College Without WallsIndividually Mentored and Online Low-Residency Programs for Working Adults

Bachelor of ArtsMaster of Arts

Teacher Preparation Ph.D.

Exceptional Freedom for Exceptional Students

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Prescott College began in the 1950s when leaders of a small town in the stunningly beautiful pine and chaparral country ofcentral Arizona were searching for a new cultural identity. Drawing on the Congregationalist tradition of founding over 50leading colleges and universities in America, beginning with Harvard in 1636 and including other leading colleges and univer-sities such as Middlebury, Dartmouth, Amherst, Smith, Yale, Oberlin, Grinnell, Whitman, Colorado, Pomona, and Scripps,Dr. Charles Franklin Parker, minister of Prescott’s First Congregational Church and Prescott College founder, announced anambitious project of creating the Harvard of the West, Prescott College.

Many of the philosophical and educational principles that form the foundation of Prescott College – designed to produce theleaders needed to solve the world’s growing environmental and social problems – emerged in 1963 in a significant conferenceof state and nationally known leaders from higher education funded by the Ford Foundation’s Fund for Post SecondaryEducation, Business, and Industry.

In a Changing World . . .Dr. Parker’s vision for “for a pioneering, even radical experiment in higher education” and“to graduate society’s leaders for the 21st Century who would be needed to solve theworld’s growing environmental and social problems” seems especially prescient today.Human society is coming to terms with the fight against global warming and its potentialfor large-scale, adverse health, social, economic and ecological effects. Society is alsolooking to new models of education to better prepare students of all ages for their role asglobal citizens.

Making a differencein the World

About Prescott College

College Without WallsKnowledge Without Boundaries

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Education Where You Live and WorkPrescott College students complete their coursework wherever they are – in rural communities, small towns and large metro-

politan areas – without interrupting jobs, family life, or connections to their own communities.Students live in Arizona, California, Colorado, New Mexico, and throughout the West, Pacific Northwest and New England.

Education UnpluggedPrescott College offers three low-residency degree tracks: Bachelor of Arts, Master of Arts, and Ph.D., and two low-residencyCertificate tracks: Post-Bachelor of Arts, and Post-Master of Arts in a wide variety of subject areas – all of which cater to theadult learner who has already accrued valuable life experience. The average age is 35, and women represent 70 percent oftotal enrollment.

The College’s academic programs are “unplugged” from such conventional practices as the departmentalization of knowledge,confining learning to the classroom and textbooks rather than real experience and thinking of college as preparation for life,rather than life itself. Prescott students learn critical thinking and research and how to apply them to real-life problems andtheir own passions by living them, testing them out in real time.

At Prescott College the best learning is collaborative, and the best teaching is individual. Education at Prescott College isgrounded in the fundamental idea that the student is in control of her or his learning, and learns best through self-directionand real-life experience. Programs of study at all levels are individualized; no two paths taken by students are identical.

An Emphasis on TeachingStudents are empowered at Prescott College because the faculty view students as co-creators of their educational experiencerather than as consumers. Like professors at other distinguished colleges and universities, Prescott College faculty authorbooks, publish in prestigious journals, speak at international conferences, and receive competitive grants to support theirresearch and creative work. What distinguishes Prescott College faculty is a commitment to put their students first. Whilefaculty are supported and encouraged to make strides in their fields, they are first and foremost passionate educators, empha-sizing teaching over research and other scholarly activities.

Student-Directed LearningEnvision your educational goals, design your course of study, and complete coursework under the guidance of an expert.Faculty and advisors work with each student to co-create an individualized concentration within a degree area. This collabo-rative approach ensures valuable learning for teacher and student alike. Students work at their own pace, driven by their ownpassions and guided by experts in their chosen fields.

Hybrid Low-Residence/Online Instruction ModelPrescott College’s low-residency programs are unlike any other educational experience. We combine self-directed, individual-ly mentored and online distance education with a limited residency requirement. This approach offers you the opportunity todesign a meaningful program which is carried out with the support of faculty and mentors (professionals from your homecommunity) who work with you in your chosen field of study. Mentored courses combine tutorial and traditional independentstudy. Students meet weekly with their mentors, at times and locations that are mutually convenient, to discuss material andreview progress. Our individually mentored approach to education results in a Student/Faculty ratio of 1 to 1. Many corecourses are also offered online to small student cohorts by Prescott College core faculty.

Professional Certification and Licensure Students who wish to become licensed mental health professionals or certified educators have the flexibility to blend self-designed coursework alongside state-required courses in Counseling Psychology and Teacher Certification. Be the innovativeeducator or mental health professional you’ve always wanted to be.

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Returning adult students face unique challenges balancing school, work, and homeand family responsibilities. Prescott College’s Low-Residence Bachelor of Arts Degreeand Post-Bachelor of Arts Certificate programs provide flexibility and freedom to stu-dents to design their own studies. With the assistance of experienced faculty, studentscreate individualized programs of study that best fulfill their interests, dreams andgoals. The ideal student for this program is self-directed, has had prior success withindependent learning, is enthusiastic, and can articulate his or her educational goals.

The Bachelor of Arts Degree and Post-Bachelor of ArtsCertificate programs in Education are intended for returningadult students who are seeking to advance their undergradu-ate and professional experience, change careers, or engage inadvanced academic work for personal or professional gain.Each student pursues an independent study based curriculumin collaboration with Prescott College faculty. The courseworkis completed in the student’s home community through theassistance of locally based, qualified mentors.

This flexible structure allows students to maintain their family and work life while theystudy at a distance. Bachelor of Arts students typically bring in one to three years of trans-ferable credit from accredited colleges. The amount of transferable credits and an esti-mated time to complete the degree may be established through a pre-admissions tran-script review and preliminary advising session with an admissions counselor. The estimat-ed time to complete a post-bachelor’s certificate in education is one and one half years.

Credit for Life ExperienceBecause many students who enroll in the Low-Residence Bachelor of Arts Program havealready devoted a great deal of time to learning outside of the classroom. Prescott Collegehas a Life Experience Documentation process in place to evaluate this learning for col-lege credit equivalency.

Bachelor of Arts Post-Bachelor of Arts CertificatesFall, Spring, Summer Enrollment

Erin Conlen ’07Bachelor of Arts Sustainable Community Development

As a Community General Manager fora development company inPennsylvania, Erin Conlen works withdevelopers and builders to design sus-tainable, or “green,” structures.

“Protection of nature and habitatwere always dear to my heart, whichsome would see as a conflict with myjob [in construction]. Most peoplethink you are on one side or theother; environmentalist or builder. Isay, why not be in the middle?

“Through my studies, I continuallyresearch ideas that will enhance whatI bring to the table in construction,trying to offer acceptable solutions toboth sides. The impact I make maybe a small one, but in the end, itbenefits everyone around me.”

“I’m often approached with a puz-zling question – what is a womandoing in construction? I have foundthis is actually where I can make thelargest contribution to the progressof sustainability.”

Bachelor of Arts MajorsAdventure Education Adventure-based TourismAdventure-based Environmental

EducationOutdoor Experiential EducationOutdoor Program AdministrationWilderness Leadership

Education (page 9)

Environmental StudiesAgroecologyConservation BiologyEarth ScienceEcological DesignEcological EconomicsEnvironmental EducationEnvironmental PolicyGeography

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Jessica Williams ’08Bachelor of ArtsEnvironmental Education

As an intern with Prescott College’s Ironwood TreeExperience in Tucson, Jessica Williams leads teensin eco-educational projects in the region and helpscoordinate two local farmers’ markets.

She was recently awarded the Campus EcologyFellowship award through the National WildlifeFederation’s Campus Ecology Program. As an NWFFellow Jessica will focus on reducing carbon emis-sions by cutting down on the distance food travelsbefore reaching the consumer. More specifically,she’ll promote creation of farmers’ markets on col-lege campuses across the country to advocate forlocal food consumption among college students.

“I am currently in the process of writing a BestPractices Protocol for starting a campus farmersmarket. We plan on distributing this protocol tocampuses around the country who are interested inbeginning their own farmers’ market on campus.”

Human EcologyMarine StudiesNatural History and EcologyStudent Directed:Environmental PlanningEnvironmental Resource ConservationEnvironmental BiologyGreen Construction ManagementWildlife Biology

Human DevelopmentCounseling PsychologyEcopsychologyEquine-assisted Mental HealthHolistic HealthPsychologyTherapeutic Use of Adventure

EducationStudent Directed:Adolescent PsychologyExpressive Arts TherapyGerontologySomatic Psychology

Post-Bachelor of Arts Certificate – Areas of StudyEarly Childhood EducationEarly Childhood Special EducationElementary EducationEquine-assisted Experiential LearningSecondary EducationSpecial Education: Learning or Serious Emotional Disabilities, and Mental Retardation

Substance Abuse TreatmentTranspersonal PsychologyWilderness TherapyWomen's Studies

Human ServicesStudent Directed:Human Resource ManagementHuman Services with an Emphasis in

Social Work

Humanities/Interdisciplinary Studies/Liberal ArtsStudent Directed:AnthropologyArt History Creative WritingCultural StudiesEnglishExpressive ArtsFilm StudiesHistoryJournalism

LanguagesLiteratureMuseum StudiesMusicPeace StudiesPerforming ArtsPhilosophyPhotographyPolitical Science Religious StudiesSociologyStudio ArtsVisual ArtsWriting and Literature

ManagementStudent Directed:AccountingComputer Applications for

ManagementFinanceMarketingNonprofit ManagementSmall Business Management

Sustainable Community Development

Other Student Directed Majors can oftenbe supported. Contact us to find out ifyour ideal college major is supported atPrescott College.

Low-Residence Student ResourcesFinancial AidCompleting a bachelor’s or advanced degree is one of the best investments in futurepossibilities and career earnings that a student can make. It helps students increasetheir earnings at current jobs, eases their transition into new job fields, establishes abasis for the pursuit of an advanced degree, and provides personal fulfillment. One ofthe major benefits of the Prescott College low-residency programs is that students cancontinue working full-time and earning full wages while pursuing a degree.

Prescott College makes every attempt to ensure that all qualified students can attendand assists them in finding financial aid, given individual eligibility. Prescott Collegeparticipates with the federal government in offering all forms of Title IV federal aidalong with institutional and state grants, federal loan funds. The Financial Aid Officewelcomes inquires: Financial Aid Office, 877-350-2100, 928-350-1111,finaid@prescott.edu, Federal School Code: 013659.

ScholarshipsA number of generous merit-based and need-based scholarships are offered to stu-dents each year.

Prescott College Library Prescott College provides access to library services and resources essential for attain-ing superior academic skills regardless of where students and faculty are located. Thelibrary supplements its collection of books, periodical subscriptions, and audio andvideocassettes with electronic access to thousands of additional resources throughonline journal and newspaper databases. Librarians work with students to developcompetency in new and traditional research techniques. They offer instruction inusing online resources, provide books and journal articles, and assist students in learn-ing to use their local resources. They also provide instructional and informationalhandouts (many available online) to help navigate the library and its resources.

Student LifeCareer ServicesPrescott College provides counseling services to assist students with career develop-ment. A dynamic program of assessment, education, and personalized career counsel-ing is offered to promote awareness of options and choices in the present and thefuture. Services include individual career counseling; résumé, cover letter, and portfo-lio development; interviewing techniques; job search strategies; and local, regional,national and international employment listings.

Writing CenterStudents have access to writing support through the Writing Center. Students mayaccess, read, and print handouts and web-based materials that help them thinkthrough writing and learning issues they are facing in a current project. The handoutsand links span the writing process from planning a paper to revising and editing.Sample student papers are available to demonstrate how other students approachedvarious assignments. Students may also consult online in a variety of formats withexperienced writing coaches.

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Exceptional students

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Teacher PreparationPrescott College offers the Bachelor of Arts, Post-Bachelor of Arts,Master of Arts, and Post-Master of Arts in five different subject areas forboth the aspiring and experienced teacher as well as a masters and post-masters programsin School Guidance Counseling:

Early Childhood EducationEarly Childhood Special EducationElementary EducationSecondary EducationSpecial Education: Learning Disabilities, Serious Emotional Disabilities,

and Mental Retardation School Guidance Counseling

Teachers need to be dedicated, informed and resourcefullearners in order to provide a dynamic, learner-centeredclassroom for their students. Prescott College’s programs aredesigned for students who are seeking a teaching credentialand emphasize current educational research and theory, aswell as practical experience in the classroom.

The program includes coursework in theory and methods, field experiences (includinga 12 week capstone practicum/student teaching experience), and a set of structuredassessments distributed throughout the program. All course work, field experiences,and assessments are aligned with the Arizona Professional Teaching Standards (APTS),the Interstate New Teacher Assessment and Support Consortium (INTASC), and theNational Teacher Educational Technology Standards (NETS). Upon completion of thedegree program, candidates apply for an Institutional Recommendation (IR) fromPrescott College.

The basis of the program curriculum is an individualized learning model that revolvesaround an agreed upon and consistent course syllabus accompanied by an individualizedcourse contract. The course contract forms the foundation of the course and is developedas a cooperative document with the student, the Prescott College faculty advisor, and theon-site mentor teacher, and is based on the course curriculum, the student’s prior knowl-edge and skills, and their interests. The assessment of a student’s competence in the pro-gram is based on successful completion of the required coursework in the program ofstudy, their performance in the student teaching placement, and their performance onthe key assessment artifacts embedded in coursework throughout the program.

Students are expected to master educational principles and apply these in problem-solv-ing situations within courses and in their student teaching internship. Student teachershave the opportunity to apply theory that they have learned in their mentored studies andthrough classroom observations. They are encouraged to employ experiential strategies tohelp their students develop the skills, knowledge, and tools needed for further learning.

All students complete their program of studies while remaining in their home commu-nities by working with a mentor, an on-site professional/expert who works with the stu-dent to accomplish the learning objectives of the course.

Dan Jannone M.A. ’07Master of ArtsEducation

Learning OutdoorsFourth graders in Dan Jannone’s classat Primavera School got a jump start oncollege when they presented a poster tothe College’s Master’s Colloquium sum-marizing their research, a water qualitymonitoring project at Butte Creek.

Dan began teaching at Primavera whilestill enrolled in Prescott College’s Low-residence B.A. Program. Founded in1972, Primavera focuses on a whole stu-dent approach to education and servesas a partner school with the College’sTeacher Certification program.

Beginning in August ’06 Dan taught hisclass how to conduct monthly watermonitoring surveys, testing for dissolvedoxygen, pH, and turbidity using state-of-the-art scientific equipment.

What did they find? “For the most part,the water in the creek is normal,” Dansaid. He noted that the best part aboutteaching in the outdoors came when hesaw his students’ curiosity “extend outinto their natural environment, as theyobserved all the changes that were hap-pening around them.”

“Through my teaching and research Iam initiating a dialog using the outdoorsto enhance students’ academics, anddemonstrating an authentic curriculumthat embraces students’ strengths, andexposes them to the wonders of naturalworld through scientific investigation inour local ecosystems,” he said.

The water monitoring project continueswith subsequent classes at Primavera.

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The Master of Arts Program and Post-Master of Arts Certificate programs are for stu-dents of any age and background who wish to complete a Master of Arts degree orCertificate while remaining in their home communities, and without sacrificing personalor professional responsibilities. Students are able to design learning experiences that inte-grate their passions and educational goals. The program is intended for learners who areseeking to advance their undergraduate and professional experience, a change of career,or advanced academic work for personal or professional gain.

Within the Master of Arts and Post-Master of Arts Certificate programs, studentsdesign highly individualized programs with the help of their program’s faculty andtheir individually designated graduate advisor. Students complete the three compo-nents of the program – theory (coursework), practicum, and thesis – through inde-pendent study with the guidance of a graduate advisor.

Professional Certification and Licensure Students who wish to become licensed mental health professionals or certified educa-tors have the flexibility to blend self-designed coursework alongside state-requiredcourses in Counseling Psychology and Teacher Certification. The CounselingPsychology specializations that we offer in Expressive Arts Therapy and Somatic/Bodymind Therapy are available at less than a dozen other Master’s programs in theUS. Equine-Assisted Mental Health and Eco/Adventure Therapy are not found in anyother academically based graduate program in the country. Education specializationsare all aligned with the Arizona Professional Teaching Standards (APTS), theInterstate New Teacher Assessment and Support Consortium (INTASC), and theNational Teacher Educational Technology Standards (NETS).

Self-Designed, Interdisciplinary StudyStudents have a great deal of flexibility in designing a course of study within any ofour five broad curricular areas: Counseling and Psychology, Education,Environmental Studies, Humanities, and Adventure Education. A student may alsoearn teaching certification as part of a master’s in education. Students design excit-ing, highly individualized and interdisciplinary programs, extending beyond theconfines of conventionally departmentalized graduate study.

Master of Arts – Areas of StudyAdventure EducationCounseling Psychology

Adventure-based PsychotherapyEquine-assisted Mental HealthExpressive Arts TherapySomatic Psychology

EducationEarly Childhood EducationEarly Childhood Special Education

Brandon Lott ’08Master of ArtsEcopsychology and PsychosocialTransformation

It’s a long way from the deep woods tothe inner city, but Brandon Lott findsthat principles of deep ecology andecopsychology can foster personal andcommunity transformation among low-income urban youth. He’s discovering“an intimate relationship with naturethat can transport human beings to amore peaceful cohabitation with them-selves and the earth.”

Brandon finds that the College pro-vides “the most valuable way toreceive an education that I have yetexperienced...the fact that Prescottplaces emphasis on social and ecologi-cal literacies speaks volumes aboutwhat type of students they wish tocome through their doors.”

Master of Arts Post-Master CertificateFall, Spring Enrollment

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Education continuedElementary EducationSecondary EducationSpecial Education: Learning Disabilities, Serious Emotional Disabilities, and

Mental Retardation School Guidance Counseling

Environmental StudiesHumanities

A wide variety of Student Directed Master of Arts concentrations are supported withinthe curricular framework above – examples page 13. Contact us to find out if yourideal area of concentration is supported at Prescott College.

Post-Master Certificate – Areas of StudyAdventure-based PsychotherapyEcotherapyEcopsychologyEquine-assisted Mental HealthExpressive Arts TherapySomatic PsychologyEarly Childhood EducationEarly Childhood Special EducationEnvironmental Education Leadership and AdministrationElementary EducationEquine-assisted Experiential LearningSecondary EducationSpecial Education: Learning Disability, Emotional Disability, and Mental Retardation School Guidance Counseling

No Need To RelocateOur Master of Arts Program students complete their coursework wherever they are –in rural communities, small towns and large metropolitan areas – without interruptingjobs, family life, or connections to their own communities. Your community and work-place becomes your classroom as you design your unique degree. Typically, studentswho enroll in MAP are mature, experienced, motivated, and know what they want.Ideally, Prescott College helps them harness their passions and realize their dreams.

ColloquiaLimited-residency means the time you must actually be at Prescott College is minimal.Master’s and Certificate students attend two three-day colloquia per term, four peracademic year.

During the colloquia, students connect with their cohort, make presentations, andcontribute to ongoing dialogue and scholarship among peers and faculty. These arerich and treasured times, during which students build friendships, exchange ideas, andbenefit from internationally known keynote speakers and collegial networking.Students typically come away from the colloquium experience inspired, energized,and ready for their next phase of independent scholarship.

Siobhan Danreis ’06Master of ArtsCounseling Psychology and Art Therapy

Siobhan Danreis, M.A. ’06 not onlyfound a way to integrate lifelong inter-ests in art, biology, psychology, andwellness into her studies at PrescottCollege, she’s utilizing her talents inher profession.

At Prescott she explored painting withtwo gifted artists and teachers who arealso somatic practitioners like herself,“exploring the gamut…from expres-sionistic to figurative.” She alsoattended three Prescott College ArtTherapy Summer Institutes, studyingwith many of the pioneers and leadersin the field. “It’s where the richestlearning has taken place for me.”

For her thesis, Siobhan focused onthe ways in which development andthe function of the brain, mind, body,personality, and psyche are influ-enced by trauma. The clinical super-visors at the Advocacy Center whereshe worked quickly realized theimportance of her work, encouragingher to turn it into a book.

Now licensed with the state of Arizonain counseling and art therapy, Siobhanworks at a residential treatment centerand has started an expressive artsgroup with another therapist.

“I am so grateful for the quality andrichness of my education at PrescottCollege. I have come to realize thatthis kind of education is not common.”

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Juraj Ujhazy ’08Master of ArtsInternational Conservation andDevelopment

Juraj Ujhazy’s degree plan on sustain-able development in sub-SaharanAfrica joins passions for geography,nature and cultural immersion withprior education in investment banking,business, and economics. He workswith indigenous communities inZambia to provide alternative sourcesof income to local population in orderto protect the area’s wildlife, naturalresources, and rich cultural heritage.Juraj currently manages projectsinvolving tourism and private sectordevelopment, animal veterinary servic-es for cattle farmers, conservationfarming, forestry, and improvement ofhealth services.

Juraj feels that the knowledge he’sgained of sustainability and conserva-tion fields through the PrescottCollege Masters program helps him to“look at many societal issues from amore complete perspective.

“I am less judgmental, and perceive allwith an open mind. It is great to add onthis knowledge to my previous businessand financial background,” he said.

Examples of Self-DesignedConcentrations

Adventure Education• Challenge Course

Facilitation • Corporate Team Building• Expeditionary Learning Theory

& Practice• Rites of Passage and Adolescent

Development

Counseling Psychology• Adventure-Based Counseling • Forensic Psychology • Grief Counseling• Marriage and Family Therapy

Education• Adult Education • Environmental Education • Outdoor Program

Administration• Early Childhood Special Ed:

Neurology of Autism

Environmental Studies• Conservation Management • Restoration Ecology • Sustainable Living Systems• Wildlife Ecology, Policy and

Conservation• Environmental Management

and Planning

Humanities• Art History• Literary Arts• Wellness Education• Cultural Studies with Emphasis

on Latin America

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Jan BreidenbachPh.D. in Sustainability Education

In 35 years as a community and unionorganizer and as a current Ph.D. stu-dent in Sustainability Education, JanBreidenbach’s well aware of the para-dox inherent in working for both socialjustice and sustainability. Social justicecampaigns aim to redistribute theresource pie, but sustainability dictatesthat the pie needs to be altogethersmaller.

Jan is using her Ph.D. program toexplore this contradiction. She plans tostudy a number of Los Angeles organi-zations specializing in some of themeatier social justice issues: housingadvocacy, union organizing, and livingwage campaigns. She is assisting anumber of groups working to buildmore affordable housing and reining inexploitative payday lenders.

While she’s holding down an admitted-ly busy schedule (she also teachesclasses on housing and communitydevelopment at the University ofSouthern California), Jan has plenty ofsupport for her pursuits in her homelife. Sons Jesse and Jake (’08 and ’10)both attend Prescott College. Likemany “Prescott College families,” Jan’sbelieves there is little distinctionbetween “education” and “engage-ment” – “there is no point in being‘educated’ if you’re not going to useyour learning to make a difference inthe world,” she said.

Ph.D. in Sustainability Education Fall Enrollment

The Ph.D. Program in Sustainability Education offers a Doctor of Philosophy inEducation with a concentration in Sustainability Education. Sustainability Educationfocuses on global citizenship and promotes environmental responsibility. This low-resi-dency, four-year program combines expansive interdisciplinary inquiry with intense indi-vidual research and practice. The Ph.D. Program follows a cohort-based learning modelwith ongoing dialogue between students and faculty. Cohort symposia and colloquia pro-vide opportunities for collaboration, interdisciplinary learning, presentation, research, andteaching about topics and issues related to the doctoral students’ programs of study.

This highly selective, innovative, and forward-thinking program aims to contribute toan informed, involved citizenry with the necessary social and scientific literacy, com-mitment, and creative problem-solving skills to engage in responsible, cooperativeaction towards a sustainable future.

Individualized Areas of StudyWithin the central theme of sustainability education, students create individualizedproposals for formal coursework and a practicum based on an educational vision.Ph.D. candidates also complete an action-oriented dissertation which demonstratestheir passionate scholarship.

Examples of Individualized Study:Sustainable Tourism in CroatiaEducation Law and Cross-cultural PoliciesFair Trade in ThailandTransformational Education in Indigenous Cultures

ColloquiaLimited-residency means the time you must actually be at Prescott College is minimal.Doctoral students attend three colloquia in their first academic year, two colloquiaduring phase two and one per year in phases three and four. During the colloquia, stu-dents connect with their cohort, make presentations, and contribute to ongoing dia-logue and scholarship among peers and faculty.

The Ph.D. CurriculumStudents complete the Ph.D. in Sustainability Education in a minimum of four andmaximum of seven years, in four phases.

Phase One: Students embark on interdisciplinary, exploratory foundational courses inpreparation for student-designed specialized study.

Phase Two: With guidance and support from faculty and the cohort group, studentsundertake four to six independent study theory courses.

Phase Three: Three major projects characterize this phase: 1) students design andundertake a service learning practicum; 2) students engage in one or more researchmethods courses; 3) students formulate and submit a dissertation proposal.

Phase Four: During the remainder of the program, students are engaged with their dis-sertation and the practical application of learning/expertise in the student’s focus area.

Peace Studies and MediationThe Farm as a SchoolNatural Resource Leadership

Mission

Prescott College founder Dr. Franklin Parker’s vision “for a pioneering, even radical,experiment in higher education” and “to graduate society’s leaders for the 21st century whowould be needed to solve the world’s growing environmental and social problems” seems espe-cially prescient today. Human society is coming to terms with the fight against global warmingand its potential for large-scale, adverse health, social, economic and ecological effects, and oursociety looks to new models of education to better prepare students for their role as global citi-zens.

Prescott College is foremost, “for the liberal arts, the environment and social responsibility.”Everything we do and plan and dream is embodied in that phrase. We are dedicated to fostering a passion for learning, empathy

for ethical, environmental, and social issues, and an appreciation for diverse perspectives. We believe that through service to oth-

ers, we can foster compassion, and that by understanding issues of ecological sustainability, we can develop the skills necessary to

both appreciate and protect the environment.

Graduate Society’s Leadersfor the 21st Century

Intrigued? Care about the environmentand social responsibility?

Passionate about chartingyour own course?

Complete the attachedCatalog Request Card, drop it in the nearest mailbox andwe will rush you a free copyof the program catalog ofyour choice.

Low-residence Degree Programs

First Name Last Name

Address

City State Zip

Phone Cell Phone

Email

Anticipated Start Date: Term 20

How did you hear about Prescott College?

Bachelor of Arts Master of Arts Ph.D in Sustainability Education Teacher Preparation

Post-Bachelor of Arts Post-Master of Arts

Major interest:

Graduating Society’s Leaders for the 21st Century

Prescott College Admmissions Office

220 Grove Avenue • Prescott, AZ 86301(877) 350-2100 • (928) 350-2100

Fax (928) 776-5242admissions@prescott.edu • www.prescott.edu

“Our culture has forgotten that the words ecology and economics come from the same Greek root Ecos, which meansHome. Ecology is the study of the Home, while economics is the management of the Home. How can we possiblyunderstand the relationships of ecology and economics if we have lost the meaning of Home?”

Professor Doug Hulmes

AccreditationPrescott College grants Bachelor of Arts,Master of Arts, and Ph.D. degrees and isaccredited by The Higher LearningCommission of the North CentralAssociation of Colleges and Schools, 30North LaSalle Street, Suite 2400, Chicago,IL 60602. (800) 621-7440. The TeacherEducation Program is approved by theArizona State Directors of TeacherEducation and Certification. The College isaccredited by the Association ofExperiential Education. Prescott Collegeoperates all its academic field-based pro-grams under permits issued by federal andstate governments when required.