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Collaboration on ecological restoration projects between western trained ecologists and indigenous groups with Traditional Ecological Knowledge: a view of obstacles and successes. This research explores obstacles that hinder collaboration between ecologists and Native American Nations, First Nations and indigenous people from around the world. TEK is dynamic environmental knowledge with deep roots in the past that is culturally and geographically dependent. True collaboration means working together early in the project with partners sharing only information they deem appropriate at each stage of the restoration project.

Environmental education in Cuban natural protected area system. This investigation explored the state of protected area based environmental education in the Cuban protected natural area system such as national parks and marine protected areas.

Climate change, national parks and visitor education on Andros Island in the Bahamas. This research is emerging and will be conducted in conjunction with our international graduate course on international environmental education.

Promoting Climate Justice in Developed Countries: Lessons from African American Communities on the Chesapeake Bay. I am a co-author on work emerging from an investigation by Christy Miller Hesed, Ph.D. African American communities on the eastern shore of Chesapeake Bay have been marginalized from resources and the political process in the face of flooding and land loss from sea level rise. Historically, lower income people and minorities contribute less to climate change while facing some of the worst consequences from change.

ENED 515 Research Methods and Measurements (3 credits). This course investigates a wide range of research strategies that an environmental educator may use and/or encounter in the course of their career. The applied approach is primarily as a leader or director who is either evaluating an existing program, or designing a new program. We will also review and interpret both qualitative and quantitative studies (i.e. gathering information on people or natural resources) in ecological, social, and educational research and spend significant time conceptualizing your 11 month-long MA project.

ENED 550 Faith, Peacemaking and the Environment (1 credit).  Environmental quality and care for creation are emerging as important components to faith, peace and justice across the globe. Creation care provides that we should build on spiritual and theological foundations to care for God’s creation. Environmental justice is the equitable distribution of costs and benefits from utilizing resources to all people regardless of class, generation, ethnic origin or gender. This seminar is a survey course of these topics.

EnEd 575 International Environmental Education (3 credits). Located on Andros Island in the Bahamas, this three-week, immersion style, cross-cultural, experience is designed to learn about a new ecosystem, work with Bahamians interculturally, and design EE curriculum within an international context (click here for more info). Participants will investigate a broad spectrum of opportunities and challenges for international non-profits delivering EE to local students, and/or in conjunction with tourism. The tourism on Andros Island is low key compared to the more developed islands, and features an immense coral reef and a 1,000+ sq. mile national park. Although the stay is relatively brief, students will work with the Andros Conservancy and Trust (founded in 1999) to design place-based curriculum; learn about the relationships between NGOs, government agencies, and businesses; apply natural history skills in a different ecosystem; and investigate firsthand the implications of climate change on a small island nation.

ENED 560 Creative Master’s Project (4 credits). Your project is intended to be driven by your passion and interest in a topic within one of following themes: a) an environmental issue b) an ecological problem, or c) pedagogical challenges and possible solutions. The Creative Project is just that: a look into a challenging issue that requires creative insight. You will have FOUR major components: 1) The work itself whether you are conducting a question driven investigation, or you are problem solving with an organization; 2) A major, thesis length paper; 3) Curriculum designed for two distinct audiences, and: 4) a presentation. This is an applied experience and project that can be useful long into your career.

SUST 320 Environmental Policy and Politics (3 credits). Explores the environmental policy-making process with specific attention to water and land management policy in the Elkhart River watershed. Investigates the differences between, as well as the overlap of, local, state and federal water policy. Analyzes how the intersection of socioeconomic forces with scientific data shapes policy development and implementation. Includes a critical and normative analysis of current policy with an assessment of the future role of students in creating and implementing policy.

POSC 210 Introduction to Public Policy (3 credits). Explores the nature of the policy-making process in the United States and, to a lesser extent, other pluralist polities. Topics will include constitutional and structural framework in which policies are shaped, the emphasis is on participation in the policy process.

BIOL 335 Natural Resources Seminar (1 credit). A broad survey course that investigates policies regulating natural resources. The class covers the rationale, content, process and origins of contemporary state, tribal, federal and international resource policies.

Miller Hesed, Christine, D. & David M. Ostergren, 2017. Promoting Climate Justice in High Income Countries: Lessons from African American Communities on the Chesapeake Bay Climatic Change. DOI: 10.1007/s10584-017-1982-4: Print forthcoming. (Please note that Dr. Christine Miller Hesed is a Goshen College alum in Environmental Sciences).

Ostergren D. M. & H. Barg 2016. Learning how to Navigate Ecological Landscapes Together: The importance of TEK in the ecological restoration field. December 2, 2016: U.S. National Park Service; Traditional Ecological Knowledge resource website. https://www.nps.gov/subjects/tek/dr-dave-ostergren-and-hannah-barg-goshen-college.htm

Hollenhorst, S. J., Susan Houge Mackenzie, D. M. Ostergren. 2014. The trouble with tourism. Tourism Recreation Research, 39(3), 305–319.

Fiorino, T., & Ostergren, D. M. 2012. Institutional instability and the challenges of protected area management in Russia. Society & Natural Resources, 25(2), 191-202.

Henn, M., D. Ostergren & E. Nielsen 2010. Integrating traditional ecological knowledge (TEK) into natural resource management. Park Science 27(3):48-55.

Henn A. & D. M. Ostergren 2010. The San Juan River Basin Fluvial Restoration Database and the Conservation Registry. Ecological Restoration 28(4):415-417.

Ostergren, D. M. and M. L. Triplett 2008. Wilderness fire policy in the Southwest: advocacy coalitions, policy conflict and progress. International Journal of Wilderness. 14(3):13-20, 22.

Ostergren, D. M., J. B. Abrams, and K. A. Lowe. March 2008. Fire in the forest: public perceptions of ecological restoration in north-central Arizona. Ecological Restoration 26(1):51-60.

Cronin, A. E. & D. M. Ostergren 2007.  Democracy, participation and Native American tribes in collaborative watershed management. Society and Natural Resources: an International Journal 20(6):527-542.

Cronin, A. E. & D. M. Ostergren 2007. Tribal watershed management: culture, science, capacity, and collaboration. American Indian Quarterly, Vol. 31(1):87-109.

Ostergren, D. M. & Barg H. 2016. Traditional Ecological Knowledge and Western Knowledge: Practice and Policy for Holistic Ecological Restoration. The 3rd North American Congress for Conservation Biology, organized by the Society for Conservation Biology North America. July 17-20, 2016 Madison Wisconsin.

Ostergren, D. M. 2015. Increasing Tribal Consultation in Ecological Restoration Projects: Gaps in Access and Understanding Traditional Ecological Knowledge by Professional Restoration Ecologists. Invited speaker Seminar in the Institute for Sustainable Solutions. Portland State University. February 2015, Portland OR.

Ostergren, D. M. 2015. Increasing Tribal Consultation in Ecological Restoration Projects: Gaps in Access and Understanding Traditional Ecological Knowledge by Professional Restoration Ecologists. Invited speaker Seminar in the School of Earth Sciences and Environmental Sustainability, Northern Arizona University. January 2015, Flagstaff AZ.

Ostergren, D. M. 2014. Integrating traditional ecological knowledge and restoration ecology; how the spiritual component of TEK contributes to or hinders collaboration. Associated Mennonite Biblical Seminary, Roots and Grounded Conference. September 18-20.

Ostergren D.M. 2014. 9th European Conference on Ecological Restoration. Integrating traditional ecological knowledge and restoration ecology; how the spiritual component of TEK contributes to or hinders collaboration. Oulu, Finland August 3-8, 2014.

Ostergren, D.M. 2013.Integrating traditional ecological knowledge and restoration ecology: a few obstacles, multiple stakeholders and long term mutual benefits. The SER2013 World Conference on Ecological Restoration: Reflections on the Past, Directions for the Future October 6-11.

Zinn, E., J. Schramm & D. M. Ostergren 2013, Undergraduates learning sustainability while living it: factors for success. 42nd North American Association of Environmental Education Conferenc. Baltimore Maryland. October 9-12 2013.

Ostergren D. M. 2013 Traditional Ecological Knowledge and Natural Resource Management in the Heartland: Challenges in Michiana. George Wright Society Conference on Parks, Protected Areas, and Cultural Sites: Protected areas in a changing world March 11-15 Denver CO.

Henn, A. Hiebert R., and Ostergren, D. 2010. Utilizing the Conservation Registry for Tracking CESU Network Projects. Cooperative Ecosystem Studies Units (CESU) Network Biennial National Meeting 22-24 June 2010. Washington DC.