This course will be an opportunity to explore the history of social justice and the evolution of our environmental ethic (or lack thereof). Wrestling with questions such as why do some communities acquiesce to elevated rates of cancer and other diseases, we will try to understand why some citizens choose to not respond to environmental crisis through collective action and environmental activism. We will explore ways to press for social change and empowerment through grassroots activism. Students will read both historical and contemporary literature addressing issues of injustice, environmental crisis and issues, and activism. The course will be structured as a seminar, a forum in which students discuss and apply their knowledge and skills in partnership with their peers and faculty. This structure will provide an opportunity to exchange ideas through weekly discussions of our readings and research.

This interdisciplinary experience consists of three main components, including a language-intensive at the University Centre of the Westfjords in Ísafjörður; home-stays with families in the Westfjords, a remote region with small villages that continue to be integrated with fishing and farming; and, finally, the opportunity to travel through some of the more remote areas of Iceland – including the central highlands around Skaftafell National Park and the East Fjords near Egilsstadir – all the while developing our skills with language, culture, and natural history to supplement our understanding of the singular nature and culture of Iceland. Students will spend three weeks in the field and a week at either end on campus.

S Through a series of five 2-hour weekly sessions students will explore our unique location in a seminar-style ‘master class’ in which students meet with local and regional entrepreneurs and explore ideas related to food and agricultural entrepreneurialism including: the production, marketing, and distribution of value added products; building local and regional food webs; facilitating farm-to-table sharing of farm-fresh and value-added products. Among the local businesses and non-profits that may highlighted in the workshops are The Center for an Agricultural Economy, Vermont Soy, Vermont Natural Coatings, Jasper Hill Cheese & The Cellars at Jasper Hill, Butterworks Farm.

Working along-side participants in Sterling’s Summer Agriculture Program, students in this course will be introduced to the weekly operation of a small diversified organic farm. Students will learn to apply a systems approach to the changes observed on weekly walks of the Sterling Gardens, Farm and Woodlot and apply this knowledge by generating the weekly task lists for the work crews. Visits to other farms will challenge the students to apply the systems thinking approach to a variety of systems.

This field component of the Farm-to-Table Program capitalizes on Sterling College’s location in the midst of a vibrant and dynamic local and regional food system. Once each week, students will travel around the region to visit farms, food processing centers, non-profits, farmers markets, restaurants, and other sites to see first-hand how the system works, to talk to owners and managers on site, and to complement their work in other classes with field experiences unique to our region.

This class explores environmental and cultural issues on a global level. Our goal is to better understand the relationship between the natural and cultural history of a region and its current land use policies and patterns. Various regions will set the stage for discussions of timely issues such as food production and politics, the exchange of commodities on a global level, natural resource conservation and utilization, the cultural and environmental impacts of ecotourism, and environmental justice. Prerequisite: Senior Status

Senior Project is a two-part capstone learning experience for seniors interested in pursuing guided independent study or research culminating in a written project and presentation. The project is directed by a Sterling College faculty member through both part one HM/NS/SS 418 and part two HM/NS/SS 419. Prerequisites: HM/NS/SS 418 and permission of the instructor.

Applies principles of spatial reasoning introduced in SS308. Students solve complex spatial problems such as: the development of conservation strategies, creation of dispersion models (such as fire growth and animal movement), and application of advanced methods for creating habitat suitability models using state of the art GIS computer software. Students will also learn the basics of customizing CIS software.

Senior Project is a two-part capstone learning experience for seniors interested in pursuing guided independent study or research culminating in a written project and presentation. The project is directed by a Sterling College faculty member through both part one HM/NS/SS 418 and part two HM/NS/SS 419. Permission of the instructor is required.

Focuses on issues of current concern to students, who will work on independent projects reflective of their interests. Topics chosen will normally relate to students' majors. Visiting guest lecturers and field trips to academic, research, and political centers in New England and Canada complement classwork and research.

Through readings, discussion, and other media, we investigate how the presence of outsiders influences indigenous peoples’ attitudes and aspirations. In particular we try to understand direct economic and environmental impacts and the cultural changes wrought by direct and indirect influences of visitors. In this process we pay particular attention to the notions of “eco-tourism” and “green” travel to see how or if such visits and programs differ in intention and impact. We seek to understand where benefits flow and how impacts are distributed and accounted for. Much of our study uses Himalayan communities as examples typifying the issues and questions fundamental to studying ecotourism.

Focuses on issues of current concern to students, who will work on independent projects reflective of their interests. Topics chosen will normally relate to students' majors. Visiting guest lecturers and field trips to academic, research, and political centers in New England and Canada complement classwork and research.

Students examine and practice the discipline of systems analysis in order to understand the dynamic nature of complex situations or problems. Concepts such as feedback loops, behavior over time, intrinsic cycles, and system archetypes provide a methodology and vocabulary for understanding system behaviors. Computer modeling provides further opportunity to explore systems thinking as a tool for decision making and planning.

Focuses on issues of current concern to students, who will work on independent projects reflective of their interests. Topics chosen will normally relate to students' majors. Visiting guest lecturers and field trips to academic, research, and political centers in New England and Canada complement classwork and research.

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. Students must submit an initial proposal to a faculty sponsor two weeks prior to the end of the semester preceding the semester for which the study is proposed. Proposals should include a justification for the number of credits earned. For off-campus independent study, extensive planning and monitoring with a faculty advisor is essential. An administrative fee is charged to cover college costs of overseeing off-campus self-designed studies. (Junior and Senior Year students only)

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. Students must submit an initial proposal to a faculty sponsor two weeks prior to the end of the semester preceding the semester for which the study is proposed. Proposals should include a justification for the number of credits earned. For off-campus independent study, extensive planning and monitoring with a faculty advisor is essential. An administrative fee is charged to cover college costs of overseeing off-campus self-designed studies. (Junior and Senior Year students only)

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. Students must submit an initial proposal to a faculty sponsor two weeks prior to the end of the semester preceding the semester for which the study is proposed. Proposals should include a justification for the number of credits earned. For off-campus independent study, extensive planning and monitoring with a faculty advisor is essential. An administrative fee is charged to cover college costs of overseeing off-campus self-designed studies. (Junior and Senior Year students only)

This course explores the effects of agricultural policies throughout history. We will investigate the evolution of conservation, food security, commodity, and international trade policies within the context of the changing American society. This team-taught course considers the implications of current policy for the future of sustainable agriculture. Students evaluate and asses both current and proposed policies for their impact on farming practices that promote balanced agroecosystems and a food-secure society. Prerequisites: HM/NS105, HM110.

Explores the cognitive, social, and psychological foundations of an interactive, experiential learning environment. Participants cultivate their own philosophy of experiential education through exploring experiential learning theory, ecological literacy, results-based lesson planning, thematic instruction, and assessment strategies. Participants design and facilitate a variety of instructional sessions with local middle-school students, peers, and other populations, as well as designing an integrated thematic unit on a topic related to their senior applied research interests. Prerequisite: SS240 or SS241, or permission of instructor.

An upper-level leadership skills course in which students cultivate the interactive skills essential for effective leadership. Students examine roles of leaders in wilderness groups and outdoor education, and they develop skills in facilitation, group assessment, program design, conflict management, one-on-one counseling, working with a co-instructor, and interventions. Through classroom discussion and experiential activities with classmates and local secondary school students, each participant identifies and develops a personal leadership style that is responsive to student needs and educational focus. SS233: Small Group dynamics and SS241: Foundation of Outdoor Education & Leadership or SS240: Education & Learning Theory or permission of instructor.

Focuses on strategies for small business start up and management, including how to write a successful business plan. Includes introduction of important business skills such as market analysis, effective communication, and budget management. Students develop plans and anticipate challenges for their own future businesses.

We examine historical patterns of land use in North America, geography as a determinant of land use, and social, economic and political influences on development and control of land. There is an introduction to the process of planning, including the role of governments and local citizens in land development and control. Each student conducts an extensive deed research to better understand the historical use of local land. Includes field exercises in analysis of land use development and issues. Prereq: SS 202 Environmental Policy and Law, or SS 337 U.S. Agricultural Policy

Geographic Information Systems (GIS) is a form of computerized spatial mapping that has become a standard mapping, modeling, and analysis tool in Federal, state, and local governments as well as forestry and many private industries. This course teaches basic principles of spatial reasoning. Students solve spatial problems, such as urban, rural, and watershed planning, biodiversity and forest management, and identifying housing and conservation areas, using state of the art GIS computer software.

A second work experience, generally taken during Junior Year. Requirements are similar to those for the first internship, but usually students will not receive a personal visit to a second internship site. Credits earned will depend upon the duration and design of the internship. Prerequisite: SS 301 Practicum in Environmental Stewardship

Explores the theoretical and historical bases for the educational and therapeutic use of challenge course as well as the identification and safe facilitation of a variety of challenge course elements. Students will be able to check a challenge course element for safety, provide necessary safety briefings to participants, and conduct participant rescues. Students will increase their own confidence and competence in confronting physical and interpersonal challenges, gain an enhanced appreciation of the natural world, and develop tools for helping participants improve their relationship with the natural world. Prerequisite: SS240 or SS241.

This course provides an opportunity for faculty and students to investigate topics of special interest in a particular year. A group wishing to initiate a course will draw up a detailed syllabus to keep on file and submit it to the Dean of Academics for approval.

Full-time work for a ten-week period with an organization that serves as an environmental steward as approved by the Internship Program Director. Students directly observe the management decision-making process. Requirements include identifying and accomplishing learning objectives, writing and submitting weekly reports, solving an on-site problem, and documenting the experience with digital photography. A Sterling College faculty or staff member visits most students during their internship. Prerequisite: SS190.

Gender is a divisive and explosive issue in American society. Exploring and gaining understanding about the role gender plays in our society can enhance ones ability to contribute to society as an involved and responsible citizen. An ability to perceive and correctly analyze gender dynamics around leadership, group dynamics, community involvement, and social change can be crucial to constructive involvement in problem solving. Our society plays out many dramas and conflicts around gender issues, which can be hard to navigate successfully. This course will provide valuable perspectives on gender-related dynamics and a new lens through which to view everyday situations.

An example of a previous offering is James Bay: A Study in Human and Resource Management. Students traveled to the James Bay Region of northern Quebec and studied the boreal ecology, native culture, land claims, and hydroelectric development and its impact. The timing and topic of this course may change from year to year. Will include additional fees to cover the costs of travel and housing.

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. First-year students are eligible to do an independent study in their second semester. To do a spring independent study, a first-year student must submit an initial proposal to a faculty sponsor two weeks prior to the end of the fall semester. For all students, final proposals must be approved by the faculty sponsor and the Dean of Academics before the end of the first week of classes in the semester for which the study is proposed.

This course provides an opportunity for faculty and students to investigate topics of special interest in a particular year. A group wishing to initiate a course will draw up a detailed syllabus to keep on file and submit it to the Dean of Academics for approval.

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. First-year students are eligible to do an independent study in their second semester. To do a spring independent study, a first-year student must submit an initial proposal to a faculty sponsor two weeks prior to the end of the fall semester. For all students, final proposals must be approved by the faculty sponsor and the Dean of Academics before the end of the first week of classes in the semester for which the study is proposed.

Individual project relating to the Sterling College curriculum in a general way under the supervision of an appropriate faculty member. First-year students are eligible to do an independent study in their second semester. To do a spring independent study, a first-year student must submit an initial proposal to a faculty sponsor two weeks prior to the end of the fall semester. For all students, final proposals must be approved by the faculty sponsor and the Dean of Academics before the end of the first week of classes in the semester for which the study is proposed.

An introductory level overview of the field. Topics include experiential and adventure education theory and practice, leadership theory and practice, an historical overview of outdoor education, safety and risk management issues, ethical concerns, the human-nature relationship within outdoor education, and a look at the major controversies within the field. Classroom discussions are complemented by experiential activities, a two-day winter snowshoe hike in the White Mountain National Forest, and work with local high school students. Prerequisite: SS105 or permission of the instructor.

Investigates theories of how people learn, learning styles, and appropriate curricula for different audiences, with particular attention to the claims of experiential education theories. Emphasis is given to the neurological basis for learning and the implications of theory for teaching and curriculum. Concepts are presented through readings, discussions, and classroom activities.

Through a series of field trips, supplemented by presentations by farmers, we will examine a wide variety of commercial agricultural systems -- small and large, organic and conventional -- which exemplify aspects of sustainability. While the focus will primarily be on local and Northeastern farms, we will also draw on broader US and international examples. Students will explore specific techniques, while evaluating the overall sustainability of each operation using tools of systems thinking. Vegetable, fruit, livestock, dairy, and related enterprises will be included. Field trips, presentations, and readings will cover a range of philosophies and skills.

Students develop an understanding of how small groups function, and they become more aware of their own roles and behaviors within groups. Topics include communication skills, stages of group development, norms, discrimination, mob mentality, gender in groups, group decision-making, and conflict management. Through classroom discussions and completion of experiential, small-group assignments, students become more competent group observers, participants, and leaders. Prerequisite: SS105.

Explores the political structure and functions of government, examines the legislative process, and studies the evolution of important federal laws and policy. Each student investigates pending environmental legislation in a specific area of concern at both the state and federal level. Field trips consist of visits to the Vermont Legislature to discuss environmental issues and bills with legislators and lobbyists. Prereq: NS 107 Ecology, HM/SS 106 Humans , or HM 110 Writing and Speaking , or HM, NS, SS 255 Intro to the North ,

Students apply the job search process to secure internships, or other career opportunities. Each student develops career-building tools, including cover letter writing, resume composition, interviewing techniques, and portfolio development. Exploration of the job market, networking, netiquette, and problem-solving skills occur throughout the course. This course seeks to develop professional skills and life-long career planning skills in preparation for the work world.

This course introduces and critiques the economic principles that support public policies in such areas as resource use, environmental protection, economic growth, corporate power, ‘Third World’ development, free trade and the trend towards a globalized economy.

This course will expose students to the complexity of whole farm planning by combining business planning and management with policy and ecology in development of farm models that support health of the land and business owners. Students will be expected to draw heavily on the technical and theoretical expertise they have accumulated through course work and internships. A major portion of the course will require completion of a project conducted in partnership with an existing farm or agriculturally based business. Grading will be based on significant class participation, written assignments and completion of major project conducted in support of an existing business. Prerequisites: NS 245, NS 346, SS 317 or SS 210, SS 327 or SS202, NS 315 or NS 318.

Continues the theme of helping students be more effective group members, as both leaders and followers, through the medium of outdoor activities: snowshoeing, cross-country skiing, and team orienteering. These outdoor, human-powered activities are designed to encourage appreciation for the natural world and decreased dependence on mechanization. This second aspect is reinforced when students use hand tools to create canoe paddles for use during river canoeing. In addition, this course promotes self-reliance, safety, and leadership and group decision-making. Graded on a pass/fail basis. Prerequisites: HM/SS/NS100 and SS105.

An introduction to alternative farming through the classics of sustainable agricultural literature and through visits to local farming operations. Approaches surveyed will include organic, biodynamic, homesteading, natural farming, perennial polyculture, permaculture, and holistic management. Field trips take students to contrasting local farm operations, from corporate operations to homesteads and from family farms to land trusts.

Senior Applied Research Project (SARP) plans are developed with the assistance of and supervised by the faculty advisor for that major. Each project will include the following components: 1. Some individual specialization in and responsibility for various aspects of the project, 2. Research into background subjects: economic, ecological, social, and historical aspects.

Focuses on how people work in groups when facing challenges and unfamiliar situations. Building self-confidence and trusting teammates are core elements of personal development fostered by this course. Students are introduced to group problem solving, communication skills, and leadership roles through active participation in classes followed by discussion of the consequences of their actions. Scheduled classes include group initiatives, flatwater canoeing, navigation with map and compass, and basic winter camping techniques in preparation for a four-day winter backpacking expedition. This experiential learning is augmented by assigned readings and a weekly reflective journal. A significant amount of personal equipment is required for these activities. Graded on a pass/fail basis. Prerequisite: SS/NS100.

Each student will develop a complete written proposal for the Senior Applied Research Project II (SARP II), including an introduction, objectives, proposed methods, and full review of the literature. Senior research project plans are developed with the assistance of the faculty project advisor for that major, and that advisor will supervise the project. The student will select research committee members so the committee includes a senior project faculty member from each of the three majors. The student will arrange a meeting of the research committee after giving each member a copy of the research proposal and literature review. Committee members will provide feedback concerning the proposed project. NS/SS439 must be completed with a grade of C or better before the student may enroll in NS/SS440.

Students examine the need for the preservation and management of wildlands as important, functional components of protected systems nationally and internationally. The development of the wilderness concept, the value of wildlands, sustainable use of resources, and visitor management are major topics. Field and service learning experiences provide additional opportunities for participants to gain an understanding of the current issues and threats facing wild areas. Prerequisite: SS202 Environmental Policy and Law.

Traveling to a small tropical country (alternating between Belize and the Bahamas), students have the opportunity to apply watershed analysis skills and concepts in a tropical setting. We explore effects of land use, especially agricultural practices, on water quality. We also investigate how conservation practices differ from those of the U.S., including decision-making practices of governmental and non-governmental conservation organizations. Students collect, analyze, and present data about the health of a tropical watershed. They compare their findings with those from a temperate watershed analysis (see NS 200), to better understand conservation challenges of tropical versus temperate ecosystems. Prerequisites: ** NS 200 Watersheds ** NS 381 Special Topic: Tropical Ecosystems and Culture

Weekly meetings will focus initially on familiarizing students with the Sterling College Challenge Course. Students will explore our existing elements and practice safe supervision of participants on the elements, including belay techniques and belay supervision. Students will also have the opportunity to attend a two-day High Five training on the Hazen low challenge course and the Hardwick Elementary School high challenge course. Beginning in the third or fourth week of class, students will be delivering programs to area school groups.

Investigates the nature of people and their relationships to the total environment with particular focus on human ecology. The course begins with the origins of Homo sapiens and moves from hunter-gatherer adaptations through the impact of the domestication of plants and animals to the emergence of industrial and post-industrial societies. Land use patterns and attitudes in North America serve as particular examples for the ways in which cultural adaptations and ecological conditions intersect. This course fosters critical reading and writing skills through discussion and written analysis of varied perspectives in assigned readings and activities.

Intended to serve as a capstone course for Circumpolar Studies majors and as an opportunity for resident and guest faculty to share their research and expertise, the Circumpolar Studies Senior Seminar will examine a particular topic of northern interest in great depth and detail. Students will be responsible for a significant related research project and presentation. Potential topics include: The Paleoecology of Central Asia and Mongolia, Imagining and Imaging the Arctic: Film, Art, and Photography in the Far North, Reindeer Herding and Caribou Hunting, Theology of the North: Shamanism, Animism, and Missions. Prerequisite: HM/NS/SS255 Introduction to the North or permission of the instructor.

Travel to Labrador and Newfoundland or Hokaido, Japan, during the September Intensive provides opportunity for students and faculty to explore natural and human communities before returning for Fall Semester coursework. Spring Semester coursework provides the basis for field study in the Shetland Islands during Spring Intensive. Summer field study offerings vary from research opportunities in Mongolia to archaeological exploration in Canada. Lab fee. Prerequisite: HM/NS/SS255 Introduction to the North or permission of the instructor.

Travel to Labrador and Newfoundland or Hokaido, Japan, during the September Intensive provides opportunity for students and faculty to explore natural and human communities before returning for Fall Semester coursework. Spring Semester coursework provides the basis for field study in the Shetland Islands during Spring Intensive. Summer field study offerings vary from research opportunities in Mongolia to archaeological exploration in Canada. Lab fee. Prerequisite: HM/NS/SS255 Introduction to the North or permission of the instructor.

This field-based course is an exploration of marine environments with emphasis on the North Atlantic. We begin with an introduction to oceanographic topics such as sea floor spreading, wave dynamics, ocean currents and tides, and general marine ecology. We progress to a survey of marine algae and invertebrate phyla, and culminate with a treatment of marine vertebrates with a focus on sea birds and marine mammals. This course combines lectures and discussions with intensive field activities such as sea kayaking, tidepooling, and offshore excursions. PREREQUISITE: NS207: Ecology

As one travels further north, the number of species declines dramatically, and the contrast between day and night shifts to summer-long days and winter-long nights. The culture of the circumpolar north is as markedly different as is its ecology. Intended as an overall introduction to the North, this course considers the ecological and cultural contexts for northern life.

Focuses on the history and development of sustainable environmental practices in Iceland, Denmark, Norway, and Sweden. The course incorporates visits to schools, colleges, non-governmental planning organizations, as well as alternative building and energy generating facilities. By talking with the people of Scandinavia, students and faculty gain new insight into the web of activities needed to move a society toward caring for the earth while developing communities. Tools of systems dynamics, such as closed loop diagramming and stock-flow modeling, are introduced and incorporated into daily travel journals.

Focuses on real people implementing sustainable practices in agriculture and natural resource management on the Japanese island of Hokkaido. The course helps students gain new insights into Japanese communities through site visits, home stays, and conversation with students at Obihiro and Hokaido universities. Tools of systems dynamics such as closed loop diagramming and stock-flow modeling are introduced and incorporated into journals. Lab fee.

Depending on the semester, students experience an intensive introduction to the ecology, society, and culture of their new environment in northern New England. This includes studying local botany, human history, land-use practices of the regional economy, and the local artisan community. Students begin outdoor challenge activities and small group work, learn about establishing norms of social conduct, build community, and initiate conversations about what it means to live sustainably. This course consists of group discussions, tours, orientations to various Sterling College programs, and outdoor activities. Topics and content vary by semester.

Entails serving as a teaching assistant in a course previously completed with a satisfactory grade. Introduces strategies for the planning, preparation, presentation, and evaluation required for teaching at the college level. Students work with the faculty member teaching the class to develop a detailed plan for participation in the teaching of the class prior to the beginning of the semester in which the course is offered. This course may be repeated once if serving as a teaching assistant in a different course. Prerequisites: Junior or Senior standing, prior completion of the course with a grade of B or higher, and permission of instructor.

Students in this course will be involved in trainings and teaching nationally acclaimed environmental curricula, 4-Winds and Project Seasons, to elementary students. Class meetings will be supplemented by visits from seasoned practitioners and designers of environment education program. Students will read and discuss the theory, philosophy and future of environmental education. The final project for the course will be to design and implement a half-day environmental education program for the Craftsbury Elementary School.

Examines different theories and meanings of culture, cultural identities, the influences and relationships between learning and culture, and the different educational expectations of selected cultures. Race, class, and gender will be discussed. Prerequisite: Junior or Senior standing

To provide an introductory understanding of conflict theory; effective models for conflict management and mediation; a context for critical analysis of societal institutions and paradigms in relation to conflict and justice; opportunities to inventory personal conflict management styles, and hands-on experience practicing mediation skills. Topics will include conflict theory, mediation theory and practice, restorative and retributive justice paradigms, and nonviolence as a theory and practice in relation to conflict.