MOSS Graduate Students take on three roles at MOSS: educator, student and community member. In these roles, students are expected to achieve growth in these areas, towards the following professional competencies:
1. Standards for MOSS Graduate Students as Community Members
- Stewardship (being a good steward of the land, of MOSS spaces, equipment, your self)
- Timeliness (arriving promptly, knowing when to address issues, managing your time well and your group’s time well)
- Intentionality (being purposeful in all that you do)
- Compassion (being willing to put yourself in other people’s shoes)
- Communication (being proactive in communication, practicing clear communication)
2. Standards for MOSS Graduate Students as Students
- Communication (ability to write and verbally convey ideas at the graduate level, ability to deliver quality presentations)
- Ability to use resources (ability to find journal articles, online resources, materials to support graduate work and curriculum development)
- Time management (ability to make effective use of time)
- Critical thinking (ability to think critically about your work, resources that you find, the organizations that you are part of, theories relevant to your practice)
3. Standards for MOSS Graduate Students as Educators (based on the NAAEE Guidelines for the Preparation and Professional Development of Environmental Educators)
Theme One: Ecological and Scientific Literacy
Educators must be competent in the skills and understandings outlined in The MOSS K12 Curriculum and Assessment Plan, at a minimum at the level needed to teach 5th graders, but ideally to a higher level.
Theme Two: Foundations of place-based environmental STEM education
Educators must have a basic understanding of the goals, theory, practice, and history of place-based environmental STEM education and contributing educational philosophies.
Theme Three: Professional Responsibilities of the Place-based Environmental STEM Educator
Educators must understand and accept the responsibilities associated with practicing place-based environmental STEM education.
Theme Four: Planning and Implementing place-based environmental STEM Education
Educators must combine the fundamentals of high-quality education with the unique features of environmental education to design and implement effective instruction.
Theme Five: Fostering Learning
Educators must enable learners to engage in open inquiry and investigation, especially when considering environmental issues that are controversial and require students to seriously reflect on their own and others’ perspectives.
Theme Six: Assessment and Evaluation
Environmental educators must possess the knowledge, abilities, and commitment to make assessment and evaluation integral to instruction and programs.