GREEN SUSTAINABILITY DISTANCE EDUCATION UNIVERSITIES: Accredited Nature-Connecting Online Alternative and Natural Holistic Bachelors Masters and PhD Degrees, Sensory Courses, Jobs and Career Training Education, Includes certified life experience equivalence and prior instruction, hands-on sustainable environmental programs



Project Planning and Project Report Suggestions

Project NatureConnect
Friday Harbor, San Juan Island, Washington, USA
Institute of Global Education 

Holistic Alternative Online Natural Health Wellness Spirituality
Special NGO Consultant, United Nations Economic and Social Council
Careers, Sustainable Jobs, Degrees Graduate Schools Scholarships


The green, project or projects career education, university syllabus, below, describes a significant breakthrough: distance education sustainable counseling and therapy training that includes your prior learning, equivalence courses and life experience, and that offers financial aid grants. Its project planning and project reports suggestions help you remedy the excessive  disconnection of our psyche from nature's flow that produces our disorders. Its applied ecopsychology helps you follow nature's path to Earth and humanity in peaceful balance.


Educating Counseling and Healing With Nature

Degrees, Grants, Career Training Courses and Jobs Online.

Individuals who have enjoyed a refreshing visit in a natural area often report that their sensory contact with nature's balance and beauty increased their well-being in lasting ways. They say that the connection renewed their psyche, cleared their mind and energized their spirit. To this end, the remarkable process of Educating, Counseling and Healing With Nature (ECHN) empowers anyone, anytime, to increase personal, social and environmental well-being, and to help others do the same.

ECHN students learn how to help nature's self-correcting ways interlace with their heart, mind and spirt. This enables them, along with their clients and friends, to increase health and wellness through a grant for thinking, feeling and relating like nature's perfection works.

Educating Counseling and Healing With Nature offers critical nature connected distant education and university distance learning, graduate school scholarships and alternative careers degrees, and jobs. They are designed for independent project or projects planning that intends to add sensory nature-contact methods to therapy, teaching or coaching practices. The environmental need is great for those who have the integrity and dedicated passion to master sustainable, green, health and wellness spirituality skills.  They help individuals who need or seek a safe alternative to the destructive ways of society that block the restorative flow of nature in through and around us. 

We honor your desire to blend your life experience and training with your respect for a nature project, by providing special grants and equivalence credit for it.

If you like, you may combine our certified accredited coursework with a Nature-Connected Degree or Certificate in most projects, subjects, personal interests, or jobs. (see bottom of this page)
  • Help people remedy their disturbing thoughts and feelings with the special grace, balance and restorative powers of nature's pulsating flow.
  • Increase income through a Natural Attraction Ecology stress-relief and stress management project planning grant.
  • Strengthen personal social and environmental self-esteem and well being .
  • Add the sunlight and beauty of the natural world to your needs and your report on community projects.
Visit our Homepage for complete information


Project Planning and Project Report Requirements


Applied Ecopsychology/Integrated Ecology

Master of Science, Doctor of Philosophy

Institute of Applied Ecopsychology Akamai University


Michael J. Cohen <nature@interisland.net>

November 1, 2000


NOTE: This course requirement may be filled via documenting that you have had equivalent education experience. The means to do this by challenge exam is found at http://www.ecopsych.com/eco700.html



Selected Projects in Applied Ecopsychology/ Integrated Ecology (3 credits)

ECO 791 required: Special Projects in Applied Ecopsychology (3 credits) 
This course explores present or past special projects...including work done in/with the Student Cooperative... that make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them.  The application of Ecopsychology, as practiced in the discipline of natural attraction ecology and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature's flow manifests itself as our our living planet, Earth. Students prepare an academic paper or project report as a minimum written assessment in this course. This course can include a continuation of the work done for ECO 751

See http://www.ecopsych.com/eco700.html for full details.



Students must complete all core competency courses and receive the

permission of the instructor before undertaking special projects.




*library and Internet literature search

*foundational readings

*field observations


-Optional Topics

* Reconnecting with natural senses

* People and nature as community

*The powers of natural senses

students' projects




This special projects course is intended to empower the participants to:

*effectively search the literature in nature connected psychology in

preparation for the conduct of a special project

*analyze, summarize the research literature

*effectively integrate new understandings from the literature with

knowledge gained through observations within the professional arena




Instructional programs for mid-career adults are effective, many times,

only to the extend that the participants can individualize their studies

for immediate application within the professional environment. Such

participants, motivated to explore aspects of the subject matter in greater

detail, should be encouraged and guided in this pursuit. In fact, it is

essential that educational institutions maximize the relevance of advanced

studies to the demands and expectations of the business, corporate,

governmental, and professional arenas. Such strategies which relate

learning more closely to life and work and what educators call "reality"

permit more effective integration of new learning with prior learning and

experience. Students who learn in this manner are advantaged within the

marketplace and highly desired by employers.




Open as an elective to all graduate and undergraduate students who have completed ECO 501 and ECO 502 and with the permission of the instructor.




-Telephone Contacts

The student will initiate an initial telephone conference with the

instructor within one week of enrollment to clarify a plan of action for

the course. This initial contact will help familiarize the student and

instructor with one another, and permit the transmission of clear

expectations for completion of course requirements. Periodic telephone

interaction , as required, at student's expense, should be continued for

the duration of the course.


-Email Communications

Frequent email communications between student and instructor should be

initiated and continued for the duration of the course.


-Alternative Communications

Students may send communications and materials via postal service, as

appropriate. Chat room sessions, when available, can be held on a weekly





Students conduct an exhaustive search for literature in a selected topical

area of study and pursue foundational readings under the direction of the

instructor. The student carries out field observations directly related to

the special area of study for the purpose of reflecting upon the advanced

theoretical reading and its application within "real world" situations.

The participant then creates a scholarly paper or papers which identify the

findings from literature and integrates and contrasts these findings with

the observations from the professional arena.




-Required Textbook

There is no required textbook for this course, however, a general

bibliography will be provided related to the degree field. In addition, an

extensive library and Internet literature search is to be conducted under

the guidance of the instructor through which the students will select

appropriate reading materials in support of their course paper.


-Recommended Bibliography


-Recommended Bibliography

Students may select from the following general bibliographic materials, and the bibliographies they contain, as appropriate. See www.amazon.com for publication details and availability.


*Dancing Wu Li Masters, Gary Zukoff

*The Monkey Wrench Gang, Edward Abby

*Lame Deer, Seeker of Visions, Richard Erdoes

*Voice of the Desert, Joseph Wood Krutch

*The Soul Unearthed, Cass Adams,

*My Name is Chellis, Chellis Glenndinning,

*Ecopsychology, Theodore Roszac

*The Web of Life, John Storer

*Dream of the Earth, Thomas Berry

*Earth in Mind, David Orr

*Wilderness and the American Mind, Roderick Nash

*The Quiet Crisis, Stewart Udall

*Wisdom of the Body, Walter B. Connon

*Ishi in Two Worlds, Theodora Kroeber

*Education of Little Tree, Forest Carter

*Magical Child, Joseph Chilton Pierce

*Ishmael, Daniel Quinn

*Summerhill, A.S. Neill

*The Web of Life, Fritjov Capra

*The Spell of the Sensuous, David Abram




-Assignment #1: Collaborative Communication with Instructor

Initiate telephone contact with the instructor to clarify the plan of

action for the course and initiate collaborative email communications.

Maintain email contact with the instructor for the duration of the course.

Initiate and continue journal notations concerning all communications with

the instructor.


-Assignment #2: Literature Review

Conduct a library and Internet search for scholarly literature in texts and

journals specifically related to the selected topic under investigation

within the course, under the direction and guidance of the instructor. By

design, this should be an exhaustive but narrow and well focused gathering

of literature within the defined area under investigation with emphasis

upon applied issues in the degree field . Review the literature and

assesses its effectiveness, as a tool for the application of theories,

principles, and practices within the professional arena under

investigation. Make journal notations concerning all readings and prepare

an annotated bibliography which identifies the many ways the literature

informs practice.


-Assignment #3: Field Observations

The student will gather observations from within the professional arena

which is under inspection within the academic readings. This may include

simple observation, as well as interviews, carrying out text situations and

minor research ventures. Journal notations are especially important,

concerning the ways in which the professional arena informs the student's

understandings of applied issues within the special area of study.

Students should notate and define any situations in which the workplace

demonstrates or fails to demonstrate the effectiveness of theories,

principles and practices, as presented in the readings. These notation

should be formally summarized in chronological order in a formal written

report for review by the instructor.


-Assignment #4: Scholarly Paper

Within the requirements for a course final paper found at

http://www.ecopsych.com/eco500paper.html prepare a major paper

containing a scholarly discussion of your findings.

Students are to gather insight into the differences between theory (from

the readings) and practice (from the field observations), identify and

clarify these incongruities, and propose solutions to better understanding

these differences. The paper should be approximately 15 double-spaced

typewritten pages and include thorough referencing of the literature and




The primary purpose of this course is to provide opportunities for students

to carefully inspect the applicability of the theoretical literature within

their own professional environment. This course allows the student to

select a topic for study, identify the appropriate literature and

professional arena within which the exploration will be undertaken.



The instructor will evaluate the completeness and effectiveness of the

student's written materials, including the annotated bibliography, the

report on field observations, and the scholarly paper.


The instructor will reflect upon the following expectations in evaluating

the work of the student:


*detail of presentations

*richness and diversity of the material presented

*clarity of references to the scholarly readings

*focus and conceptual quality

*richness and coherence in translation of academic theories and concepts

*appropriateness of applications

*quality of writing of the scholarly presentation




The course grade will be calculated according to the following formula:


*annotated bibliography 20%

*report on field observations 20%

*scholarly paper 60%




While the student is expected to carry out and complete all assignments and

expectations of the instructor within 180 days from the start date,

students are encouraged to pursue the course requirements according to the

following timetable.


Week #1: Make telephone contact with the instructor for the purpose of

establishing the plan of action and scheduling the timeline and mode of

communications for the duration of the course. Secure a recommended

bibliography from the instructor and begin to gather text and journal

literature in support of the selected topic.


Week #2: Submit by email a summarization of the agreed upon plan of action

for the course. Continue to gather literature and begin readings and

maintenance of journal notations (which must continue for the duration of

the project) related to all readings. Begin creation of an annotated

bibliography of the special project literature


Week #4: Continue to read and review the literature. Maintain journal

notations related to all readings. Begin to organize your thinking related

to the professional environment for the field observations.


Week #6: Initiate field observations and related journal notations.

Continue to review the scholarly literature, maintenance of journal

notations, and frequent communications with instructor.


Week #12: Prepare and submit the annotated bibliography. Begin at this

point to formulate reflections concerning observed differences between the

scholarly literature as it applies within the "real world" of the workplace

or professional environment.


Week #16: Prepare and submit written report related to field observations.

Begin structuring the scholarly paper. Continue communications with

instructor and maintenance of journal notations.


Week #20: Submit scholarly paper.


Week #22: Receipt of effective feedback from the instructor.




-Course Completion

The grade of Incomplete may be given ONLY AFTER discussion with the

instructor and only if there is an extremely good reason to give such a

grade. An Incomplete will NOT be given because a student is "behind" in

work, needs extra time, simply because s/he wants to delay the completion

of the assignments. It is important that you turn in assignments within

the parameters of the agreed timeline. However, there are often unforeseen

circumstances will may befall any of us, therefore, I will be patient with

you in the event of some personal crisis. Don't surprise me at the last

minute, call me, email me, and we will work it out.


-Thoughts about Writing.

Purchase a collegiate writing style manual. If you are unclear which is

the appropriate manual, please contact me and we can discuss this important

issue. All written work should adhere to the writing style and manuscript

preparation guidelines described in your style manual. Pay extra special

attention to the rules related to referencing and citation of the academic

literature. In all circumstances, you will be expected to acknowledge th

works of others which have informed the work you wish to submit as your



-Academic Integrity

Academic dishonest in any of its forms, including cheating, plagiarism,

misuse of the University web site, failure to comply with guidelines for

the conduct of human or animal research, and all aspects of professional

ethics, will not be tolerated. Any form of academic dishonesty is grounds

for dismissal from the program.




Contact: Michael J. Cohen, Ph.D.
Telephone 360-378-6313
Read the Ecopsychology Journal interview with Dr. Cohen: http://www.ecopsych.com/ecopsychologyjournal.html

Email: nature@interisland.net.
Website: www.ecopsych.com 
Personal page: http://www.ecopsych.com/mjcohen.html


Overview Article<http://www.ecopsych.com/hallucinatearticle.html>
Process Synopsis<http://www.ecopsych.com/transformation.html>
Fundamentals <http://www.ecopsych.com/mjcohen22.html>


Journal quotes from students who are doing natural attraction activities:

"I planned on doing this activity on the high ridge above the river that I've described before. So, early in the morning, I drove to the small, dirt parking area, got out of my car and walked to the trail head wanting to get away from the parking area before beginning the activity. As I approached the beginning of the 1.5 mile long trail that leads to the river I was surprised to find the trail blocked by yellow tape and a "This Area Closed" sign. Wranglers rode in from all directions as I walked back toward my car trying to decide what to do, where to go. When I left my car to walk to the trail head, the sun had not yet risen above the trees, now it had, and as I reached the parking area, I realized for the first time what a truly beautiful late autumn day it was, with the air crisply cool and the skies clear.  I was literally stopped in my tracks by the indescribable beauty of the quality of sunlight reflected from the surrounding forest. I also realized that the parking area, which was still empty except for me, is really just a small clearing in an ancient forest. This realization reminded me of the power of labels to shape my perception of events, places and things. I stood on the eastern edge of the clearing and, facing west, asked the sun drenched area in front of me for permission to be there and for its consent to help me with this activity. At ground level, the air was calm, but I was attracted to the leafy green crown of a huge, tall oak tree on the opposite side of the clearing and was immediately connected with the motion of the limbs and leaves that were swaying so gracefully and independently in a gentle tree-top level breeze. I was mesmerized by the sight and without intent, found myself swaying and bending in the manner of the high limbs. Soon I had the wonderful feeling of dancing with the tree, and the wind; all of Us moving to the universal rhythm of NIAL. I felt the beat in my chest. I have experienced a similar sensation while skin diving among fish on coral reefs.
Part One:
I liked the graceful rhythmic motion of the limbs of a tall oak tree in response to its attraction to a  gentle breeze on a beautiful early autumn morning.
Part Two:
I like myself because I responded to my attraction to the motions of the high limbs of a tall oak tree with graceful rhythmic motions of my body and experienced a webstring connection.
I must remember the power of labels. Wranglers and labels are close friends.
NIAL is always available if appropriately sought.

My experience in nature shows me that I am a person who gets good feelings from:
Being in an ancient forest.
Experiencing a beautiful, chilly early autumn morning.
Watching the limbs of a tree sway in a breeze.

This activity strengthens my awareness of my senses and their appropriate effect on the interaction of my old and new brain."


"I hope your holidays were wonderful and full of love.  Mine were a bit more difficult emotionally than I was prepared for so I just let it move through me and put off all other things until I was ready.  Ironically, or perhaps not so, the happiest time of the holiday was the following PNC Activity.

This year, on December 20th, 2010 I asked Grandmother Moon if she would assist me on this Connecting With Nature Activity.  I sensed her agreement in the warm yellow-blue glow and I knew that it would be sharing this with millions of other humans as well as the cosmos as this was the night of a total lunar eclipse.  I asked “What message do you have for me, what lesson?”  I waited a long time and didn’t seem to get an answer.  Someone was flying a noisy plane around the view of the moon in Tucson getting their expensive glimpse.  I was annoyed by it but it didn’t stop me.  My neck was about to break and I kept going back inside to give my neck a break and finish up on much needed chores.  I thought it was only going to take about 20 minutes so I kept going out every three or four minutes.  After an hour or so of this, I realized that my perception of how long it was going to take was way off.  I considered going to bed, after-all it was nearing midnight, way past my bedtime.  But then I got the message, “This may not happen again for a couple more decades, so what’s a couple more hours?  Stop worrying about time, be here now.”  So I committed to watching it and really loved it.  At times, I looked up and  closed my eyes, swaying gently and letting her warm glow light up my face.  I felt dizzy and giddy, kind of like when I was first in love as a young girl.  My son called me on the phone every 20 minutes or so to say… “Hey Mom.   You still watching?  Isn’t this incredible?”  It was wonderful to share it with my family in this way.  The dogs kept me company until they were barking too much at the neighbors and I took them inside.  That is when I became aware of how many of my neighbors were quietly watching the eclipse too.  It was way past midnight and I could hear hushed tones, quiet laughter coming from all over my neighborhood.  I really liked that and felt wordlessly connected with all of my human relatives as well as the natural universe.  I knew that I was the moon and my neighbors and the dogs.  Ahhhh.  Sighhhh.   Finally, near 1 am the eclipse was complete and I thanked Grandmother Moon in her now shadowy orange glow and I smiled at her also thanking her silently for the lesson.

The next day, my girlfriend asked if I wanted to do a yoga lunar salute to the winter solstice which would require another long night.  I decided that one really could have too much fun and opted for a full night’s sleep instead."


"I went again to my cactus garden to sit which is becoming a wonderful new habit.  I closed my eyes and listened.  At first the sound of the traffic nearby, neighbors’ air conditioner, and a train in the distance but then my ears were drawn to the doves, mockingbirds, and finches as they sang the most beautiful melody accompanied by the soft wind.  It was comforting and nurturing.  I held onto the big beautiful rock that was in front of my between my feet…caressing it and swaying back and forth…it was smooth and solid.  I took off my shoes and felt the ground with my bare feet.  At first it was uncomfortable but after a while I realized how silky smooth the dirt is.  When I opened my eyes I held my arms up to the bright blue sky like the apple cacti…but my arms got tired too quickly…I don’t know how they do it.  The wind picked my hair up and blew it around my face tickling my nose like a mother might play with a baby.  I just felt loved and nurtured.  I think I was being loved by nature and it felt wonderful.

 I felt safety, love, and mothering. Nature reaches out to touch me…I just have to show up and taking my shoes off helped me to connect even more. I would hate not having this experience because I need it. As always it enhanced my feelings of self-worth and my trust of nature.


For an extensive collection of Journal quotes from students doing natural attraction activities:
Visit http://www.ecopsych.com/survey.html

Achieve a Degree or Certificate to strengthen your professional interests, or your hobbies or pastimes, by connecting them with nature. Implement your strongest hopes as you increase personal and global well being.

Topics, subjects or leisure pursuits can include those listed below or other areas of interest:


Alarm! Alarm!
Well-being at risk
Help turn the tide!



"Human behavior is rooted most deeply in nature's intentions and desire. The rhythms of nature underlie all of human interaction: religious traditions, economic systems, cultural and political organization. When these human forms betray the natural psychic pulse, people and societies get sick, nature is exploited and entire species are threatened."

-Stephen Aizenstat


In industrial society our excessively nature-separated lives mold us to betray the natural psychic pulse. We learn to block from our thinking over 98 percent of the wise sensory callings and fulfillments we normally share with natural systems and their eons of experience. Our subconscious hurt and frustration from the severed disconnection of these senses underlies our greatest troubles.

-Michael J. Cohen


Benefit from learning to enhance the natural psychic pulse within and around us. Add the sensory ecoscience of Organic Psychology to your life and livelihood.





Project NatureConnect

Organic Psychology Search Engine

Grant-funded, social and environmental science accredited courses, career training and holistic organic learning degrees: alternative adult education and sustainable career training jobs online for personal and global health.

Act now: student grants, scholarships loans for college online


"Scientific research is based on the idea that everything that takes place is determined by laws of nature, and therefore this holds for the action of people."

"Truth is what stands the test of experience."

- Albert Einstein


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Special NGO consultant United Nations Economic and Social Council


Accredited nature career holistic education and job courses, organic learning degrees and alternatives; earn extra income money online and increase wellness, spirit and hope.

P.O. Box 1605, Friday Harbor, WA 98250
360-378-6313 <email>


The Natural Systems Thinking Process

Dr. Michael J. Cohen, Director

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All programs start with the Orientation Course contained in the books
The Web of Life Imperative and Reconnecting With Nature
and the
Naturally Attracted
DVD video