
Joel Barnes
Through teaching and advising I encourage students to wrap their education around their passions and run with it. I am proud to be part of this progressive academic community that encourages this student-driven approach to learning.
Joel C. Barnes. Ph.D.
Accolades
Academic Statement
Personal Philosophy of Education
My current professional goals and projects draw on over 40 years of experience in teaching, program administration, and educational leadership in higher education institutions, K-12 schools, and non-profit organizations. Among the more challenging projects I’ve been recently engaged in are directing and teaching two programs at Prescott College - the Graduate Teaching Assistant Program and the Grand Canyon Semester. Also, in 2012 I created my own consulting service, RIPARIA, which has focused on ecological restoration, education, and sustainability projects with organizations in central Arizona.
My teaching, leadership, and administration in these two programs enable me to forge professional goals that integrate content from the environmental studies field with the praxis of teacher training, science education, and service learning. These goals include…
• To serve as an inspirational role model and academic mentor for my students.
• To integrate my research activities, teaching, and community outreach/partnerships for the benefit of my students, my college community, and the broader communities in which I work.
• To hold the three pillars of environmental sustainability -- ecological health, social equity, and economic stability -- at the core of my personal and professional life.
With the American West as the geographical context of much of my work, "interdisciplinary" and "experiential" best describe the pedagogical context of my teaching. My academic background and teaching skills are clearly interdisciplinary and experiential in nature. My educational philosophy, while firmly rooted in alternative methodologies, incorporates certain valuable aspects of traditional education. Finding the combination that works best for a particular topic and group of students is a challenge I truly enjoy as a teacher. Through my years of teaching and learning, I have gained a consistency in style that includes a conscious effort to share with students my compassion for the natural world and an understanding of how human systems are nestled within and dependent upon the larger natural systems (Capra, 2002).
At the heart of my personal teaching philosophy is my belief that the best teachers are also the best learners. I convey to students my own thirst for new knowledge and engage myself, with them, in the experiential learning process. I dive in with them to role model the notion that learning is a continual process, even when I feel like "I know this stuff already" (Bain, 2004). In every course I teach, I inform my students that the syllabus they have before them represents about 2/3's of the course - they are responsible for developing the remaining third with the content and methodologies that address their needs and learning styles. This is usually expressed through their academic writings and student-directed research projects. This student-directed research is a component of all the courses I teach. This approach to teaching and learning incorporates aspects of constructivism (Henson, 2009) and multiple intelligences (Gardner, 2006). Through course design, I wholeheartedly advocate a personal commitment to sustainable participation in the natural environment and human communities. My assignments often include projects rooted in current environmental issues -- they can involve interactions with politicians, corporate executives and resource management agencies, and can directly involve students in service learning projects that contribute to the triple bottom line of sustainability.
This triple bottom line of sustainability resonates strongly with me on a personal and professional level! I have an absurdly strong hunch that an out-of-the-box ecocentric approach to reforming our economic systems will inevitably help to cultivate an ecocentric reform in our social systems in ways that support, restore and elucidate the Earth’s ecosystems. THIS is what lies at the heart of sustainability education!
My teaching emphasizes the application of new knowledge and insights within socio-cultural, politico-economic, ecological, experiential, and ethical contexts. My students know that the most important aspects of their learning are critical thinking and issues analysis from multiple perspectives, adopting both a problem-solving and a solution-generating approach to environmental challenges, and the exploration of personal relevance with the content and task at hand. These are the attributes I look for in students’ academic work, and what I focus on as I evaluate their learning. This type of learning helps students to develop effective written and verbal communication skills and a sense of self-direction. This style of learning propels them beyond the impersonal acquisition of knowledge, and creates something more meaningful, personal, and professionally transformative - mastery of the subject matter in the context of personal relevance.
In addition to these viewpoints, my teaching philosophy embraces these four core principles:
• Always leave your students inspired enough to take the next step and tackle the next challenge in their learning.
• Try your best to set your students up for success, but don’t protect them from failure; recognize that degrees of failure and disappointment also present opportunities for valuable learning.
• Be mindful of striking a balance between meeting students where they’re at, while also challenging them to discover and explore unfamiliar territories in learning.
• Remember that the processes of education (the ways of teaching & learning) are every bit as important as the content - the two are inextricably linked!
References Cited
Bain, Ken. 2004. What the Best College Teachers Do. Harvard University Press. Cambridge, MA.
Capara, Fritjof. 2002. The Hidden Connections. A Science for Sustainable Living. Anchor Books, Random House. NY, NY.
Gardner, Howard. 2006. Multiple Intelligences: New Horizons in Theory and Practice. Basic Books, HarperCollins. NY, NY.
Henson, Kenneth. 2009. Curriculum Planning: Integrating Multiculturalism, Constructivism and Education
Education
Ph.D., Union Institute & University, Environmental Conservation and Education, 2005.
M.S., California State University at Humboldt, Natural Resource Studies in Wilderness and Water Resource Management, 1991.
B.A., Prescott College, Environmental Sciences and Education, 1981.
Publications
Barnes, J. 2017. The River In You. Boatman's Quarterly Review. Summer 2017 29 (2). Grand Canyon River Guides, Flagstaff, AZ.
Barnes, J. 2017. Combining Landscape Studies and Experiential Education: Cultivating a Deeper Sense of Place in Grand Canyon. Boatman's Quarterly Review. Summer 2017. 29 (2). Grand Canyon River Guides, Flagstaff, AZ.
Barnes, J., G. Richard, R. Shimoda. 2014. River Studies and Leadership Certificate. River Management Society Journal. 27 (2). Summer 2014. River Management Society, Missoula, MT.
Barnes, J. 2013. Awareness to Action: the journey to a deeper ecological literacy. Journal of Sustainability Education. Vol. 5, May 2013. ISSN: 2151:7452.
Barnes, J. 2013. Protecting Wild and Scenic Rivers in Grand Canyon. The International Journal of Wilderness. Spring 2013. 19 (1).
Barnes, J. 2013. Wild and Scenic Rivers in Grand Canyon. If Not Now, When? Boatman's Quarterly Review. Winter 2012-2013, 25 (4). Grand Canyon River Guides, Flagstaff, AZ.
Barnes, J. 2012. A Grand Canyon Semester of Wilderness Explorations & Landscape Studies. River Management Society Journal, 25 (3) Fall 2012. River Management Society, Missoula, MT.
Barnes, J. 2011. Prescott College & Grand Canyon National Park Offer a Semester of Wilderness Explorations & Landscape Studies. River Management Society Journal, 24 (3) Fall 2011. River Management Society. Missoula, MT.
Barnes, J. 2005. Protecting Wild Waters in a Dry World: The Role of Wild and Scenic Rivers in the Conservation of Aridland River Systems and Watersheds in the American Southwest. Doctoral dissertation. The Union Institute & University. Cincinnati, OH.
Barnes, J. 2005. Awareness to Action: the journey toward a deeper ecological literacy.Prescott College Press. Prescott College. Prescott, AZ.
Barnes, J. (ed.). 2005. Winter Wilderness Orientation Bioregional Resource Guide. Prescott College Press. Prescott College. Prescott, AZ.
Barnes, J. 2000. Wild & Scenic Rivers in the Grand Canyon Ecoregion. River Management Society Journal, 13 (3) Fall 2000. River Management Society, Missoula, MT.
Barnes, J., B. Tershy, L. Bourillòn, L. Meltzer. A Survey of Ecotourism on Islands in Northwestern Mèxico. 1999. Environmental Conservation, 26 (3), 214-217.
Barnes, J. 1999. Seeps, Springs and Tusayan Development. Boatman's Quarterly Review. Winter 1999, 12 (4). Grand Canyon River Guides, Flagstaff, AZ.
Barnes, J., P. Sneed, S. Munsell. 1998-2005. Wild and Scenic River Eligibility Study of theColorado River and Selected Tributaries in Grand Canyon National Park. Research reports on file at the GCNP Science Center. Grand Canyon, AZ.
Barnes, J. 1992. Granite Mountain Wilderness: Recreation Use Inventory and Management Considerations. Monograph on file at the Prescott National Forest, Bradhsaw Ranger District.
Barnes, J. 1991. Social Perceptions of Wilderness: Granite Mountain, A Case Study. Masters Thesis, Humboldt State University. Arcata, CA.
Research
Joel's doctoral studies focused on the conservation of river systems and watersheds in the American Southwest, and included a six-year research partnership with Grand Canyon National Park to support Wild and Scenic River (WSR) designation for the Colorado River and its tributaries. As the WSR Project Leader from Prescott College, Joel coordinated the WSR study for over 500 miles of rivers and streams in and adjacent to the Park. The field phase of this project was designed as a series of undergraduate courses and engaged over 60 students as field research assistants. Ultimately, this WSR study could result in one of the largest WSR designations ever passed by Congress, and would more than double the mileage of WSRs in the southwest. Joel’s research has advanced the College’s reputation as a leader in bioregional conservation, and has helped set the stage for future collaborative research between the College and Grand Canyon National Park.
In the early 2000's, Joel served as a topical expert and consultant for Grand Canyon National Park, the Arizona Wilderness Coalition, Prescott Creeks Preservation Association, and other entities that champion environmental conservation and education. Joel is also engaged in ecological restoration and education projects focused on Lower Butte Creek on the Prescott College campus, and other rivers and streams in Central Arizona.
From 2009-2017, Joel directed the efforts to establish and develop the Graduate Teaching Assistant Program (GTAP), the College's first on-campus, residential graduate program. The GTAP brings about a dozen graduate students each year to the Prescott campus where they explore the College's unique style of experiential education philosophy, methods, and techniques, work with faculty teaching undergraduate classes, and help to enrich the residential community.
Joel's current research and teaching focus on the nexus of experiential & sustainability education, landscape ecology & transdisciplinary water studies, and sense of place & expeditionary learning.
Presentations
Landscape Studies, Experiential Education and Sense of Place in Grand Canyon. Grand Canyon River Guides Training Seminar. Grand Canyon, AZ. April 3-9, 2017.
Riparian Ecology, Conservation & Aesthetics. Professional consulting, staff trainings & workshops for L’Auberge de Sedona Resort & Spa. August 26 & 27, 2016.
The River Studies & Leadership Certificate: An inter-university collaboration with the River Mgt. Society. Webinar co-facilitated with Dr. Gigi Richard, sponsored by RMS. April 15, 2015.
Local and Regional Water Issues in the Central Arizona Highlands. One of five speakers on an expert panel; citizens posed questions to elected officials and topical experts about local and regional water issues. Peregrine Book Co., Prescott, AZ. August 16, 2014.
Restoration Ecology & Ecological Restoration. Teleconference taught for undergraduate students at Northland College. Ashland, WI. May 1, 2014.
The River Studies and Leadership Certificate. Workshop facilitated at the River Management Society Annual Symposium. Denver CO, April 2014.
Assessing Complex Issues of Resource Protection and Allocation: A Grand Canyon Case Study. Co-presented with Cassie Thomas, Linda Jalbert, & Bill Hansen, all from the NPS. Workshop facilitated at the River Management Society Annual Symposium. Denver, CO. April 2014.
The Butte Creek Restoration & Education Project. Fundamentals of urban watershed & riparian restoration. Workshop facilitated at the Natural History Institute, Prescott College, Prescott, AZ. Feb. 21, 2013.
Natural history & ecological restoration, connections with nature through observation & action. Workshop facilitated at the Grand Opening of the Natural History Institute, Prescott College, Prescott, AZ. Nov. 9, 2013.
Wild & Scenic Rivers in Grand Canyon. If Not Now, When? Grand Canyon River Guides Training Seminar. Grand Canyon, AZ. March 30, 2013.
Protecting the Wet Parts of Our Dry World. January Colloquium, Prescott College Master of Arts Program. January 19, 2013.
Landscape Geography & Interpretation for River Guides: Sharing the Stories of Grand Canyon. Canyon Explorations Expeditions. Flagstaff, AZ. July 11, 2012.
Wild & Scenic Rivers in Grand Canyon, and Landscape Interpretation for Sense of Place Education. Grand Canyon River Guides Training Seminar. Grand Canyon, AZ. May 1, 2012.
Integrated Landscape Studies & Sense of Place Learning - Prescott College’s First Grand Canyon Semester. Association of Experiential Education, Rocky Mountain Regional Conference. Durango, CO. January 17, 2012.
Voices of Learning and Leadership from the Greater Prescott Community. Panel speaker, 1st Annual Nat’l. Sustainability Education Symposium, Prescott College. June 3-5, 2009.
Prescott Waterways and Local Ecosystems Perspectives. Workshop facilitated at the 1st National Sustainability Education Symposium at Prescott College. June 3-5, 2009.
Ancient Voices, Modern Times. The Future of Phoenix. Public debate & panel discussion speaker, sponsored by High Country News in Scottsdale, AZ. January, 2008.
Riparian Restoration in Aridland Watersheds of the Southwest: Principles & Practice. Workshop facilitated at the Walnut Creek Research Station. Walnut Creek, AZ. April, 2006.
Using Wild and Scenic Rivers to better understand and protect riparian areas in the American Southwest, a case study with Grand Canyon National Park. Presentation at the Arizona Riparian Council Annual Symposium. Flagstaff, AZ. April, 2006.
The Role of Wild and Scenic Rivers in Grand Canyon’s Backcountry. Presentation at the GCNP Backcountry Research Workshop. Grand Canyon National Park, Grand Canyon, AZ. January 2006.
Strengthening the Bridge Between Agencies & Educational Institutions. J. Barnes & R. Peters. River Management Society Symposium. Boise, ID. May, 2002.
Environmental Ethics in Adventure Education. J. Barnes & R. Peters. Association of Experiential Education, Rocky Mountain Regional Conference. Prescott, AZ. April, 2002.
Environmental Literacy at Prescott College. 15th Annual Environmental Education ConferenceSponsored by the Arizona Association for Learning in and about the Environment. Heber, AZ. October, 1994.
Identification of fish species in the Bay of La Paz, and their relative importance to the California Sea Lion (Zalophus californianus) and artisenal fishermen of La Paz, Baja California, Mèxico. Barnes J. et al. Poster presented at the 1992 XVII Reunion Internacional de Mamiferos Marinos. La Paz, Baja California Sur, Mèxico. 1991. Also presented at Conference of the Society for Ethnobiology. Wash., D.C. 1992.
Cross Cultural Programs Addressing Environmental Issues in the Sea of Cortèz. J. Barnes, D. Hulmes, L. Meltzer. North American Ass. of Environmental Ed. San Antonio, TX. 1992.
Awards, Grants & Honors
Central Yavapai County Community Leadership Excellence Award. 2014 Nominee. Prescott Alternative Transportation. Prescott, AZ.
Funding obtained from the Prescott College Sustainability Council for The Butte Creek Restoration and Education Project. $4,000 in 2012, $19,700 in 2013, & $18,870 in 2014. .
Montclair Who’s Who in Collegiate Faculty. 2007/2008.
Cambridge Who’s Who Executive & Professional Directory. 2007/2008.
Funding obtained (in collaboration with Prescott Creeks Preservation Association) from the Yavapai County Environmental Fund of the Yavapai County Community Foundation (an affiliate of the Arizona Community Foundation) for the Prescott CreekWatch Network. $11,000. 2001-2002.
Funding obtained (in collaboration with Prescott Creeks Preservation Association) from the J.A. McDougal Fund for the Environment of the Yavapai County Community Foundation (an affiliate of the Arizona Community Foundation) for the Prescott CreekWatch Network. $5,000. 2000-2001.
Funding obtained (in collaboration with Prescott College) from the United States Forest Service for wilderness management research, and consulting to the Prescott National Forest. $20,000. 1991-1992.
1st Place, The P-town Peel Out Bike Race. Prescott Alternative Transportation. Bike Month. 2000.
Coverage in News & Media
2016. Willow Street Trailhead/Prescott Greenways Restoration Project. A collaborative project with the Prescott College Restoration Ecology course and the Butte Creek Restoration Council.
2015. Prescott College Grand Canyon Semester Symposium video
2014. AZTV Channel 7, The Morning Scramble, television interview on dams, river conservation, and related water issues in the American West; promoting Dan Beard's new book "Damnation."
2005. KNAU, Arizona Public Radio, interview with Joel and others on Prescott College's semester-long field course that retraces John Wesley Powell's 1869 & 1871 expedition.