Master of Science in Applied Ecopsychology (M.S.)
For completion of the Master’s degree, applicants should have completed the equivalent of a recognized baccalaureate degree in an appropriate field of study and have several years of meaningful career experience.
Applicants are expected to be proficient in collegiate English language skills. Second language English applicants should submit records of TOEFL examination with scores of 550 minimum. All applicants are expected to have access to a computer, email and the Internet, and verify access to academic library resources for the full extent of your program.
Students in the Master of Science program in Applied Ecopsychology complete a minimum of 40 credits including the thesis and summary reviews. The coursework requirements include the core elements of the academic major, a major concentration within the major field and research preparation coursework. Participants also complete a comprehensive examination at the conclusion of the academic coursework, prepare a formal thesis proposal, complete the thesis project, and prepare the manuscript for physical and oral review by the faculty committee.
Core Elements of the Academic Major
Each of the following modules in the Organic Psychology Track:
This entrance level, online, sensory-ecology course in practical, nature-connected education, counseling and healing enables the student to master and teach the therapeutic science of Applied Ecopsychology. Increase personal, social and environmental well-being by enabling individual to create beneficial moments that let Earth teach. This restorative thinking skill helps their 53 natural senses reasonably embrace their nurturing origins in the balanced, self-correcting and renewing ways of natural systems within and around us.
Learn to promote social and environmental responsibility by adapting unique nature-reconnecting methods and materials for your personal or professional use. Tangible sensory reconnection with nature through 27 activities and 53 natural senses satisfy deep natural wants: when unsatisfied, these wants disrupt global balance, and inner peace by fueling runaway disorders.
(Required 5 Credits)
In this advanced course, students discover how our separation from nature stresses our sentient inner nature and creates our many problems. They learn to reverse this destructive process by mastering the Natural Systems Thinking Process using thoughtful nature reconnecting activities that dissolve stress by satisfying our deepest natural loves, wants and spirit. This course teaches hands-on education, counseling and mental health skills that feelingly tap the wisdom of nature’s creation process. Its email and telephone correspondence let nature nurture warm interpersonal relationships, wellness and responsibility.
(Required: 4 Credits)
In this advanced course, students discover how our separation from nature stresses our sentient inner nature and creates our many problems. They learn to reverse this destructive process by mastering The Natural Systems Thinking Process using thoughtful nature reconnecting activities that dissolve stress by satisfying our deepest natural loves, wants and spirit. This course teaches hands-on education, counseling and mental health skills that feelingly tap the wisdom of nature’s creation process. Its email and telephone correspondence let nature nurture warm interpersonal relationships, wellness and responsibility.
Discover how to prevent contemporary society’s nature-separated thinking from deteriorating personal growth and responsible relationships. Encounter and consider how to meet the challenges of the socializing process of Industrial Society that reduces our sensitivity and sensibility by excessively separating us from the self-correcting grace, balance and renewing powers of nature in and around us. Increase your marketability, effectiveness and global citizenship by educating and counseling with a readily accessible natural systems thinking process.
Wherever possible, the Project NatureConnect program integrates the fundamentals of Natural Attraction Ecology in its philosophy, systems, and procedures. Examples of this are self-organizing classes, sliding scale tuition, personally-tailored advanced coursework, and student involvement in every level of program administration in mutual beneficial interdependent relationships. In this course, students experience, explore, and identify the differences between organizational processes in play in traditional industrial society organizations (processes which separate the “human” from the “natural”), and the way we follow nature’s flow in the Project NatureConnect program.
Students learn experientially through participation in mutually supportive relationships in group classes, in the online community discussions, in self-organizing work groups arising out of the attractions of students, faculty and staff, in the use of consensus building, asking permission, and respecting attractions as valid guides to personal choices.
Students volunteer to play support roles and offer services that tap their skills, talents and inclinations. Read more about volunteer support roles. A student may offer any service they believe would help the organization by contacting the Executive Director (Dr. Cohen). Students help build web pages, manage the online community, edit text, write advanced curriculum, offer ideas for research and development, orient and guide less experienced students, and help to refine and increase the extent to which the program functions as a natural community.
Students also learn how to make connections with others, nurture appreciation and excitement for reconnecting with nature, and invite others to learn the process, through engagement in public education and networking. Read more about public education.
Students participate in a minimum of 90 hours of activity (45 hours per credit).
Validation of public education, social networking and cooperative community participation . This course provides credit for demonstrating the student has met the requirements of the cooperative self-organization, growth and economics of the Project NatureConnect Institute of Global Education program at the Akamai Applied Ecopsychology Institute. These requirements are described in the Student Webstring Cooperative Contract and are part of the ECO 751 course. The course includes taking a certificate or degree level comprehensive exam and submitting a short petition that documents the student’s fulfillment of the requirements of academic program challenge exams and Student Cooperative Contract.
Major Concentrations (Required: 9 credits minimum)
The major concentration for all students is Applied Ecopsychology (also known as Organic Psychology). Students design their own specialized selection of advanced courses according to their particular interests, professional field, and career goals. Students are encouraged to follow their attractions to specialized advanced study, training and exploration. The 700 courses provide an open framework for a student to use to tailor their advanced studies according to their interests and goals and/or to document previous learning.
Students may use the 700 courses to document previously completed academic study, specialized training, life and work experience, or describe how they might have integrated the practice of Applied Ecopsychology into a previous activity or project. They may also use the courses to document new self-designed advanced learning and/or practice in their area of specialized interest. Any of the 500 series elective courses may be substituted for the 700 course options (though ECO791 is always required). Examples of various ways that students may use the 700 courses are included in the description of each course below.
Participants must complete the following module for the major concentration:
This course explores present or past special projects that make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them. The application of Ecopsychology, as practiced in the discipline of natural attraction ecology and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature’s flow manifests itself as our living planet, Earth. Students prepare an academic paper or project report as a minimum written assessment in this course.
Participants select two of the following course modules from the elective courses for a total of six credits.
Prerequisites: ECO 500/600 and ECO 501/601.
While they are teaching and researching sensory ecology, students will seek, read and critique methods and materials from their own library research. Students carefully explore the literature and prepare an annotated bibliography. As the principal course assignment, participants will prepare a scholarly paper of at least 15 typewritten double-spaced pages discussing problems and solutions to important issues and practice of Applied Ecopsychology/Integrated Ecology.
Download Course Syllabus: [wpfilebase tag=file id=1 tpl=simple/]
Prerequisites: ECO 500/600 and ECO 501/601.
Students will investigate a library of recent references related to their particular career field or interests that reflect upon the issues relevant to sensory ecology. Students will read and discuss the literature with Dr. Cohen and other professionals. Students will gather a bibliography of literature in their professional field or interest that supports work in Integrated Ecology and prepare an annotated bibliography. Students will prepare a reflective paper of at least 15 typewritten double-spaced pages discussing how the literature has informed their understanding of the opportunities for integration of Applied Ecopsychology/Integrated Eccology concepts within their career field.
Prerequisites: ECO 501/601 and ECO 502/602.
Students gain further insights into the 53 senses, their natural origins and existence and their cultural applications, by exploring each sense individually. Under the direction of the instructor, students establish and identify a class of four or more students with whom they work online and/or onsite. Students will keep a reflective journal of their experiences or a database of their online activity postings. Course participants will commit to doing nature-guided, independent study of at least two senses per week in order to finish the class within a six month time frame. At the completion of the course, students will prepare a scholarly summary paper (at least 15 typewritten pages) reflecting their experiences.
Prerequisite: ECO 501/601.
Students survey the field of Public Relations and Marketing to determine the most significant means to promote, implement and produce support for their involvement in the natural systems thinking process. They identify what that makes each technique and strategy worthwhile, select those that make the most sense to them, defend them, and apply them in areas that add to the field of nature connected psychology and their personal interests. The student writes a three page progress report that documents their work and learning in this area and that would assist others who read it.
This is a fun, experiential course designed to introduce the student to how adding an art component to nature-connecting activties can enhance the ability of Nature to teach. Both art and nature are non-verbal ways through which our subconscious mind can express itself. In this class, the student will learn techniques to use to facilitate that expression through making therapeutic, nature-inspired art. At the end of the course, students will be given the opportunity to design their own unique activity. You do not need to be an “artist” or have any so-called “creative talent” to take this class. It is not an art course, but rather uses the creative process of art-making as a tool for healing and self-discovery. It lets the student explore the innovative merging of traditional Art Therapy with Applied Ecopsychology. The course consists of 14 individual hands-on lessons/activities and typically runs 6 to 7 weeks. It is taught by Dr. Theresa Sweeney, founder of Eco-Art Therapy, experienced author, and workshop leader. She is the Dean of Applied Ecopsychology at Akamai University.
Email Dr. Theresa Sweeney: firstname.lastname@example.org
Visit the Eco-Art Therapy website: http://www.ecoarttherapy.com
Download Course Syllabus:[wpfilebase tag=file id=5 tpl=simple /]
Prerequisite: ECO 530/630
This 12 week class teaches advanced hands-on education, counseling and mental health skills that use art to tap the wisdom of Nature’s ways. Students continue their exploration of a set of creative and therapeutic tools that help reverse the problems caused by our separation from Nature. They learn additional Eco-Art Therapy activities to use for wellness and natural self-discovery and will design and teach their own original eco-art therapy activity. The course does not require any artistic talent.
Email Dr. Theresa Sweeney: email@example.com
Visit the Eco-Art Therapy website: http://www.ecoarttherapy.com
This course explores present or past field studies that make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them. The application of Ecopsychology, as practiced in the discipline of “natural attraction ecology” and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature’s flow manifests itself as our living planet, Earth. Our nature-disconnected cultural environment envelopes us from birth. This socializes and molds us into being good citizens of our excessively indoor and unbalanced way of life in Industrial Society. We are seldom educated to think and act as contributing citizens of global life community, of its plant, animal and mineral kingdoms and their self-organized ways to support the flow of nature’s non-polluting perfection, in and around us. Rather, we learn to conquer or exploit nature’s flow, often for profit. This produces our most challenging problems, for nature is the essence that nurtures and restores life in purity, balance and well-being. As part of nature, we are born with nature’s renewing abilities. However, our thinking learns to bury them out of our sight and consciousness. The purpose of this course is to explore field studies from our past and present life experiences and training and identify how the application of organic psychology and natural attraction ecology may release and strengthen nature’s self-correcting powers in us so that they can help us address the heart of our troubles. In this way, students demonstrate that they have mastered, designed or implemented nature connection techniques that will help us reverse many personal, social and environmental problems. Students prepare an academic paper or project report as a minimum written assessment in this course.
is course explores present or past case studies, which make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them. The application of Ecopsychology, as practiced in the discipline of natural attraction ecology and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature’s flow manifests itself as our living planet, Earth. Students prepare an academic paper or project report as a minimum written assessment in this course.
This course explores books,journal articles, and other learning materials that make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them. The application of ecopsychology, as practiced in the discipline of natural attraction ecology and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature’s flow manifests itself as our living planet, Earth. Students prepare an academic paper or project report as a minimum written assessment in this course.
Master’s students may pursue studies providing advanced research knowledge necessary for success in their final projects (thesis). Through the research preparation courses, students learn to effectively define applied problems or theoretical issues and articulate the rationale for the study. They should learn to present an effective scholarly review of the academic literature and implement quantitative, qualitative or participatory action methods for evaluating academic issues.
Alternatively, students may substitute one of the three-credit 500 or 700 series elective courses.
Required: Minimum of three credits selected from among the following, or substitute an elective course:
Students will investigate the available literature on participatory research techniques. This may include readings in the literature pertaining to implementing system-transforming innovations (Bushe and Shani), participatory action research in the workplace (Whyte), reflection in action (Schon), reframing organizational culture (Frost, et. al.) and self-reliant initiative (Fals-Borda), as well as other qualitative and action science methodologies. Students will identify an appropriate mini-study, apply techniques from their readings, complete the study and prepare a technical paper of at least ten double-spaced typewritten pages referencing the literature and describing the value of participatory research techniques to the field of Applied Ecopsychology.
Another research preparation course module, as determined in communication with the student’s primary faculty advisor.(Committee Chair.)
Once students have completed the coursework elements of their degree, they will be asked to schedule the Comprehensive Examination. The primary mentor and a faculty member representing the secondary academic area conduct both the written and oral components of the examination. The written portion is open book style with selected essay questions requiring creative responses that reach for the higher levels of cognition. Your answers are expected to draw from both the primary and secondary competencies of your program with proper referencing of the scholarly literature. The oral component of the examination is normally completed by telephone conference and is intended to allow detailed investigation of your written responses.
Masters students complete this comprehensive examination as a required element of their academic program, prior to undertaking the thesis. The examination usually includes both written and oral components and is confined to the programs of studies completed by the student.
The Masters Thesis
Students may either
- complete a thesis project (as described below) or
- complete 8 credits of additional elective courses from the 500 and 700 series courses listed above as a thesis equivalency
This course is required of all Master s students designed to guide them through the formal research proposal process for their final projects, including the development of the research methodology, data gathering device and data analysis techniques. Students also prepare annotated bibliographies of the major scholarly works underlying their project.
You are expected to prepare a formal proposal related to your concept for research under the direction of your primary faculty advisor and according to University expectations. At a minimum, your research proposal should clarify the thesis statement and methodology (including the data gathering instruments and data analysis techniques) and provide an effective overview of the scholarly literature that sets the foundation for the thesis. Your research proposal should also include a brief manuscript outline that demonstrates how you will present in written form the various elements of the research project.
Following approval of your thesis proposal, you will begin your research project. Your thesis may take the form of a traditional research project or it may be a major scholarly project of the type appropriate to the discipline. Whichever approach to the thesis is chosen, the resulting project must demonstrate mastery of a body of knowledge in the major field of study, be your original work and represent a meaningful contribution to the betterment of the human condition or an improvement to the professional field.
Your thesis research may be conducted via quantitative, qualitative, or participatory action research. The body of your thesis manuscript, structured according to a set of approved manuscript guidelines, should exceed 75 double spaced, typewritten pages. If your thesis takes the form of a scholarly project, it must follow the guidelines provided by the University for such projects.
Once you have prepared the thesis manuscript, you will be asked to schedule the formal review process. Your primary faculty advisor and a faculty member representing the secondary academic area will conduct both the formal physical review of the thesis manuscript and the oral review of thesis.
The physical review of the thesis manuscript usually takes the review committee four to six weeks. Each reviewer will prepare questions and commentary relative to your underlying review of the literature, the thesis methodology, the mechanics of your project, and your presentation of the findings, conclusions and recommendations.
The Oral Review of Thesis is conducted under the direction of your primary faculty advisor with the assistance of one qualified member of the faculty. The examination is carried out by telephone conference call and is designed to allow detailed investigation of your thesis. The faculty reviewers explore with you issues related to your thesis including methodology, review of literature and interpretation of the findings.
One outcome of the thesis review process is a set of final expectations directing you through the remaining tasks for completing the thesis manuscript. Once your final manuscript is approved, you will submit the formal document to an approved bindery and later ship the bound thesis to the University for permanent archival storage.