M.S. Ecological Teaching and Learning

Who Should Apply

The Master of Science in Ecological Teaching and Learning is intended for educators in schools, museums, nature centers, and alternative teaching settings who want to enhance their own ecological understanding and use their work site and educational settings to apply their learning. It is a program for educators who wish to practice a relational pedagogy in their teaching - relationship to self, each other, non-human species and the places we live. It is a study of interrelationships - the patterns, networks, systems, balances, and cycles from the microscopic to the macroscopic that make up the principles of ecology.

This program brings education professionals from across the country and from many different disciplines together in learning communities to develop and / or deepen their abilities in integrating ecological concepts into the curriculum.

• Candidates must be employed in an educational setting. Coursework is focused on applications of the concepts studied in the student's own educational setting.
• Candidates must have Internet access and be able to send and read Word compatible documents.
• Candidates must meet all Lesley University standards for graduate admission.
• Candidates must attend the three-week field programs in July of two consecutive summers.
• Candidates must attend a three-day weekend intensive during each school year semester of the program.
• Candidates will be expected to design, integrate, and implement ecological concepts into their teaching. Successful candidates will be creative, self-motivated and reflective practitioners.
• Candidates must be prepared to complete weekly reading and writing exercises.

"The web has become the most powerful ecological image. Scientists no longer talk of the food chain but of the food web. Within a natural community, there are complex webs of interdependence where community members depend on one another. I found the speed in which this group of strangers that gathered in Maine were able to build a learning community in such a short time very extraordinary." -- Erin DeYoung, Elementary teacher, Canton, MA.

"It takes a teacher who is deeply committed to incorporating the concepts of ecological principles into their teaching and who is open and excited to reflect on every aspect of themselves and their teaching practice. For me the program has been phenomenal in giving me the language to talk about what I believe and try to practice." -- Dalene Dutton, Science Teacher, Camden Hills Regional High School, Maine.

"One of the gifts that we as teachers can give children is to remain a learner, to be actively involved in the learning process with them. As we grow and learn together, we learn alot about ourselves and each other. As a learning community, we can then begin to see how the ecological principles of cooperation and flexibility begin to become more a part of our community." -- Linda Kamerzel, 5th grade teacher, Wakefield, RI.

"At school I've discovered that service learning can be a great vehicle for ecological work.  Two years ago, we studied climate change, and then did an energy audit of the school to see where we could make contributions to reducing our footprint. The kids came up with a variety of solutions, which we presented to the school board.  As a result (and as a result of a grant), we now have nine solar panels on the school. Last year, we worked with the local recycling agency to write a how-to manual on worm bins.  Then in the spring we worked with a local land conservation group to write a field guide to an estuary on Casco Bay. This next year, the plan is to track non-point source pollution at that estuary, and for the kids to come up with an action plan. As a school, we're also hoping to start a cafeteria composting program. I really feel as though ETL gave me a new lease on teaching. I don't think I would have done any of those things if I hadn't gone up to Cobscook." -- Rob Lindsay, Middle School, Portland, ME