Student Goals

Members of the Earth Masters Sustainability Learning Community will self-structure their individual programs based on their own timeline and goals. In 2007 weekend series workshops will be available. Later on, classes will be offered in six-day units or through the shorter component parts of these six-day workshops. Varying program models are especially suitable for students pursuing the goals of:

· Classroom/Workshop Teaching

· Project Assistance & Field Instruction

· Maintenance & Mechanics and …

· Field Design for Home/Project Use.

Students may combine any elements to plan ahead or springboard on to discover how their course interests can connect to future learning through the corresponding work of the Earth Innovators Leadership Education Listserv and EM Mapping Project, for more options in BC eco-education and beyond.

Teaching / Learning / Assignment Objectives

SIX-DAY INTENSIVES

OVERALL - The aim for this self-designing program is to prepare keen ground-level students of the earth arts with the knowledge and hands-on skills to move forward with their own project designs and sustainability interests.

DAY - 1 - This is a “springboard”, fear-removal program, providing a good overview of the full range of examples and applications of projects within any given sustainability topic area. Day 1 shares lots of pictures, stories and theory… lots of ideas – no matter who the audience is.

DAY - 2 – Covers the basics (overview – what you need to know in your attempt to make lifestyle additions in that topic area) – HOW TO – AM - formulas, how to instruction, steps, legal requirements, what you would need to look into next – things that individual students would have to cover (leave nothing out – checklist format) if he or she were preparing to pursue this topic area in a more serious endeavor. Afternoon – Practice, project creation, ideas, brainstorm, how those steps / legal relate to his or her circumstance / life / experiments / program requirements, etc..

DAY - 3 – AM - Taking the basics further – HOW TO of CONSTRUCTING for the student's project idea or interest, further learning or research that will be needed, what resource help is available, how to budget for it. Afternoon – Practice, project delineation, how could it work, how to field test ideas, will the student’s underlying objectives be satisfied, choosing project teams, and if appropriate, troubleshooting in the field, calling in design help – who, how and why of idea design.

DAY - 4 – Instruction for Engineering or DESIGN of the Students’ Projects – Concrete drawings, lists, project thought – taking the steps to action, what will need to happen in which time frames, who to call in when, engineers and professionals, what language will they be using – formulating a plan, checking it over. Feedback from the instructor about creative student ideas.

DAY - 5 – Advanced Instruction / Evaluations – shorter morning session – Bringing it all together, commitment to going forward, what concerns are there?... Raising concerns that you’ve had. Introducing more complex lessons for future study. – Afternoon:

1) Format One – Team or Student Project Evaluations – Peer Review, Instructor confirmation. Final analysis. Student Feedback. Prep for Field Trip / Work Day – Maps, gas, housekeeping, car pool, tools, clothing, org… etc.

2) Format Two – Teacher’s Camp Format – Teaching Assistant and would-be Presenter Auditions. Planned and set up at or before the beginning of the class. Audition time divided by the number of WILLING audition students/ teachers/ presenters, minus breaks. Video tape auditions for feedback and continued learning. Peer review voting through creation of a mock class or program. (Students can slot the people they want to see present in each several hour block, using a classroom teaching template).

DAY - 6 – Student-organized field work / tours / site development / example – hands-on: take it apart / put it together.

Student Learning Outcomes

GENERAL – Our workshop classes are designed to meet a wide range of needs while complementing each other and fitting together into a sustainability training education tailored to fit each individual perfectly. We hope to encourage an "each one teach one" model towards sustainability, in which students will pursue other training and go on to offer their own workshops and share knowledge openly and freely with the public. Over time, this will allow the workshops and courses of the Earth Masters schedule to become more and more specialized and continuously new and evolving, as the students go on to dispense the more general knowledge. Like ripples in a pond our student and teacher efforts begin to permeate our society and world, bringing inspiration to new generations of committed lifetime sustainability learners.

THROUGHOUT EVERY TOPIC - Students will develop a level of familiarity with the basics, and confidence with the language to converse comfortably with field engineers and professionals for their own home-designing, building, and maintaining of projects, equipment and tools.

The Earth Masters program is a leadership opportunity for those in need of more how-to, hands-on education in sustainability… and for those wishing to co-create the next transitional phase to a new eco-future where seek-and-be-helped education is an open service system for and by all people from all walks of life. We ask you, as a student or a teacher, to BE the change you want to see in the world when you share your valuable skills and knowledge within the classrooms of this Program.

Please come and join us!

* To REGISTER for Fall Introductory Community Learning Classes (Click and scroll down)

OR

* To REGISTER as an ongoing Earth Masters student & get more detailed information

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