NO. OF CREDITS:
1 QUARTER CREDITS
[semester equivalent = .66 credits]
|WA CLOCK HRS:
About the Program
Teachers who share The Heritage Institute’s commitment to a world that works for all may use our flexible, self-design online course to earn needed clock hours or PDUs, or continuing education quarter credits. Teachers worldwide are engaging in holistic, experiential self-learning and community activism, and they are creatively applying their learning to the classroom, enabling their students and colleagues to contribute to a fulfilling human presence on earth. The World We Want program focuses on four areas: ecological literacy, social justice, inner well-being, and community service. Teachers with interests in any of these four areas may pursue their professional development needs by taking part in a variety of learning experiences. Document your participation in our easy-to-use online environment and receive personal mentorship from the instructor.
Events and activities qualify which relate to a teacher’s professional situation and are directly related to the four subject areas:
Activities can include: workshops, conferences, trainings, documentary film viewings, student leadership/mentorship, self-study, scholarly research, blogging, publishing, inner healing process, nature-based inquiry, global and eco-service learning at home or abroad, school gardens, native habitat restoration, climate change, climate change, renewable energy education, re-localization, local economy, local food ecology, public events such as marches and demonstrations, environmental justice, peace and human/animal rights, sense of place, ecoliteracy, cultural immersion or exchange, social justice/peace project design and implementation, corporate and media responsibility, public arts projects, community volunteer activities, Waldorf trainings, compassion and nonviolent communications, meditation, emotional/spiritual intelligence training, yoga, mindfulness in the classroom, eco-spiritual study, and more.
What Does Not Qualify
General curriculum development, general classroom management, special ed., differentiation, general assessment, cultural history, summer travel, safety and health, collaborative or neighborhood projects NOT directly relating to activism in ecological literacy, social justice, community service or inner well-being do not qualify. Some of these activities may qualify IF they are deepened to encompass these areas. For example, you may not earn clock hours for general summer travel. However, if you conduct cultural/environmental service work or focused ecological research on your travels, and apply it as a social justice or climate change lesson or global exchange project in the classroom; then the experience would qualify.
Previous activities or projects completed before you register for The World We Want course may not qualify towards clock hours/credit. There are some exceptions; please contact the instructor if you would like your proposal to include recent retroactive activities connected to a current project.
Be sure you are registering for the correct number of units: You are registering for 10 clock hours or 1 quarter credit. If you want more than 10 hours, please register for a higher level World We Want course.
Note regarding multiple course registrations: You cannot register for the same course number more than once. You can however, register for each course once or any combination of courses simultaneously or separately.
Once you complete the online registration, you will receive an email that contains instructions on how to log on to the online system to start your course. After you register, the instructor will send a Welcome message and respond online to your course entries.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
1. Apply their holistic activism experiences and learning to relevant classroom curriculum
2. Gain a wider and more meaningful breadth of knowledge and experience related to their chosen activities
3. Gain insight and perspective on current global and local issues, and act as a catalyst for positive change in their school and/or community
4. Discover new opportunities to network with individuals and organizations that can enhance their own learning and/or their student’s learning
5. Implement specific self-learning supporting community service, and support student collaborative and experiential learning that contributes to the health and well-being of their community and the natural world
6. Enhance their personal sense of inner well-being, interconnection and respect for humanity, diversity and the environment
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
No required texts. All reading is self-directed.
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: COURSE FORUM: Introduction
In 200-300 words introduce yourself, providing background on your goals as an educator and activist, your professional situation (your school, location, years of experience, what subjects and grade levels you teach) and what you hope to gain from this course. Feel free to respond to any other postings from educators who are also taking this course.
Assignment #2: LEARNING JOURNAL
In the Learning Journal, complete a separate Journal Entry for each event or activity. You may focus on one project, or mix unrelated activities, as long as all of the activities you log here relate promote one or more of the World We Want subject areas: ecoliteracy, community service, inner well-being, or social justice.
You may group your activities as you see fit; please complete a minimum of 2 separate journal entries. To complete Assignment 2, your Learning Journal must equal 10 hours.
Use a separate response box for each Journal Entry. Describe the activity or event and any new questions, personal reflections, insights or learning inspired by your experience which are relevant to your professional situation. Alternatively, you are welcome to collect your Learning Journal entries in a Word document and upload it to the online course environment.
In order to earn quarter credit at the 400 or 500 level you must:
a. Complete 10 hours of events/activities and document them in Assignment 2 AND
b. Complete additional assignments as outlined in the next section.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #3: COURSE FORUM: Self-Directed Research
Select and read book(s), online posts, or a series of articles relating to your activities/project representing at least 150 pages, or 50 pages combined with 2 + hours of multi media research. In 1-2 paragraphs, share the name(s) and author(s) of the materials, your interest in this reading, and describe generally how your reading might inform your curriculum.
Assignment #4: Self-Directed Research: Reflections & Applications
Supply information regarding your reading in Assignment 3. Using the format below, answer the following nine questions:
Text Name (or list of articles):
Questions to answer:
a) What is the main thesis of the reading materials which you covered?
b) In what ways do you agree and disagree with the author's premises and why?
c) Explain how this reading will be useful to you in your situation. Are there direct applications to your work related to ecoliteracy, social justice, community service or inner well-being?
d) Do you feel motivated to make changes in your everyday life, or offer community/social service, as a result of your reading/research?
e) What further explorations along these same thematic lines would be valuable for you, and what specific books or other materials would you refer to?
f) Is there a potential opportunity for you and your peers/friends to engage in collaborative social/environmental action related to your learning objectives?
g) How has your awareness of an interrelated context of environmental sustainability/social justice/spiritual wellbeing deepened, locally and globally?
h) Has this reading/research encouraged self-growth, expanded consciousness deepened your spiritual perspectives?
i) Any other comments you care to make?
Assignment #5: Create and implement a unit reflecting what you’re learned in this course
Using the Heritage Institute lesson template or one from your district, design three (3) related multi-lesson thematic units that can be applied to your professional situation, reflecting what you learned in this course. The lessons should be related to your projects or research topics.
The core focus of the first lesson should be environmental sustainability, the second lesson social justice, the third inner well-being.
Once your lesson is done, upload it into The Heritage Institute Lesson Library following the correct methods to properly classify it.
Answer the following questions regarding the curriculum you’ve designed:
a) How can ecoliteracy be woven into the social justice lesson, inner well-being woven into the ecoliteracy lesson, etc.?
b) Is the context of the lessons local and/or global?
c) How will your students broaden and apply their learning in everyday life? With their families? In their community?
d) Can the learning be experienced holistically (i.e. embodied at the heart and hands level) as well as academically?
e) Will the lessons provide opportunities for experiencing nature, field trips, mentorship/leadership projects or participation in community service-learning?
Assignment #6: (500 Level ONLY)
In addition to the 400 level assignments, complete one of the following:
Option A) Prepare a Powerpoint, Keynote or video presentation for students, staff or parents in which you show how your proposed curriculum contributes to positive change in the areas of ecoliteracy, social justice, community service or inner well-being.
Option B) ) Conduct additional research related to the topics you have focused on. Launch an online blog site, or make a post on your current blog. Your blog site should be available to your students and colleagues; share the link with them. In a 400+ word post on your blog, introduce your subject and summarize how your learning focus can be deepened to reveal connections with other areas. For example, if your learning focus is teaching about ecological systems, you might explore the social justice implications of industrial agriculture, soil depletion, and climate change. Use relevant images, videos or infographics to illustrate your post. Invite your students and colleagues to access the blog and comment online on your post.
Option C) Another assignment of your own choice, with the advisor's prior approval.
C. INTEGRATION PAPER
Assignment #7: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Ann Amberg, M.C.S., has degrees in Environmental Studies/ Integral Ecology and Contemporary Spirituality, and has created arts/ecology curriculum and facilitated science/spirituality courses in England and the U.S. She has been a communications consultant, book designer, bereavement counselor, and natural history teacher. She is a facilitator for the Awakening the Dreamer symposium and has delivered presentations to educators in Canada, the U.S. and England.
WORLD WE WANT: 1 Credit
Biomimicry Institute – Education
Bioneers – Youth Leadership
Bioneers Educator’s Resources
Center for Ecoliteracy
The Center for Partnership Studies
The Center for Education, Imagination and the Natural World
Charter for Compassion
Children & Nature Network
Climate Change Education.org
CLEAN: Climate Literacy and Energy Awareness Network
Common Sense Education: Climate Change Resources
Edutopia: Creating Classrooms for Social Justice
Facing the Future
Educator’s sustainability curriculum
Inward Bound Mindfulness Education
Living Economies Forum
Richard Louv: Nature Defecit Disorder
Mission Life Force
NASA Global Climate Change Education
PYE Global- Partners for Youth Empowerment
Roots & Shoots
Teachers for Social Justice
Young Women Empowered
VIDEO, FILMS, AUDIO
Blue Gold: World Water Wars
Connected: the film
David Orr | Eco Schools: Educating for Sustainable Communities
Bioneers Audio download
Dirt! The Movie
Food, Inc. Take Action
Global Oneness Project
Mother: Caring for 7 Billion
The Story of Stuff Project
This Changes Everything
Dreaming the Future- Reimagining Civilization in the Age of Nature
By Kenny Ausubel
Half-Earth: Our Planet's Fight for Life
By Edward O. Wilson
The Climate Change Playbook
By Dennis Meadows, Linda Booth Sweeney and Gillian Martin Mehers
22 Systems Thinking Games for More Effective Communication about Climate Change
Dawn Publications: Connecting Children & Nature
Coyote's Guide to Connecting with Nature
By Jon Young, Ellen Haas, and Evan McGown
The Great Disruption: Why the Climate Crisis Will Bring On the End of Shopping and the Birth of a New World
By Paul Gilding
Diet for a Hot Planet: The Climate Crisis at the End of Your Fork and What You Can Do about It
by Anna Lappe
The Future of Nature: Writing on a Human Ecology from Orion Magazine
By Barry Lopez
Outdoor Classrooms: A Handbook for School Gardens
By Janet Millington and Carolyn Nuttal
The Best of Making Things: A Hand Book of Creative Discovery
By Ann Sayre Wiseman
Vitamin N: the Essential Guide to a Nature-Rich Life
By Richard Louv
The Great Work: Our Way into the Future
By Thomas Berry
A Pedagogy of Multiliteracies: Learning by Design
By Mary Kalantzis and Bill Cope
Educating for Humanity
By Mike Seymour
Edens Lost & Found: How Ordinary Citizens Are Restoring Our Great American Cities
By Harry Wiland
Resurgence & Ecologist Magazine
Tomorrow’s Children: A Blueprint for Partnership Education in the 21st Century
By Riane Eisler
Universe Story Trilogy K-6
Born with a Bang
From Lava to Life
Mammals Who Morph
YES! Magazine for Teachers