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EECO500: Developing Environmental Understandings

Explores how personal environmental identities, values, beliefs, feelings and attitudes are formed. . Considers how environmental education and communication programs approach building a sense of place and wonder; offer direct experience in the environment; help develop responsible environmental behaviours; and build the capacity to implement meaningful environmental actions that resolve environmental problems and issues. Students examine the historic evolution of environmental education and communications, and various theories of environmental learning and literacy
Course Credits: 3.0

EECO503: Foundations for Environmental Communication

Explores the intersection of communication and the environment in various mediated and unmediated forms. Introduces a range of significant interpersonal, group/organizational and mass communication theories to environmental communication. Examines those theories from the context of their practical contributions to environmental communications and our understanding of how we form notions about the environment. Highlights the essential role communication has played in getting us to our current environmental situation and the role communication might play in helping us to change course.
Course Credits: 3.0

EECO504: Systems Perspectives

Explores the value and implications of engaging in systems thinking for environmental education and communication. Investigates what systems thinking means, and what systems thinking entails through reviewing, engaging with, and applying key concepts and common approaches that are used in systems work. Considers the source and nature of various perspectives on systems, and reveals how different approaches lead to different understanding and thus different action. Distinguishes the opportunities and constraints of acting responsibly in a complex systems world.
Course Credits: 3.0

EECO508: Learning Theory and Program Design

Cultivates increasingly sophisticated understanding of learning processes. The search for meaning through the active elaboration of our meaning system - one possible definition of learning - seems to be at the core of being human. As a result of this course, educators will be better able to design effective programs and products. Instructional design will be seen as an intentional process to create learning environments that support effective and efficient learning and instruction appropriate to particular bodies of skill and content and in specific contexts. With support and critique from classmates, students will design or re-design an instructional module they use or plan to use in their environmental education work.
Course Credits: 3.0

EECO509: Ecopsychology: At the Intersection of Theory and Practice

Provides an in-depth exploration of the intersections of psychology with environmental education and communication. Draws on emerging scholarship by framing this field of study in psychosocial terms. Explores the roles of relationships, ideology, culture, beliefs, and values to help students acquire a theoretically informed engagement to guide the practice of environmental education and communication.
Course Credits: 3.0

EECO510: Worldviews, Ethics, and the Environment

Examines the concept of worldviews and how worldviews intersect with a range of philosophical and ethical stances at work today as expressed in contemporary environmental education and communications. A significant part of the course involves personal reflection on one’s own worldview and ethical foundations. Investigates environmental ethics as they are tested against real-world environmental problems.
Course Credits: 3.0

EECO586: The Biosphere and Sustainability

Explores the ecological principles governing the dynamic structures and processes of ecosystems and sustainability and how they can be applied to better understand responses to anthropogenic stress.
Course Credits: 3.0

EECO620: Approaches to Research in Environmental Education and Communication

A hands-on introduction to a range of research methods and approaches. Ethical considerations in research, research design, and the collection and analysis of both quantitative and qualitative data will be explored. Students will carry out both qualitative and quantitative research projects. Initial steps will be made towards a thesis or research project proposal.
Course Credits: 3.0

EECO680: Leadership for Environmental Action

Applies concepts, knowledge, and skills learned throughout the MAEEC program to help review thesis progress and assess current and future goals. The work is seen through two complementary lenses: leadership and conflict. Applied concepts to be explored include self-awareness, teamwork, self-directed learning, collaboration, negotiation, conflict management, focus and mindful self-regulation both in the residence and in organizational and community settings. Provides a forum for sharing thesis progress and results with peers and to consider the larger implications for environmental education and communication. Reviews and evaluates the MAEEC program experience, reflecting on personal and cohort legacy in the form of the problem-based Legacy Box, designing the closing ceremony for all cohorts. As the graduating cohort, EECO 680 students will assume a leadership role and engage with the whole MAEEC community. Pre-requisites: MAEEC program coursework and thesis progress
Course Credits: 3.0

EECO685: Developing Powerful Writing for Environmental Education and Communication

Focuses on helping students develop their abilities to write clearly and effectively. Provides opportunities to plan and write for a range of purposes including information and education campaigns, media and reports. Examines the requirements of manuscripts intended for publication in the popular press, magazines, academic journals and electronic media.
Course Credits: 2.0

EECO690: Thesis

Thesis-Major Project: The thesis demonstrates detailed and current research in a topic related to the content and objectives of the program, and the mastery of program competencies. This original research project should be between 60-100 pages in length, not including references and appendices.
Course Credits: 12.0

ITAI: Introduction to Academic Integrity

The Introduction to Academic Integrity course illustrates academic integrity and plagiarism in real-life scenarios. A clear sense of academic honesty and responsibility is fundamental to good scholarship, and the integrity of university academic work and the degrees conferred by the university is dependent upon the honesty and soundness of the teacher-student learning relationship and of the evaluation process. Therefore, all students must understand the meaning and consequences of cheating, plagiarism, and other academic offences. The Introduction to Academic Integrity course serves as a helpful, interactive companion to the academic integrity policy and procedures outlined in the Student Policies & Procedures, which contains the policies and procedures that guide academic life at Royal Roads and support our mission as a university.
Course Credits: 0.0