
Environmental Ethics: An Anthology (Light, Andrew and
Holmes); Selected Readings from Environmental Ethics
Journals (Wiley-Blackwell).

Nonfiction and Journalistic Research Techniques – This

course will form the basis of all of the writing courses in
the curriculum. It will serve to inform the student of var-

71
Concentration in Sociology
Overview
I intend to study the field of sociology, focusing upon
constructed social institutions of concentrated power and
the concept of social justice. My studies will begin with an
intensive examination of classic and contemporary sociolog-
ical theory and method. With this foundation, I will analyze
various institutions that comprise “Western” societies.
This analysis will primarily be concerned with two
aspects: the historical role of institutions, and the con-
centration of power that resides within their structure.
Furthermore, this analysis will be within the context of a
society’s ability to fulfill or abdicate the requirements of
its members.
My research will then narrow upon the people’s move-
ments of the 20th Century such as labor, environment, gen-
der, ethnicity, etc. These movements will be examined
according to their effectiveness, egalitarian principles, and
organizational structure. Finally, drawing upon theory and
knowledge of people’s movements I will discuss the
prospects for creating adequate institutions that perpetuate
and facilitate social, economic, and environmental justice.
Throughout my program I will be addressing social and
ecological issues in relation to institutional, social and struc-
tural paradigms. These issues are inherent to my field of
study as demonstrated by my proposed study plan.
Proposed Theory Coursework
Sociological Theory
This course will review the canon of sociological theory
that has been constructed over the past 400 years, followed
by a critical examination of contemporary sociological
method. This section will explore the various techniques
utilized by sociologists to construct quantitative statistical
models within empirical sociology.
Proposed texts
Social Theory: The Multicultural and Classic Readings
(Lemert); Rules of Sociological Method (Durkheim).
Sociology of Capitalism
This course will be an intensive, theory-driven examina-
tion of the economic system known as capitalism. This
course will examine the basic ethos behind the distribution
of goods and services in a market-driven economy and the
historical process that has helped perpetuate it.
Furthermore, capitalism will be assessed according to class
stratification, environmental concerns, consumer culture,
and non free-market ideology.
72
Proposed Texts
Marxist Sociology (Bottomore); Work Under Capitalism
(Filly); US. Capitalist Development since 1776: Of, By, and
For Which People? (Powd).
Environmental Sociology
This course examines a variety of different cultures and
their relationship to the environment. The student will also
explore race, class, and gender as context for institutional
destruction of the environment. Furthermore, environmen-
tal problems and sustainability will be investigated within a
framework of required economic growth.
Proposed Texts
Sociology and the Twilight of Man: Homocentric and
Discourse in Sociological Theory (Lemert); Sociology and
Nature: Social Action in Context (Murphy).
Practicum
For my practicum, I intend to work with two organiza-
tions based in Juarez, Mexico. These groups are addressing
the increasingly negative issues relating to maquiladora-
style production methods along the US-Mexico border. The
first group, Bring Home Our Daughters, is a grassroots
organization attempting to address the daily disappear-
ances, rapes and murders of women working in maquilado-
ras. The second group, Frente Authentico del Trabajo, is
working toward organizing and eventually unionizing the
nearly 200,000 workers employed in maquiladoras within
Juarez and surrounding areas. The primary focus of the
practicum is to experience the techniques and processes by
which individuals organize to engage concentrated modes
of power and control.
Thesis
“Homelessness as Demonstration of Chaotic Social
Structures and Failed Hegemony.” This thesis is intended
to demonstrate chaotic tendencies that exist within very
controlled and restricted social structures. The Thesis will
hopefully illuminate a cause-and-effect relationship
between social change and chaotic social occurrences such
as homelessness. The primary focus of the Thesis will be to
demonstrate that change mechanisms within society are
quite often inherent and natural to a society.
Academic Resources
Prescott College Library
Prescott College provides access to library services and
resources essential for attaining superior academic skills,
regardless of where students and faculty are located. The
Library supplements its collection of books, periodical sub-
scriptions, and audio and videos with electronic access to
thousands of additional resources through online journal
and newspaper databases.
Librarians work with students to develop competency in
new and traditional research techniques. They offer
instruction in using online resources, provide books and
journal articles, and assist students in learning to use their
local resources. They also provide instructional and infor-
mational handouts (many available online) to help navigate
the Library and its resources. The Library encourages and
supports independent learning, and assists users to become
familiar with, and to critically evaluate, information
resources in a variety of formats. For further information
contact the Library at (928) 350-1300 or (877) 350-2100
ext. 1300. Web site: www.prescott.edu/library. Email:
library@prescott.edu.
Information at Your Finger Tips
Journals and Articles
The Library provides access to over 20,000 unique full-
text journals online (in databases such as EBSCOhost
JSTOR, and ProQuest), over 200 current print journal sub-
scriptions, and can get nearly any article through Inter
Library Loan within three to five business days (almost
always free).
EBSCOhost
This database searches several academic databases at
once, covering more than 13,000 journals – over 5,400 of
which are full-text.
ProQuest Research Library
This database includes over 2,300 full-text journals most
of which are peer-reviewed. At ProQuest, you can search
both the Dissertations and Theses database and the new
Research Library database at the same time, or search each
separately.
RefWorks
This program is used to keep track of citations while
doing research. It also allows students to enter citations as
one writes, and it creates a bibliography in any desired cita-
tion format. Our site license allows this to be freely avail-
able to all PC students, off-campus and on.
Books
Off-campus students can request any circulating book
in the library’s catalog. The 30-plus libraries in Yavapai
County Library Network permit Prescott College to send
their books to off-campus students. The College covers the
cost to mail the books to students, who then cover the cost
of mailing back to the Library. This increases the College’s
available collection to over a million books.
Writing Center
The Prescott College Writing Center is where members
of our learning community meet to discuss what we know,
how we know it, and how to shape that knowledge into
effective expository writings. We subscribe to a student-
centered approach to teaching that benefits from the
insights of collaborative-, experiential-, and service-learning
models. Writing Center practice is described as much by
what we do as by what we do not do. Writing Center staff
meets with students to help them:
• engage in critical thinking and self-reflection at any
stage of the writing process
• practice close reading and other interpretive skills as
preparation for writing
• plan, develop, and compose a paper for a specific
audience
• revise and edit a piece of writing designed for a spe-
cific purpose
• evaluate their work in a variety of contexts and from a
reader’s perspective
• learn and practice the new literacies and technologies
that facilitate learning
Writing Center consultants do not:
• proofread, copy edit, write, or rewrite papers for stu-
dents
• review papers without meaningful and timely confer-
ences
• criticize the nature of instructors’ assignments
• mediate between students and their instructors
• assume responsibility for the student’s paper, grade, or
timeliness
Students are encouraged to bring to their conferences
drafts, outlines, or notes, and a copy of the assignment they
are working on at any stage of the writing process. Call
(928) 350-3204 for an appointment.
Student Life
Career Services
Prescott College provides counseling services to assist
students with career development. A dynamic program of
assessment, education, and personalized career counsel-
ing is offered to promote awareness of options and choic-
es in the present and the future. Services include: indi-
vidual career counseling; résumé, cover letter, and port-
folio development; interviewing techniques; job search
73
strategies; local, regional, national and international
employment listings; and access to local and national vol-
unteer and service-based learning opportunities through
the Prescott College Ripple Project.
For further information contact Student Life at 928-
350-1005 or 877-350-2100, ext.1003.

Health Insurance
Prescott College offers student Accident & Sickness
Insurance. A copy of the insurance plan is available at
www.prescott.edu/student_services.

Housing Services
Student Life maintains an updated list of rentals
throughout the tri-city area. This list is available under
Housing on the Student Life page of the Prescott
College web site. Look under the Master of Arts Program
(MAP)/Adult Degree Program (ADP) section for short-
term, temporary options meeting MAP student needs.
The Student Life Housing Coordinator is available for all
student housing questions, including providing advice
and assistance in resolving any disputes between tenants
and landlords.
For further information contact Student Life at 928-
350-1005 or 877-350-2100, ext.1009.

Services for Students with Disabilities

The Academic Counselor/Learning Specialist works
with students with learning-related differences and disabili-
ties. Any requests for academic accommodations must be
supported by appropriate documentation.
For further information contact Student Life at 928-
350-1005 or 877-350-2100, ext.1005.

74
Costs and Financial Aid
Cost of Attendance 2010-2011
DIRECT COSTS First Term Second Term TOTAL
Tuition ($650/credit) $ 7,800 $ 7,800 $ 15,600 (Full-time enrollment of 12 credits)
Sustainability Fee $ 50 $ 50 $ 100
Transcript Fee $ 50 $ 0 $ 50
Tuition and Fees $ 7,900 $ 7,850 $ 15,750

INDIRECT COSTS1 First Term Second Term TOTAL

Meals & Lodging $ 1,120 $ 1,120 $ 2,240 (Orientation, and three required Colloquia)
Books & Supplies $ 878 $ 878 $ 1,756 ($878 per term)
Transportation $ 600 $ 600 1,200 (Orientation and three required Colloquia)
Total Indirect Costs $ 2,598 $ 2,598 $ 5,196

Total Direct & Indirect $ 10,498 $ 10,448 $ 20,946

1
Meals, Lodging, and Travel expenses are estimated for travel to and from required Colloquia and will vary depending on
distance from campus and mode of travel.

Financial Aid Office
(877) 350-2100 • (928) 350-1111 • finaid@prescott.edu
Federal School Code: 013659
Applying for Financial Aid
• Complete your Free Application for Federal Student
Aid (FAFSA) as soon after January 1 as possible. The
sooner you apply, the sooner you’ll hear from us
regarding an award offer!
• The data reported on the Free Application for Federal
Student Aid (FAFSA) determines the expected family
contribution (EFC). The EFC is then subtracted from
the cost of attendance for the academic year. The
resulting figure is called demonstrated financial need.
COST OF ATTENDANCE - EFC = DEMON-
STRATED FINANCIAL NEED
• Anticipate that the FAFSA will be processed within 2-3
weeks if you have applied via FAFSA-on-the-Web. If
you apply with a paper application, anticipate 4-6
weeks.
• Once the FAFSA is processed, the FAFSA federal
processor will send you a Student Aid Report (SAR).
You are encouraged to review the SAR to insure that
all information is correct. Prescott College will receive
an electronic version of the SAR and will then begin
determining eligibility for all forms of financial aid.
• Prescott College begins its awarding in March each
year. The College continues its awarding based on
FAFSA information thereafter.
• In your award offer, it may indicate that you are
required to submit additional documents in order for
your offer to be finalized. Be sure to complete and
submit all documents requested as soon as possible.
Scholarships and Graduate Fellowships
To help students manage the costs associated with pursuing
an advanced degree, the Master of Arts Program offers a
number of generous renewable Graduate Fellowships each
term. Recipients are selected by faculty from the pool of
applications submitted by the priority application deadline.
75
Students will have their Graduate Fellowships renewed if
they are both continually enrolled and maintain satisfactory
academic progress.
Veteran’s Benefits
Students who are eligible for veteran’s education bene-
fits may use their benefits at Prescott College. The majori-
ty of our programs are approved for veteran’s education
benefits. Active Duty Veterans who qualify for benefits
under the Post 9/11 GI Bill may transfer their benefits to
their dependent spouse and children.
Effective 2010-11 Prescott College also participates in
the Yellow Ribbon program. Only individuals entitled to
the maximum benefit rate (based on service requirements)
under the Post 9/11 GI Bill may receive this supplemental
funding.
Information concerning the college’s procedures for
certifying veteran enrollment may be obtained from the
Office of Financial Aid.
Fall. GTAs receive a tuition grant valued at $6,000 for
the first year and will be considered for adjunct roles
at the College in their second year, assuming they have
completed the first year program and had a successful
evaluation of their teaching in the spring.
On average, a GTA is required to work twenty
hours per week. Graduate Teaching Assistants are also
required to enroll in a required experiential learning
pedagogy and teaching internship graduate course dur-
ing their first and second terms of study. These time
commitments are manageable along with full time
graduate study. A Letter of Intent is an additional ele-
ment to the standard application requirements for the
Master of Arts Program. Contact Admissions for more
information: admissions@prescott.edu

Loans
Loans are borrowed funds that must be repaid with
interest. You are automatically considered for federal stu-
dent loan funds by completing a Free Application for
Federal Student Aid (FAFSA). Prescott College partici-
pates in the Federal Direct Loan Program, which means
the funds come directly from the federal government.
These loans are available to all degree seeking students
who are enrolled at least half time and meet the general
eligibility requirements as detailed on the FAFSA.
There are two types of Direct Loans: subsidized and
unsubsidized. A student must have financial need to receive
a Direct Subsidized Loan. The U.S. Department of
Education will pay (subsidize) the interest that accrues on a
subsidized loan during certain periods. Financial need is not
a requirement to obtain an unsubsidized loan. Students are
responsible for paying the interest on an unsubsidized loan.
Master’s candidates may borrow up to $10,250 per
term; no more than $4,250 of this amount may be in a sub-
sidized loan. Interest is fixed at 6.8 percent.
Repayment begins six months from the date you gradu-
ate, drop below half-time enrollment, or otherwise leave
school. Students have a choice of repayment plans.
In addition to the above loan program, students may
apply for a credit based educational loan called the PLUS
Loan for Graduate and Professional Degree Students.
• Graduate PLUS Loan
The Graduate PLUS Loan is a credit-based educational
loan and has a fixed interest rate of 8.5 percent. Interest
will begin to accrue with the first disbursement to the
school. Repayment of principal and interest payments
can be deferred while you are in school Graduate stu-
dents may borrow up to the cost of attendance less any
other financial aid funds and resources received.
• Graduate Teaching Assistantship Program
A limited number of Graduate Teaching Assistantships
(GTAs) are available in various fields of study each
76
Applying to Prescott College
Application Requirements
The following application requirements are for the following
areas of study, Adventure Education, Education, Environmental
Studies and Humanities (creative or expressive arts see specific
instructions below). The application process will be considered com-
plete when the applicant has submitted all the required items.
Applicants to the Equine-assisted Learning concentration and
Teacher-Certification or School Guidance Counseling concentra-
tions, please refer to the special admissions requirements listed
below. Applicants to the Counseling Psychology program, please
refer to the Application Requirements found in the Counseling
Psychology catalog.
Required Application Items
• Application Form
• Two Letters of Recommendation
• Personal Statement
• Academic Focus Essay
• Official Transcripts
• Current Résumé
• $40 Non-refundable Application Fee
Application Due Dates
Fall Term Spring Term
Priority* Due DateApril 15 September 15
Final Application Due Date May 15 October 15
*Applicants who submit their completed application by the
Priority Due Date will be considered for Graduate Fellowships.
Application Instructions
Letters of Recommendation
Submit two letters from academic or professional sources
addressing your capability to complete graduate level work through
a self-directed Master of Arts program. Letters must contain the
writer’s contact information and must explain the relationship to you.
Letters may be emailed to admissions@prescott.edu directly by the
recommender and from the recommender’s email address.
Transcripts
The Prescott College Master of Arts Program requires appli-
cants to submit the official undergraduate and graduate transcripts
of each regionally accredited institution attended since high school.
Official transcripts are to be submitted directly to Admissions.
Scanned official transcripts will only be accepted if emailed
directly from the issuing institution to admissions@prescott.edu.
Official transcripts may be faxed to Admissions (928-776-5242) if
they are faxed directly from the issuing institution. Applicants may
also submit official transcripts if they are received by Admissions
in a sealed envelope from the issuing institution.
Personal Statement
In three to five pages, integrate your thoughts around these two
major themes into a comprehensive personal statement. Please
address each of the specific parts identified within each theme.
Write about your educational goals.
• The events in your life that lead you to want to earn a gradu-
ate degree in the area you have indicated.
• The role this area of study now plays in your life and what has
been your experience, if any, in this discipline.
• How you envision your life goals and professional aspirations
changing as a result of this educational experience.
Write about your readiness to thrive in a graduate program in
which you would work independently and which requires high
levels of self-direction and motivation.
• Describe your experiences completing independent projects.
• Discuss how your existing support network will help you han-
dle the sense of isolation that can occur when completing
projects independently.
• Write about how your strengths and weaknesses will play a
part as you begin this program.
• Describe what kind of help you will need to address any
weaknesses.
Academic Focus Essay
Applicants are free to frame their response within the context
of a proposed thesis topic if they wish. In three to five pages,
address your vision for your studies in your proposed area of aca-
demic focus. Each area below must be covered in your essay.
Highlight each section with a heading title.
• Discuss your research and study interests, the broad discipline
under which your study will fall, the interdisciplinary aspects
of your program, and the specific emphasis or concentration
that you will take.
• In addition to the required foundations course, name and
describe three other courses you would like to design and
carry out. Include thoughts about theorists or texts that might
be central to your studies and research. These courses should
reinforce your theoretical knowledge about the potential the-
sis topic and the practicum.
• Briefly describe your initial thoughts about a practicum expe-
rience (internship, active project, clinical work, teaching, or
field based research) you might complete as part of your pro-
gram. The practicum will offer you the opportunity to explore
the theories and demonstrate your learning in your field of
study in a practical, real-world context.
• Discuss your thoughts about a potential thesis topic and how
you might begin to cover it.
• Discuss how you will integrate issues of social and ecological
awareness and justice into your studies and research.
Note: If you have questions about your proposed area of academic
focus and if it is supported by the Prescott College Master of Arts
77
Program, please contact the Master of Arts Admissions
Representative prior to completing this essay, (877) 350-2100.
Special Admissions Requirements
Equine-assisted Learning (EAL)
In addition to the standard Master of Arts program applica-
tion requirements, EAL concentration applicants are expected to
show evidence of competence and practical experience of working
with horses, facilitation/teaching, and in relational horsemanship.
Potential students need to provide documentation that they bring
with them an understanding of the field and an entry-level com-
petence which may be evidenced in many ways including, but not
limited to, peer or expert evaluations, testimonies, published arti-
cles, program participant evaluations, or self-reflection. Core fac-
ulty will review your application information and a phone inter-
view will be scheduled if it is determined that you would be a
good candidate for the program.
Creative or Expressive Arts
Applicants are required to submit a portfolio as a demonstra-
tion of their work. Contact the Master of Arts Admissions
Representative at 877-350-2100 or admissions@prescott.edu for
additional details.
Teacher-Certification and School Guidance Counseling
Applicants
Personal Statement
In three to five pages, integrate your thoughts around these two
major themes into a comprehensive personal statement. Please
address each of the specific parts identified within each theme.
Write about your educational goals.
• The events in your life that lead you to want to earn a gradu-
ate degree in Education with teacher certification.
• The role this area of study now plays in your life and what has
been your experience, if any, in this discipline.
• How you envision your life goals and professional aspirations
changing as a result of this educational experience.
Write about your readiness to thrive in a graduate program in
which you would work independently and requires high levels
of self-direction and motivation.
• Describe your experiences completing independent projects.
• Discuss how your existing support network will help you han-
dle the sense of isolation that can occur when completing
projects independently.
• Write about how your strengths and weaknesses will play a
part as you begin this program.
• Describe what kind of help you will need to address any
weakness.
Academic Focus Essay
Applicants are free to frame their response within the context of
a proposed thesis topic if they wish. In three to five pages, address
your vision for your studies in Education. Each area below must be
covered in your essay. Highlight each section with a heading title.
78
• In thinking about the field of education as an element of
modern society, identify and discuss five problem areas that
you find interesting enough to explore further as a student in
the Master of Arts program. Please discuss a minimum of
seven resources (books and articles) you are familiar with or
look forward to using.
• Briefly describe your initial thoughts about a Practicum expe-
rience (internship, teaching) you might complete as part of
your program. The practicum will offer you the opportunity to
explore the theories and demonstrate your learning in your
field of study in a practical, real-world context.
• Discuss your thoughts about a potential Thesis topic and how
you might begin to cover it.
• Discuss how you will integrate Issues of Social and Ecological
Awareness and Justice into your studies and research.
International Students
Applications from international students are welcome.
International students whose native language is not English must
exhibit a competency in the English language, with a TOEFL
score of at least 500 on the paper-based test or at least 173 on the
computer-based exam. Accepted International Students must
demonstrate ability to meet educational expenses while studying
at Prescott College for the first year (see page 29). This is called
“financial certification.” (Students living in Canada and Mexico
are also required to document financial certification.) This is the
same standard that consular and Citizenship and Immigration
Services (CIS) officers will use to determine a student’s financial
stability. Students should anticipate that they will be required to
present documentary evidence of financial support at the time
they apply for a visa and again to the CIS when they arrive in the
United States. Funds may come from any dependable source,
including scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of per-
sonal or family funds should be on bank letterhead stationery, or
in the form of legally binding affidavit from CIS. It may be wise
to get several sets of original financial documents.
International students must submit official transcripts translat-
ed into English to Admissions. International students are also
required to have non-U.S. school transcripts evaluated by a pro-
fessional credential evaluation service. The applicant is responsi-
ble for all costs associated with this service. Master of Arts appli-
cants will need to provide Admissions with a general report or
basic statement of comparability.
Recommended credential evaluation service:
International Education Research Foundation (IERF)
P.O. Box 3665, Culver City, CA 90231
(310) 258-9451
http://www.ierf.org/SFstandard.asp
Submit Applications to:
Prescott College Admissions
220 Grove Avenue, Prescott, AZ 86301
admissions@prescott.edu
www.prescott.edu
 Prescott College
Low-Residency Master of Arts Program
Application

Biographical Information

Full Name
Last First Middle

Former Name Preferred Name

Social security number Email address

Mailing address

City State Zip Country

Home phone Cell phone

US Permanent Resident Alien Registration # Visa Type F-1 H-B J

State and country of birth Country of citizenship

Date of birth Gender Male Female

Tribal Affiliation (if applicable)

The following is optional and will be used for statistical purposes only. Check all applicable boxes.
African American Native Hawaiian or other Pacific Islander Caucasian Native American/Alaska Native Hispanic
Asian Two or more races

Current occupation Employer

How did you hear about Prescott College? Prescott College alumni/current student Prescott College faculty/staff

Advertisement (please specify) Graduate Fair (specify)

Guidebook (please specify) Internet (Specify search phrase)

Other

Master of Arts Applicants

For which low-residence Master of Arts enrollment period are you applying? Fall 20 Spring 20

Degree Program: Adventure Education Education Counseling Psychology Environmental Studies Humanities

Teacher Certification

Post-Master’s Certificate Applicants

For which low-residence Post-Master’s certificate period are you applying? Fall 20 Spring 20

Area of Study: Education Counseling Psychology

Do you intend to apply for financial aid? Yes No Are you a veteran? Yes No

(over)
Educational Information
List all colleges and/or universities in which you were enrolled or from which you have received credit since high school. Include all col-
leges and/or universities, regardless of how many credits you earned or the nature of the program.

College/University City/State Dates attended Degree earned (major)

From mo./yr. To mo./yr.

/ /

/ /

/ /

/ /

/ /

/ /

Have you previously applied to Prescott College? Yes No Term applied for

Have you previously attended Prescott College? Yes No Dates Attended

If so, which program Resident Degree Program Adult Degree Program/PostBA CIBTE Master of Arts Program/Post Master’s

Have you ever been served with a restraining order; or a protection order; or been convicted of a misdemeanor, felony or other crime? Have you
ever been found responsible for a disciplinary violation at an educational institution you attended from college (or the international equivalent)
forward whether related to academic misconduct that resulted in your probation, suspension, removal, dismissal or expulsion from the institution?
Yes No If Yes, please attach a separate piece of paper that gives the approximate date of each incident and explains the circumstances.

I certify that the information in this application and personal statement is, to the best of my knowledge, complete, true, and solely my creation. I
understand that my application and acceptance into Prescott College may be rescinded if I have not complied with this statement.

Signature Date

Prescott College is accredited by the Higher Learning Commission ((312) 263-0456 or www.ncahlc.org) and is a member of the North Central
Association of Colleges and Schools. Prescott College does not discriminate on the basis of race, color, gender, age, religion, condition of handicap,
sexual orientation, or national or ethnic origin in the administration of its educational policies, scholarship and loan programs, or any other College
administered program.

Submit application materials to:

Prescott College Admissions Office

220 Grove Ave.
Prescott, AZ 86301
(928) 350-2112
(877) 350-2100 ext 2112
Fax: (928) 776-5242
 How to get here
Prescott College’s main
campus is located in
Prescott, Arizona, a two-
hour drive from Phoenix.
Take Interstate 17 north to
Highway 69, Cordes
Junction exit. Follow High-
way 69 into Prescott. As
you enter Prescott, take
Gurley Street until Grove
Avenue (past the Court-
house Square). Take a
right on Grove Avenue and
a left at the first stoplight,
which is Sheldon St. The
Admissions Office is
located near the corner of
Grove and Sheldon at 306
Grove Avenue.

Rental cars are available at

Sky Harbor International
Airport and other off-site
locations. Horizon Airlines
(www.alaskaair.com)
provides flights from LAX
to the Ernest A. Love
Airport in Prescott. Ground
transportation from Phoenix
is provided by: Prescott
Transit, a Greyhound bus
lines ticket agent (800-445-
7978), Shuttle-U-
Enterprises (800) 304-6114,
and Van Go Shuttle (866)
448-2646). Make
reservations at least 24
hours in advance.

Visit www.prescott.edu to learn more about the following degree programs:

Resident Bachelor of Arts
Low-Residency Bachelor of Arts
Low-Residency Master of Arts
Low-Residency Teacher Preparation and Certification Programs
Low-Residency Professional Licensure Programs in Counseling Psychology

This catalog was writen by Joel Barnes, Ted Bouras, Chase Edwards, Karlyn Haas, Loryn Isaacs, Mary Lin, Ashley Mains, Tim Robison, and Jennifer Swcina;
designed by Bridget Reynolds, and edited by Ted Bouras, Frank Cardamone, Mary Lin, Ashley Mains, and Tim Robison. It is with gratitude that we thank
everyone involved with this catalog. Photography contributions by Tanya Alvarez, Walt Anderson, Michael Byrd, Naomi Blinick, Joan Clingan, Tina
LeMarque Denison, Brendan Gebhardt, John Gookin, Matt Hart, Sher Shah Khan, Mary Lin, Arin Martin, Travis Patterson, Mary Poole, John Sheedy, Luisa
Walmsley, Nevada Wier and Weddle Gilmore Architects. Additional photos provided by Zac Adair, Jared Aldern, Joel Barnes, Nadine Budbill, Richard
Cellarius, Cristina Eisenberg, Larry Farrett, Christine Frydenborg, Debra Heiberger, Rich Lewis, John Mazuri, Pam McPhee, Pramod Parajuli, Terrie Porter,
Monica Rountee, Dereka Rushbrook, Lloyd Sharp, Peter Sherman, Paul Smotherton, Priscilla Stuckey, Mary Sweeney, Beth Walker, Tracy Weber, Melanie
Wetzel, Kevin Wheeler, Kristopher Young, and Robert Ziemba. The Prescott College logo and mark are registered in the U.S. Patent and Trademark Office.
“Our culture has forgotten that the words ecology and economics come from the same Greek root Ecos,
which means Home. Ecology is the study of the Home, while economics is the management of the Home.
How can we possibly understand the relationships of ecology and economics if we have lost the meaning
of Home?”
Professor Doug Hulmes

Accreditation
Prescott College grants Bachelor of Arts, Master of Arts, and Ph.D. degrees and is accredited by The Higher Learning
Commission of the North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL
60602. (800) 621-7440. The Teacher Education Program is approved by the Arizona State Directors of Teacher
Education and Certification. The College is accredited by the Association of Experiential Education. Prescott College
operates all its academic field-based programs under permits issued by federal and state governments when required.

This catalog was manufactured by Courier Graphics Corporation and printed on Forest Stewardship Council Certified
paper that is Elemental Chlorine Free (ECF) using vegetable based inks.
Please pass on or recycle!