Aug 02, · My dissertation is finished, and available to download: dissertation. I sincerely thank everyone who helped me during my PhD research on urban environmental education and sense of place! Below I would like to copy the acknowledgements section from my dissertation. Kudryavtsev, A. (). Urban environmental education and sense of blogger.comted Reading Time: 7 mins With WriteMyEssayOnline, the Phd Thesis In Environmental Education best service to buy essays online from, you will reach a brand-new level of academic performance!/10() Doctorate in Environmental Education. Doctoral programs in Environmental Education might be suited for educators who hold a masters degree and want to specialize in areas such as environmental leadership or sustainability. Sponsored Listings. Pursue an Online EdD Program from Capella. Accredited online university
Student Theses | Environmental Studies | Fordham University
August 2, Leave a comment. My dissertation is finished, and available to download: dissertation. I sincerely thank everyone who phd thesis in environmental education me during my PhD research on urban environmental education and sense of place! Below I would like to copy the acknowledgements section from my dissertation. Kudryavtsev, A. Urban environmental education and sense of place. PhD dissertationCornell University, Ithaca, New York.
Download: dissertation. This dissertation was a collaborative effort. I am indebted to many great people, programs, and organizations that provided tremendous support to this work. I am happy to have this opportunity to thank at least some of them. My deep gratitude goes to my research committee. I profoundly thank my committee chair Dr.
Marianne Krasny, who is a hard-working, honest, resourceful, and adventurous person and advisor. Marianne inspired my interest in interdisciplinary research, especially connecting ideas about natural resources, education, and communities. She helped me find or apply for several fellowships, grant programs and professional networks.
She supported my research presentations in conferences and seminars in Durban, South AfricaVirginia Beach, VirginiaShanghai, Chinaphd thesis in environmental education, Durham, North CarolinaUppsala, Swedenand Marrakech, Moroccoas well as my project presentations at the Community Forestry and Environmental Research Partnership fellowship workshops in Vermont and South Carolinaand several seminars and symposia at Cornell University. Marianne always found time to work with me and other graduate students, phd thesis in environmental education, despite being incredibly busy as Department Chair, and managing multi-million dollar national research and outreach projects, phd thesis in environmental education, including Garden Mosaics and EECapacity.
Marianne is a great scholar, leader, and mentor; working with her was an exceptional honor. I acknowledge and thank my other extremely supportive committee members—Dr.
Richard Stedman, Dr, phd thesis in environmental education. Scott Peters, and Dr. Mark Bain—who helped me move through my research by offering their expertise in development sociology, education, natural resources, research methods, and other areas, phd thesis in environmental education. Richard Stedman introduced me to the sense of place literature, as well as environmental psychology and sociology in general.
It is incredibly exciting to do research about sense of place because connection to places is fundamental to being human. I am also glad that most people can understand and appreciate my research because everyone intuitively knows what a place is, and everyone has personal ties to some meaningful places in cities, in wild areas, or elsewhere. Scott Peters taught me about community education and development, and helped me understand and appreciate the narrative research method.
Learning about narratives was also significant on a more personal level because we all learn through stories. Narrative approach helps me better understand people, professional biographies, organizations, communities, discourses, and the whole of society from a different perspective. Mark Bain helped me to think about the urban environment using the system approach, and to relate sense of place and ecosystem-level outcomes of urban environmental education to human well-being.
I am profoundly sad that Mark recently passed away; he is missed by many. I also appreciate that my committee supported me in using both quantitative and qualitative methods, allowing me to explore my research questions from diverse perspectives.
New York City is an ideal place to study and explore urban environmental education because of the diversity of educational practices, approaches, and ideas that are found there. They all possess remarkable expertise in social and environmental issues in urban communities, and in urban environmental education. They wholeheartedly endorsed this research project, wrote letters of support for my grant applications, contributed to my research proposal, shared their narratives, administered the sense of place surveys, and shared their passion and knowledge about urban communities, phd thesis in environmental education, environmental education, urban environment, the Bronx, and New York City.
Without their expertise, phd thesis in environmental education, and support this work would not have been phd thesis in environmental education. They and other staff members welcomed me to be part of their urban environmental education programs in their organizations, including the Bronx River Alliance, Youth Ministries for Peace and Justice, Rocking the Boat, Phipps Community Development Corporation, Satellite Academy High School, THE POINT Community Development Corporation, and Mosholu Preservation Corporation.
I thank all of the students in urban environmental education programs in these organizations who helped me learn about urban environmental education through informal communication or by participating in my surveys and narrative inquiry. Because this research project was participatory, I had the opportunity to become part of the communities in my research site.
One of many related meaningful moments was when Jennifer Plewka gave me the key for the Drew Gardens gate, which is perhaps the most diverse community garden in the South Bronx in terms of participants, plants, ecosystems, and community activities. To me, this key symbolizes that I became a member of local environmental communities in the Bronx—one of the people who cares about nature and people in New York City.
Another gift I received from a member of the Bronx community is a skateboard made by Victor Davila, one of the high school students who participated in my narrative interviews. Victor organized EcoRyders, an environmental education program that teaches younger students how to assemble and paint skateboards, and to use skateboards to explore the South Bronx neighborhoods and ride to community gardens to help gardeners. The painting on my skateboard features the New York City skyline and urban trees.
During my time at Cornell University, I moved in and out of New York City several times, phd thesis in environmental education, and lived in the city for about two years total. Many of the places I visited and the people I met in New York City influenced my research, became part of my own identity, and represent my place meaning for this city—including communities in the Bronx, many environmental leaders and other community members, the Bronx River, the whole of New York City, Midtown, Downtown, Lower East Side, Harlem, wilderness sites, skyscrapers, architecture, museums, diverse cultures and languages, UN Headquarters, community gardens, oyster reefs, the High Line park, phd thesis in environmental education, the Bronx Zoo, Central Park, Time Square, Governors Island, the Statue of Liberty, City Hall, New York Harbor, the Atlantic Ocean in Breezy Point, Hudson River, community gardens, the subway, busy streets, green roofs, beautiful waterfronts, and boats on the Bronx River.
I am thankful that I experienced first-hand all of these things and learned many stories about them, including from local people and academic publications.
All of these interactions and phd thesis in environmental education influenced my view of the urban environment and how I wrote this dissertation. My communications with my Bronx research partners kept me going during this project. I would like to share some excerpts that brightened my days, informally validated this research, and helped me remember why our work together is valuable. I really appreciate your hard work and commitment to both your research and to the organizations and people that are a part of it.
I also look forward to seeing the results of your research and to any future opportunities to work with you again in the future. The ideas that were brought are interesting and important. And just your physical being here and moving between and looking has become like a necessary instrument. Your input made my experiences and the students richer just what an objective observer does not want to hear.
It has been an honor to work with you! During my program at Cornell University, phd thesis in environmental education, I enjoyed exchanging research ideas with many fellow graduate students, some of whom have already become professors in different universities. They would often provide feedback on my research ideas, manuscripts, and practice presentations, or just cheer me up.
I also had fun exchanging environmental ideas with Sihai Wang and Zafri Hassan on our one month, 11, mile road trip around the United States in summer —while visiting National Parks and National Seashores, including Badlands, Mount Rushmore, Yellowstone, Grand Teton, phd thesis in environmental education, Point Reyes, Yosemite, Sequoia, Grand Canyon, Gulf Island, Everglades, Great Smoky, and Mammoth Cave—and while visiting several cities such as Chicago, Salt Lake City, San Francisco, Los Angeles, San Diego, Las Vegas, Tucson, New Orleans, Key West, Miami, and Columbus.
Because phd thesis in environmental education learn much about certain places in comparison to other places, my travel experiences in the United States helped me to better understand and appreciate New York City as my research site.
I also acknowledge Drs. James Lassoie, Joseph Yavitt, Steven Wolf, and Timothy Fahey, professors in DNR, as well as Suzanne Wapner—for whom I worked as a teaching assistant and whose outstanding teaching and research approaches influenced my scholarship. I also thank the whole DNR, including everybody in the DNR Graduate Student Association, for being such a great intellectual and supportive community. The annual DNR Graduate Student Association Research Symposium, phd thesis in environmental education, and weekly DNR seminars were particularly helpful events in advancing my own research.
This dissertation would not have been possible without immense resources provided by the Cornell University Library. Particularly, Mann Library provided me with state-of-the-art information technologies, useful workshops on information search and management, comfortable workspace, supportive atmosphere, place for collaboration with other students, and a beautiful view of Beebe Lake.
I would like to thank staff at Mann Library, especially Betsy Bush and Tom Clausen along with other people at the circulation desk who phd thesis in environmental education incredibly professional and always served patrons with a smile, phd thesis in environmental education, as well as other behind-the-scenes staff who processed my multiple requests for material purchases, phd thesis in environmental education, and delivery when I was reviewing large amounts of literature.
Browsing the library collection shelves was one of my favorite pastimes, which often led to discovering relevant books, articles, or authors that I was not aware of. I am glad that the library had an electronic subscription to most journals in my research area.
Indeed, Mann Library with its specialization on environmental and interdisciplinary research areas was an ideal library to support my project.
When some materials were not available, librarians would always positively respond to my request to subscribe additional journals or purchase books related to my dissertation. Through a rapid delivery system, the Cornell University Library also gave me free access to books and other materials at Brown, Columbia, Dartmouth, Harvard, MIT, Princeton, University of Pennsylvania, and Yale.
I think that at different times some books were delivered to me from all of these universities, which helped me conduct thorough literature reviews for my dissertation, phd thesis in environmental education, including the review on urban environmental education, and review on sense of place.
I am also grateful to the New York Public Library, whose famous main branch building on Fifth Avenue I used as my office for an entire summer.
Yet I also acknowledge other information resources that are often taken for granted, such as Google Scholar, ERIC, other online databases, and Wikipedia, which facilitated my research. I also thank the Cornell University Graduate School, the College of Agriculture and Life Sciences, and faculty in different departments at Cornell University.
Many people including DNR directors of graduate studies Dr. Phd thesis in environmental education Kraft and Dr. Shorna Broussard Allred, and DNR assistants Erin Kelly, Meghan Baumer, and Sarah Gould provided ongoing, efficient administrative and informational support; they promptly and professionally handled any issues and made everybody feel welcome.
Françoise Vermeylen at the Cornell Statistical Consulting Unit helped me with statistics and the survey phd thesis in environmental education. Sara Schaffzin helped me edit two chapters in this dissertation, and improve my academic writing skills.
Some course instructors also indirectly shaped my work. I am thankful to instructors at Cornell who taught me some Spanish and French, which helped me to communicate with some Spanish-speaking community members in the Bronx and with French-speaking participants of international conferences.
I am also grateful to the whole education system at Cornell University and in the United States for enabling me to ask novel and interdisciplinary research questions, and giving me the best institutional support phd thesis in environmental education to answer these questions. Sometimes I stop for a moment and realize that very few people the opportunity to go to an Ivy League school, work with the top scholars in the world, get the best intellectual support, and conduct research on one of the most interesting topics in one of the most exciting cities in the world.
I wish more people were as lucky as I am, I wish more people had so many opportunities to learn, explore, and contribute to something meaningful. In addition, phd thesis in environmental education, I also received a lot of support from different experts from outside the university. My special thanks go to a number of individuals and organizations that helped me better understand urban environmental education through internships, workshops, or our exchange of ideas. Gretchen Ferenz, Director of the Urban Environment Program at Cornell University Cooperative Extension—New York City, generously shared with me her environmental education network in the city and introduced me to numerous educational organizations, including in the Bronx and Manhattan.
Gretchen also shared her passion for public service and working with underserved urban communities, and her inspiration about nature in New York Phd thesis in environmental education when she served as my internship supervisor during two or three summers in the city—when I had my own cubicle space in a building on 34th Street near the Empire State Building. I also happily listened to meaningful environmental stories from her husband Tom Fox, a great environmental leader; a founder of New York City Water Taxi; and advocate for open space, waterfront access, parks, greenways and community gardens in New York City.
Thomas Elmqvist of the Stockholm Resilience Centre and Stockholm University helped me and some of my research participants understand our research and practice through the framework of resilience, and invited us to conduct a presentation at Phd thesis in environmental education Expo in Shanghai, China. All these people and other environmental leaders in New York City and elsewhere believed in my abilities and endorsed my project, which gave me confidence to pursue this project in the city.
Numerous ideas in my research were inspired by my brief or long-term communication and work with awesome people in different research institutions, the North American Association for Environmental Education, the EECapacity project, and other environmental organizations.
Though they may not realize it, their generosity in sharing their professional stories, insights, and advice shaped the direction and form of this research project. I also thank editors and anonymous reviewers in two journals, Environmental Education Research and Ecosphere, whose constructive, critical, and positive feedback helped me revise two chapters, and publish them in these journals.
Preliminary feedback from an editor in the Journal of Environmental Education helped me to significantly improve the chapter and manuscript on urban environmental education. Many other people helped me in different ways during my field research in the Bronx, New York City.
I thank all of the people who I informally met during my time in the Bronx for our conversations that directly or indirectly contributed to my project.
A Better Approach to Environmental Education - Sean Cain - TEDxEdUHK
, time: 13:33Dissertation | Urban Environmental Education
phd thesis on environmental education Graduate Studies. Ours is a vibrant, cohesive department aimed at the highest standards of scholarship/10() Doctorate in Environmental Education. Doctoral programs in Environmental Education might be suited for educators who hold a masters degree and want to specialize in areas such as environmental leadership or sustainability. Sponsored Listings. Pursue an Online EdD Program from Capella. Accredited online university The UN has declared to the Decade of Education for Sustainable Devel-opment. However, education is often viewed as an unalloyed good and consequently, there have been few empirical studies on the costs and benefits of different forms of ed-ucation within the fields of environmental conservation and sustainable blogger.com Size: 2MB
No comments:
Post a Comment