Our Courses
Course Information
For detailed information on course topics, themes, and assignments, please view the Overview and Details of Foundational Web-based Coursework. For course costs, please visit our Reduced Tuition and Fees page.
Term Dates:
- Summer: Mid-May to early August
- Fall: Late August to early December
- Spring: Late January to early May
For specific dates, refer to the Miami University Academic Calendar.
Core Courses: Themes, Topics, and Assignments
The following is provided to exhibit the topics, themes, and assignments in Project Dragonfly’s required Core web-based courses. The main goal of this document is to provide information about each course, identify connections between and amongst course themes, and to encourage creativity in addressing new topics that are relevant to conservation and education.
| Conservation Science and Community (CSC) | Biology in the Age of Technology (BAT) | Issues in Evolution (IEV) | Science Leadership and Media Workshop (SLMW) | Master's Capstone (CAP) | |
|---|---|---|---|---|---|
| Credits | 3 (letter grade) | 3 (letter grade) | 3 (letter grade) | 3 (letter grade) | 2 (credit/no credit) |
| Overall Theme | Current and foundational issues in conservation science with a focus on community engagement. | Applications of technology in addressing complex biological issues and in engaging the public in solutions. | Current and foundational issues in evolution and education. Online discussions allow for in-depth discussion / understanding of the complexity of the issues. | Writing and publication as an outlet for expressing ideas and influencing a field of practice. Understanding how authorship contributes to professional and personal development. | Reflection, synthesis and discussion of master's work with a focus on overall impacts and how experience informs and applies to future work as conservation, education and inquiry leaders. |
| Skills Developed | - Accessing, reading scholarly articles - Web-based discussion - Community engagement methods - Peer Review |
- Web-based discussion - Peer review - Using technology as an outreach / engagement tool |
- Drawing major themes and concepts from scholarly articles - Web-based discussion and facilitation - Relating concepts to professional environment |
- Increase overall skills and confidence in writing and research - Methods for providing meaningful peer feedback/editing |
- Personal reflection - Confidence in writing and synthesizing multiple topics in a comprehensive summary - Providing meaningful peer feedback |
| Details of themes/topics | - Understanding conservation values and participatory action methods - Human-wildlife conflicts - Global and landscape approaches to conservation |
- Technology and nature deficit - Technology and conservation and wildlife management - Using social media and technology for conservation education |
- Evolutionary Theory - Adaptation and natural selection vs. plasticity - Sexual selection, kin selection, and altruism - Speciation - Human evolution |
- Ethics in research and publishing -Building a publication project - Identifying venues for publication - Strengthening ideas in writing and project creation |
- Analyzing and reflecting on personal experience and new understandings gained - Reflections as a learning community |
| Assignment Overview | Community Engagement Toolkits: Empowers students to learn more about their communities (broadly defined) by engaging them in participatory techniques |
Eco-Spot: Using a technology based media tool (e.g. podcast, blog) students present a social or ecological issue to a chosen audience in a way that requires/ inspires active engagement. |
Final Project: Students demonstrate an understanding of course topics by connecting core themes to a project that is personally /professionally relevant: 1) lesson plan 2) review paper 3) infographic |
Manuscript/Project for Publication: By the end of the course each student will present and submit a final manuscript/media project to a chosen publication venue. Note: Evidence of submission of the SLMW Leadership Challenge is a requirement for graduation. |
Portfolio: Provides a solid, comprehensive representation of a student's master's experience connecting projects with descriptive/reflective narrative; illustrates how their work has brought about change in local, national and int'l contexts. |
Students will take 14 core online credit hours + 21 Web+ credit hours (AIP students can substitute one Earth Expeditions course as a part of their 21 Web+ credit hours).
| Year | Summer | Fall | Spring |
|---|---|---|---|
|
1
|
Web+ Course: Foundations of Inquiry (BIO 654; 3 credits)
|
Core Course: Conservation Science & Community (BIO 631; 3 credits) Web+ Course: Course topics adapted to fit the mission of the AIP site and the community (typically 3 credits)
|
Core Course: Biology in the Age of Technology (BIO 632; 3 credits) Web+ Course: Course options vary by AIP site (0-3 credits).
|
|
2 |
Web+ Course: Course topics adapted to fit the mission of the AIP site and the community (typically 3 credits) |
Core Course: Issues in Evolution (BIO 634; 3 credits) Web+ Course: Course topics adapted to fit the mission of the AIP site and the community (typically 3 credits) |
Core Course: Science Leadership & Media Workshop (BIO 636; 3 credits) Web+ Course: Course options vary by AIP site (0-3 credits) |
|
3 |
Web+ Course: Course topics adapted to fit the mission of the AIP site and the community (typically 3 credits) |
Core Course: Master's Capstone (BIO 637 for M.A. candidates, BIO 639 for M.A.T. candidates; 2 credits) Web+ Course: Course options vary by AIP site (0-3 credits) |
|
Students will take 14 core online credit hours + 21 Earth Expeditions credit hours (GFP students can substitute up to 7 AIP Web+ credit hours as a part of their 21 Earth Expeditions credit hours).
| Year | Summer | Fall | Spring |
|---|---|---|---|
|
1
|
Earth Expeditions Course: First-Year Course (5 credits)
|
Core Course: Conservation Science & Community (BIO 631; 3 credits) Inquiry & Action 1 (BIO 675; 2 credits)
|
Core Course: Biology in the Age of Technology (BIO 632; 3 credits)
|
|
2 |
Earth Expeditions Course: Second Course (5 credits) |
Core Course: Issues in Evolution (BIO 634; 3 credits) Inquiry & Action 2 (BIO 675; 2 credits)
|
Core Course: Science Leadership & Media Workshop (BIO 636; 3 credits)
|
|
3 |
Earth Expeditions Course: Third Course (5 credits) |
Core Course: Master's Capstone (BIO 637 for M.A. candidates, BIO 639 for M.A.T. candidates; 2 credits) Inquiry & Action 3 (BIO 675; 2 credits)
|
|
2 credits – Spring Semester
Pollinators are critically important to global ecosystems. This course explores the diversity of pollinators, from relatively well-known honey bees to wild bee species and non-insect pollinators such as bats and hummingbirds. Participants implement a project that involves creating a pollinator garden or submitting a pollinator-focused research paper, lesson plan, or grant application.
This online, 2 graduate credit course is open to graduate students and conservation/education-focused professionals all over the country.
Course Description
Pollinators are critically important to global ecosystems. Many flowering plants, including crops and rare wild plants, are dependent on insects and other animal pollinators for successful reproduction. This course will explore the diversity of pollinators, from relatively well-known honey bees to wild bee species and non-insect pollinators such as bats and hummingbirds. Participants will gain an understanding of floral morphology, evaluate threats to pollinators and what can be done to foster healthy pollinator communities and research and implement a Pollinator Conservation Project (PCP) that involves creating a pollinator garden or submitting a pollinator-focused research paper, lesson plan, or grant application. This is a Miami University online course that occurs in Dragonfly’s web-based learning community.
Course Themes and Student Learning Outcomes (SLOs)
Students in this course will:
- Compare and contrast differing flower structures as they relate to pollinator morphology/behavior.
- Evaluate the value of insect pollination for economically important plants such as squashes, apples, almonds, and more.
- Identify common bee groups including leaf-cutter bees, bumble bees, honey bees, masked bees, and more– as well as other non-bee pollinators
- Assess threats to pollinators, including pesticides, habitat loss, and climate change
- Prepare and design a Pollinator Conservation Plan, involving creation of a pollinator garden or submission of a pollinator-focused research paper, lesson plan, or grant application.
Learning Resources & Text
Mader, E., Shepherd, M., Vaughan, M., Hoffman Black, S., & LeBuhn (2011). Attracting native pollinators: Protecting North America’s bees and butterflies: the Xerces Society guide. Storey Pub., North Adams, MA.
In addition, several categories of readings are provided from professional journals and textbooks. Students also are expected to find and share articles using the Miami University Library.
Participants
This graduate course is open to educators, professionals and community members from all disciplines and settings from traditional and informal teachers and school administrators to naturalists and professionals from both the for-profit and not-for-profit sectors. Students taking this course may be master’s degree students in the Advanced Inquiry Program (AIP) and Global Field Program (GFP). To enroll in this graduate course, students must have a bachelor’s degree and be 18 years or older.
Important reminder for graduate students in the Advanced Inquiry Program and Global Field Program: This course is an elective that, due to the specialized content matter, does not contribute toward your degree requirements. However, your grade in this course will affect your cumulative GPA in the program. This is a 2-credit letter grade course.
How to Register
Bee Quest: The Search Begins
3 credits – Fall Semester every year; a single section is offered in the Spring Semester
This course explores the theory and practice of conservation science, including discussion of threats to biodiversity as well as methods to collaboratively address social-ecological problems. Vital to this course is a project in which students work directly with their local community to better understand and address real ecological problems.
3 credits – Spring Semester every year; a single section is offered in the Fall Semester
This course explores the beneficial and negative impacts of technology for conservation biology and environmental action. Topics include wildlife mapping via GPS and GIS, use of drones, satellite imagery, radio-collars, citizen/community science, social media, impacts of media on children, including Nature Deficit Disorder. Through projects, students research a biological problem of interest and design a participatory media product to engage community members in that topic.
3 credits – Fall Semester every year; a single section is offered in the Spring Semester
An understanding of evolution is critical for those seeking to better protect life on earth. In this course, students learn and discuss foundational evolutionary concepts as well as emerging topics. Students design a project that presents information on an evolutionary topic of choice in the form of a lesson plan, infographic, or review paper.
3 credits – Spring Semester every year; a single section is offered in the Fall Semester
This course focuses on developing leadership through community engagement and science communication by writing for many purposes, including peer-reviewed literature, grants, and general community outreach. Students provide critical peer review of others’ work and are challenged to explore a leadership dimension within their professional careers.
2 credits – Fall and Spring Semesters
The cornerstone exit course for students earning a Master of Arts (M.A.) in Biology. Students reflect on the projects and artifacts they have created throughout their master’s experience and how those projects have helped lead them to a deeper understanding of the master’s program core tenets of local, regional, and global understanding; inquiry; environmental stewardship; and community participation/voice.
2 credits – Fall and Spring Semesters
A required exit course for students earning a Master of Arts in Teaching (M.A.T.) in the Biological Sciences. Students review, analyze, and synthesize their own work throughout the degree and create a master’s portfolio. They share their portfolio with peers and discuss their academic and personal progress through their master’s experience. Student portfolios must demonstrate relevance to learning and teaching in formal education settings in addition to the master’s program core tenets.
For summarized information on the topics, themes, and assignments in these courses, please also view the Overview and Details of Foundational Web-based Coursework.
5 credits – Summer Semester every year
This course explores the applied theories and professional skills required to develop meaningful conservation action. Students collaborate to identify needs, design, and implement conservation campaigns.
Course Description
This course explores the applied theories and professional skills required to develop meaningful conservation action. Working with a network of global conservation advocates and non-profit organizations, students collaborate to identify needs, design, and implement conservation campaigns. Students gain skills in community science, stakeholder engagement, conservation behavior change, and inclusion of place-based and cultural values. Throughout the term, diverse leaders in wildlife conservation and environmental education share their strategies, recommendations, and inspiration. This course occurs in Dragonfly‘s web-based learning community and is particularly suited for current or future professionals seeking leadership experience in the wildlife, non-profit, green-business, informal science, or education sectors.
Learn more about this virtual course experience from Samantha Arner, a December 2020 graduate who is spotlighted in a Miami University study abroad series. In “Where in the World is Miami Wednesday: Virtually in Kenya,” Arner explained that she was “devastated” when the pandemic impacted her summer 2020 plans to study abroad in Australia and how she instead completed a virtual course that explored conservation in Kenya and helped support the ongoing conservation work of our Kenyan partners.
Course Themes and Student Learning Outcomes (SLOs)
Students in this course will:
- Evaluate and reflect on the key strategies and organizational characteristics of successful wildlife conservation and environmental education organizations.
- Collaborate to research, design, and implement a conservation campaign.
- Apply skills for community science, stakeholder engagement, conservation behavior change, and inclusion of place-based and cultural values.
- Engage in peer review to provide colleagues with personal insights, connections, and ideas for useful applications.
Learning Resources & Text
Several categories of readings and learning resources are provided, from book chapters and professional journals, to videos and multimedia interactives. All readings and links are posted in Dragonfly Workshops.
Students also are expected to find and share articles using the Miami University Library.
Participants
This graduate course is open to educators, professionals and community members from all disciplines and settings from traditional and informal teachers and school administrators to naturalists and professionals from both the for-profit and not-for-profit sectors. Students taking this course may be master’s degree students in the Advanced Inquiry Program (AIP) and Global Field Program (GFP). To enroll in this graduate course, students must have a bachelor’s degree and be 18 years or older.
Important reminder for graduate students in the Advanced Inquiry Program and Global Field Program: Current master’s students interested in taking this course will receive a programmatic message with details on how to enroll. GFP students and AIP students (with advisor approval) can count this 5-credit course in place of one summer Earth Expeditions field course. Global Field Program students who enroll in Globally Connected Conservation are required to take the 2 credit Fall Semester follow-on course, Inquiry & Action, which puts the summer course ideas and concepts into practice with a semester-long project of their choice. This is a 5-credit letter grade course.
How to Register
3 credits – Summer Semester every year
Covers general biology topics via an inquiry-based and student-driven framework. This course also meets the biology requirement for Project Dragonfly master’s programs.
This online, 3 graduate credit course fulfills the biology requirement for graduate students in the Advanced Inquiry Program and Global Field Program. The course is also open to other individuals who are interested.
Course Description
Course Themes and Student Learning Outcomes (SLOs)
Students in this course will:
- Convey understandings and personal discoveries related to fundamental biological topics including photosynthesis, respiration, enzymes, cellular transport, carbon, nitrogen and water cycles
- Devise and relate findings from mini-inquiries into core biological topics. For example, students might conduct a mini-inquiry comparing the structure of photovoltaic cells in solar panels to that of chloroplasts in leaves. To more fully understand the classification of life, students might create a phylogenic tree of the plant families represented in their backyard.
- Design, conduct, and communicate findings from a community-based scientific study. Students will gain a firm understanding of the process and communication of science by conducting, analyzing, and presenting results from their own scientific study.
- Evaluate the critical relationships between biological concepts and major contemporary challenges to humanity including maintenance of global human health and well being, climate change, biodiversity loss, food security, and distribution of natural resources
- Engage in reflective and evaluative peer review on the web to provide colleagues with personal insight, new perspectives or analyses, ideas for useful applications, and connections to other research and projects.
Learning Resources & Text
Several categories of readings and learning resources are provided, from book chapters and professional journals, to videos and multimedia interactives. All readings and links are posted in Dragonfly Workshop.
Students also are expected to find and share articles using the Miami University Library.
Participants
This graduate course is open to educators, professionals and community members from all disciplines and settings from traditional and informal teachers and school administrators to naturalists and professionals from both the for-profit and not-for-profit sectors. Students taking this course may be master’s degree students in the Advanced Inquiry Program (AIP) and Global Field Program (GFP). To enroll in this graduate course, students must have a bachelor’s degree and be 18 years or older.
Important reminder for graduate students in the Advanced Inquiry Program and Global Field Program: This course is an elective that, due to the specialized content matter, does not contribute toward your degree requirements. However, your grade in this course will affect your cumulative GPA and it does fulfill the biology requirement for the program. This is a 3-credit letter grade course.
How to Register
Not all courses below are offered through every AIP Site.
3 credits
As urbanization increases globally, it is important to understand how natural resources can best be managed within and around cities. In this course, students explore the growing field of urban ecology and investigate how diverse stakeholders in cities can work together to increase urban sustainability and livability. The course includes a project whereby students collaborate to design a comprehensive urban land use management vision for the future of an urban system of their choice.
3 credits
Conserving wildlife is a complex endeavor that requires the integration of sound science from both the social and natural sciences. This course explores how social sciences can inform conservation. Students consider how current conservation issues can be addressed through an understanding of human thought and action.
3 credits
Participants will explore strategies in Informal Science Education (ISE) and Environmental and Sustainability Education (ESE) programs that not only achieve educational goals but also result in positive environmental impacts. This course will include practical applications and hands-on approaches for conducting ISE and ESE with a wide range of audiences. Participants will explore current and recent historical environmental education research and will create an analytic review of literature related to an area of interest they identify. Putting their new knowledge to work, participants will complete an action research project and measure the impact of the project on their audience.
3 credits
A bioclimatic zone, or biome, is a region broadly defined by the relationship between and among an area’s temperature patterns, annual precipitation, and living organisms. This course will introduce the biomes of the world through explorations of the characteristic vegetation and wildlife of biomes represented at this Advanced Inquiry Program (AIP) site and current conservation issues relevant to each.
3 credits
In this course, participants study the science of climate change, the diverse causes of climate change, and the impact of climate change at local, regional, and global scales. Topics include global warming’s effect on weather and climate, ice caps, deforestation, and species conservation.
3 credits
This course engages students in exploring the scientific method and inquiry-based learning and teaching. Through devising investigations to answer questions and communicating results, participants experience the full process of inquiry and learn how to guide this process with their own students and in their own communities.
1-3 credits
The AIP Master Plan (MP) represents a student’s ideas and areas of interest as those ideas relate to the student’s professional and community goals. By writing a Master Plan, students are able to focus their AIP journey and visualize the actions and steps that they might take toward completing their master’s degree during the 2.5- to 5-year timeframe. During this course with guidance and input from peers and the AIP Cohort advisor, students work on completing their Master Plans. This method ensures that students have a workable plan that helps them anticipate ways to incorporate the projects they create as part of their AIP experiences into their professional and life goals. Students will also think about the common threads and program tenets among the projects in this cohesive body of work, which ultimately becomes their final master’s portfolio due as the culminating experience at the end of their degree.
3 credits
Students in this course investigate environmental stewardship, research science, and conservation opportunities and solutions in their local communities, practice inquiry-based learning, develop a conservation project to be used in their classroom or community, and reflect on ecological and carbon footprints.
3 credits
Through both zoo-based and field-based experiences, this course explores regional wildlife conservation issues, as well as field investigation techniques that scientists and citizens can use to study and conserve local ecoregions and wildlife.
3 credits
Students in this course will explore the ways in which humans can (and do) emulate systems and designs found in nature to create materials, medicines, social systems, computers, and so much more. Students will fine tune their observation skills and complete a design challenge using nature as their guide.
3 credits
This course provides a foundation for understanding ethological research methods that can be applied to promote animal welfare and wildlife conservation. The course involves a community-based research project and direct observation of diverse animal species in a variety of settings such as zoos, botanical gardens, parks, and more.
3 credits
This course addresses one of the most important scientific endeavors: evaluation to indicate whether their own work or the work of others is showing a trend and, thus, having an impact. The course is focused on two main sets of evaluation, natural science and social science studies. The course will review statistical thinking and discuss how to construct successful studies that will open students to accurate and effective evaluation.
3 credits
This course provides students with an overview of conservation research conducted in zoological, reserve, aquaria, and other ex situ settings. Students will explore key science concepts within the contexts of wildlife conservation, the imperative of in-situ conservation, the multidisciplinary nature of science, and hands-on conservation research.
3 credits
This course explores the ecological roles of plants as well as the history of human-plant relationships (e.g., cultural context, ethnobotany, symbolism). Students implement a research project that engages their community in environmental action.
3 credits
This course investigates primate behavior, research methods, and conservation. Through direct observations of prosimians, monkeys, and apes in zoological settings, students gain a comprehensive view of topics ranging from social structure to communication.
Contact Project Dragonfly
