Frequently Asked Questions

What is involved in the application process? How many steps are there?

The application process involves two main steps: 1) Fill out our "My Project Dragonfly” form and 2) submission of the �þ��Ƶ Graduate School application (including transcripts, essays, CV/résumé, and recommendations). More information is on the Apply page.

Are recommendation letters required, and how are they submitted?

Yes, two recommendation letters are required. You will provide recommender names and email addresses in the Graduate School application. �þ��Ƶ will then automatically email them a link to submit their recommendations.

How can I check the status of my recommendation letters?

Log in to your and select “Manage your Account” to view the status of your recommenders' submissions.

Do I need to take the GRE?

No, the GRE is not required for this program.

I haven't taken biology courses. Will this affect my application?

No, a prior biology background is not required for admission. However, one college-level life science course (or equivalent) is required to complete the master's degree and can be taken during your studies. Dragonfly offers an online course, BIO 668 Biology through Inquiry, that fulfills this requirement. Additional details are available in our Biology Requirement FAQs.

Are there specific requirements regarding age, career length, travel experience, or prior �þ��Ƶ coursework?

No. All applicants are considered based on their application materials, regardless of age, career stage, prior travel, or previous enrollment at �þ��Ƶ. The program seeks a diverse group of individuals from various backgrounds and experience levels.

Does my profession (e.g., classroom teacher, science teacher) affect my eligibility?

No. The program welcomes applicants from all disciplines and professional backgrounds.

Is there a minimum GPA required for admission?

The �þ��Ƶ Graduate School generally requires a minimum undergraduate GPA of 2.75. The department may petition for conditional admission for applicants with a GPA below 2.75 if their other qualifications are strong. A personal statement explaining any factors affecting your academic history can be submitted for consideration.

Is there a way to share more about my background or identity in my application?

Yes, the Graduate School application has an optional Personal Statement section where you can provide additional relevant context about your background and experiences.

May I apply to both the GFP and AIP? What are the steps?

Yes. Please email dragonfly@miamioh.edu indicating your intention and your first choice of program. Only one Graduate School application is needed.

Can I apply to more than one AIP Site? What is the process?

Yes. Please indicate your first choice on the Graduate School application, and then email dragonfly@miamioh.edu with your preferred list of AIP sites. Remember, AIP �þ��Ƶs need to live near or easily travel to their chosen site.

Do I need to submit transcripts with my application?

Yes, upload unofficial transcripts from all post-secondary institutions to your Graduate School application. Admitted �þ��Ƶs must then submit official transcripts.

How do I fill out the �þ��Ƶ Graduate School Application?

Start via the link on the . Select either "Biology (Project Dragonfly) (online)" (M.A.) or "Biological Sciences (Project Dragonfly) (online)" (M.A.T.) and Summer admission term. Follow the prompts, providing academic history (including unofficial transcripts), reference information, and supplemental materials (essays, CV/résumé).

When should I submit my Application?

Applications open in early September. GFP applications are due January 15 (priority deadline: January 1) while AIP applications are due February 15 (priority deadline: February 1).

I graduate in May. Can I apply to start in the Summer Term?

Generally, undergraduate studies should be complete before starting the master's program. However, a 1-2 week overlap may be acceptable. Contact dragonfly@miamioh.edu with specific questions.

Does my place of residence matter for the program?

For the AIP: Yes. While coursework is online, the AIP requires on-site experiential learning and fieldwork at affiliated institutions located in specific cities (Chicago, Cincinnati, Cleveland, Detroit, Jacksonville, St. Louis, San Diego, New York). Applicants must be able to travel to and engage with these locations.

For the GFP: Generally, no. Students can reside anywhere in the U.S. International applicants should review specific recommendations and contact Dr. Kevin Matteson at matteskc@miamioh.edu. All GFP program costs are the same regardless of where you reside.

I am an international �þ��Ƶ interested in the GFP. Am I eligible?

Yes, international �þ��Ƶs are eligible. Review �þ��Ƶ's recommendations for international online �þ��Ƶs and then email Dr. Kevin Matteson at matteskc@miamioh.edu with your location and interest in the GFP.

When will I find out if I'm accepted?

Admission decisions are emailed by March 15 for the Global Field Program and by April 15 for the Advanced Inquiry Program.

Can I apply for �þ��Ƶ aid or loans? Can I defer existing loans?

Federal �þ��Ƶ loans and loan deferment are possible for degree-seeking �þ��Ƶs enrolled at least half-time (5+ graduate credit hours) per term. Complete the FAFSA to apply. Private loans are also an option. A single six-month deferment is typically allowed per federal loan. Payment plans are available. Washington State residents have specific loan advocacy resources. More information can be found at .

Is tuition different for out-of-state master's �þ��Ƶs?

No, the AIP and GFP have the same tuition rates for in-state and out-of-state �þ��Ƶs.

Will costs remain the same throughout my program?

Total program cost depends on start date and completion time. Current course costs follow �þ��Ƶ's three-year cyclical Market Driven Tuition rate. Project Dragonfly aims to keep costs down.

How do �þ��Ƶs pay for the program? Is financial aid available?

�þ��Ƶ offers a reduced tuition rate for all Dragonfly courses. Check with your employer for professional development funds. See resources on funding your degree and scholarships. Standard financial aid is generally tied to half-time enrollment. Below are some quotes from Dragonfly �þ��Ƶs on how they funded their degree.

“Check to see if your employer offers tuition reimbursement. I was lucky in that my employer offered $3,500 per year for graduate school. That was more than enough to cover each year of the AIP.” – Amy T., AIP graduate from Goshen, Ohio
“I was able to pay as I went. I charged the tuition, which I found reasonable, and then worked hard to pay it off before the next semester. The cost is drastically reduced. I did not have a single loan. Also, I was able to write it off on my taxes.” – Perky S., GFP graduate from Dover, Idaho
“Believe it or not, I have been ‘pay-as-I-go.’ ” – Jennifer H., GFP �þ��Ƶ from Longwood, Fla.

Are there examples of �þ��Ƶ work available?

Yes, �þ��Ƶs complete various projects, including an Authorship Leadership Challenge. A list of �þ��Ƶ-authored publications is available.

How long do I have to finish my degree?

While many finish in 2.5 to three years, the maximum completion time per �þ��Ƶ policy is five years: December 31 of your fifth year of study from the time you were admitted.

What is the delivery format of AIP courses?

AIP courses are primarily asynchronous online, with Web+ courses (21 of 35 credits) including up to five days of required in-person experiential learning at affiliated institutions.

Can credits from this program transfer to other universities? Can I transfer courses from another university?

Transferability of credits to other institutions is determined by the receiving institution. Courses from other universities are not transferable into this program.

Can I apply previously completed Core Courses, AIP Web+ courses, or Earth Expeditions courses toward my degree?

Yes, with specific conditions: acceptance into the master's program, participation for at least one semester, a grade of B or better, completion within five years of graduation, and submission of a request form. Limits apply (e.g., maximum of nine core credits, maximum of seven Web+ or Earth Expeditions credits, 10 total transfer credits).

Are there physical requirements for the program?

Yes, field courses (Earth Expeditions) and AIP Web+ courses require a moderate level of walking and similar activity. Participants should be in good health and prepared for spending extended periods of time outdoors, potentially in varying terrain and environmental conditions. Gradual exercise is recommended for those with sedentary lifestyles.

Can I choose which classes I take in the GFP?

GFP �þ��Ƶs have a required structure (21 Earth Expeditions credits, 14 Core credits). First-year �þ��Ƶs take a required introductory Earth Expeditions course. For subsequent Earth Expeditions, �þ��Ƶs rank their preferences, and the program aims to place �þ��Ƶs in one of their top three choices. Flexibility exists in the self-directed nature of projects within the course framework.

Can I take the same field course twice or multiple Earth Expeditions in one summer (GFP)?

Yes, an Advanced Field option allows taking the same course in different years with Project Dragonfly Graduate Committee approval and specific educational objectives.

No, taking two Earth Expeditions simultaneously is not permitted to encourage reflection and integration of the experience.

Can I take courses for professional development without enrolling in the full degree program?

Yes, stand-alone courses are available in various topics with reduced tuition.

What job prospects are there after graduation? How can I apply my degree to my career?

The programs are designed for working professionals. Graduates often advance or change roles within their current organizations (nonprofit, government, education, business) or pursue new careers. The curriculum develops skills in conservation, education, and leadership, applicable in diverse settings. See these pages for more info on what this program can provide: What Can This Program Provide and Career Development Resources.

What's the difference between the M.A. in Biology and the M.A.T. in the Biological Sciences? Which should I choose?

The coursework is similar. The choice depends on background and goals. M.A. projects often focus on biological conservation, while M.A.T. projects may involve educational applications. The M.A.T. is suitable for certified teachers or those with an education background/interest, but it does not lead to teaching licensure.

Will the coursework count toward my teaching licensure/certification?

This varies by state. Check with your State Department of Education or a university's College of Education for specific requirements. The M.A.T. is offered through the Biology Department, not an education department.

Who teaches the courses?

�þ��Ƶ instructors, including core Dragonfly staff and faculty, teach the courses. AIP �þ��Ƶs also receive support from advisors and mentors at their affiliated AIP Sites.

What are the main differences between the GFP and the AIP?

Both programs emphasize inquiry-based, participatory education for community impact. However, the GFP has a global focus with international learning experiences, while the AIP is locally focused, centered on learning at affiliated AIP Sites within the �þ��Ƶ's community.

Can I obtain a �þ��Ƶ ID?

Yes, all �þ��Ƶ �þ��Ƶs can request a DigitalID. Enrollment verification for official purposes (e.g., loan deferment) is through the National Student Clearinghouse.

How are courses accessible for �þ��Ƶs with disabilities?

�þ��Ƶ's Student Disability Services (SDS) provides accommodations and resources for �þ��Ƶs with disabilities.

Do I arrange my own airfare for Earth Expeditions?

Yes, you are responsible for booking your own travel to the specified city within the course country and for arriving at the designated meeting time and location. Flying independently is permitted. Accepted �þ��Ƶs receive instructor flight details for potential itinerary matching.

What are the travel dates and duration of the field portion?

Specific in-country field dates (typically nine to 10 days) vary by course and location (see individual course webpages). All �þ��Ƶs also participate in an online course together from April to early December. Factor in additional travel days for long distances.

What are the accommodations like?

Expect beautiful but modest accommodations during the Earth Expeditions field portion, typically involving shared rooms for two to six �þ��Ƶs, as well as shared bathrooms and access to showers. Details are found on our Earth Expeditions courses pages.

What about visas, passports, travel insurance, and other trip details?

Accepted �þ��Ƶs receive comprehensive pre-departure information. �þ��Ƶ requires travel insurance (approx. $35) and a valid passport for international travel. Refer to the and the Travelers' Health pages for detailed travel and health information.

Can Earth Expeditions credits be applied to a master's degree?

Yes, up to seven Earth Expeditions credits can be applied toward the M.A. in Biology or the M.A.T. in the Biological Sciences at �þ��Ƶ.

Do you offer a master's degree program?

Yes, Project Dragonfly and �þ��Ƶ offer the Global Field Program (GFP) and the Advanced Inquiry Program (AIP) with options for an M.A. in Biology or an M.A.T. in the Biological Sciences. Visit the Global Field Program or the Advanced Inquiry Program webpage for details.

How many graduate credit hours are awarded for completing a course?

Successful completion of an Earth Expeditions course yields seven graduate credit hours (five in summer, two in fall).

Will this course count toward my teaching licensure/certification?

This depends on individual state requirements. Check with your state's Department of Education or a university's College of Education for specifics.

What are Project Dragonfly's core values?

Our values are the bedrock of our culture. They guide how we approach our work, including the decisions we make and the actions we take in support of our vision and mission. Inquiry: We are driven by curiosity and questioning, which help us understand the world and develop evidence-based solutions to ecological and social issues. Community: We know that people are at the center of active change and must work collaboratively to solve problems and promote action. Voice: We recognize that everyone belongs in the discussion on creating change and share our insights while simultaneously listening to and amplifying the ideas of others.

What are Project Dragonfly's mission and vision?

Vision: We envision a world where all people live sustainably and thrive together with nature. Mission: Our mission is to build an alliance of leaders who create positive ecological and social change in their local communities and throughout the world through inquiry, community engagement, and authentic voice.

What is Project Dragonfly's core content?

Ours is a personalized, project-driven program that allows �þ��Ƶs to connect coursework to their professional goals. Project Dragonfly �þ��Ƶs define the unifying theme and focus of their academic work while exploring topics related to our Core Content of biodiversity conservation, community engagement, environmental stewardship, participatory education, and sustainability.

What are Project Dragonfly's core competencies?

Our Core Competencies reflect the knowledge and skills gained by Project Dragonfly graduates throughout their time in the program. Students develop these competencies through their coursework, through interactions with peers and instructional team members within their online learning communities, and from their field experiences and/or experiential learning days.

Action - Ignite positive ecological and social change.
Collaboration and Engagement - Work with and for others to achieve shared, mutually beneficial goals.
Communication and Storytelling - Translate information into meaningful messages that are relevant to intended audiences.
Critical Thinking and Problem Solving - Analyze issues and design solutions using multiple ways of knowing and interdisciplinary, evidence-based approaches.
Leadership - Leverage your own and others’ strengths to create spaces for engagement and turn understanding into action.
Local and Global Understanding - Recognize and consider the complex, interconnected nature of human and ecological systems at multiple scales.

Can you describe Project Dragonfly's learning network?

Our Students: Project Dragonfly �þ��Ƶs are adult learners, located across the United States and around the globe. Many are informal science educators, classroom teachers, community or non-profit leaders, established or emerging conservationists, and career changers seeking work to improve ecological and social communities. These �þ��Ƶs use inquiry to drive positive ecological and social change in innovative ways grounded in relationships. Throughout their time in the program they work with some of the world’s most renowned zoos, botanical gardens, and local and global conservation organizations to learn effective ways to lead and support positive change efforts—becoming part of an alliance of leaders working to make the world more habitable and humane.

Our Instructional Team: Project Dragonfly faculty, instructors, facilitators, collaborators, and community learning leaders seek to meet the unique needs and motivations of adult learners and create spaces where instructors and �þ��Ƶs work together to co-create knowledge and ignite positive change. These educators understand that �þ��Ƶs bring varied and valuable experiences to their coursework, and they champion self-directed learning while working to build community through discussion and dialogue. Above all, they respect that �þ��Ƶs hold a variety of responsibilities outside of school and provide individualized support to help �þ��Ƶs reach their full potential.

What is Project Dragonfly's approach to learning?

Connected to the Core Values of inquiry, community, and voice, Project Dragonfly’s approach to learning is centered on the principles that learning is participatory and extends beyond the classroom, both in terms of where it happens and the impacts that it should have. Project Dragonfly �þ��Ƶs develop the Core Competencies through the following interconnected methodologies:

Inquiry-driven Learning

Students actively drive their own learning through the process of inquiry, which is seen as a means of engagement and dialogue.

Student-centered: Students lead their learning journey by asking questions and seeking solutions to the environmental and social issues around them.
Knowledge Construction: Students build their own understanding of and generate new knowledge about the world through the inquiry process, which includes observation, questioning, investigation, critical reflection, collaboration, and communication.

Experiential Learning

Students learn through hands-on engagement while participating in a cycle of experiencing the world around them, reflecting on what they learned, and applying knowledge.

Learning Through Doing: Students learn by actively engaging in inquiry, research studies, and community projects.
Learning Beyond the Classroom: Students learn in real-world, community contexts, where the knowledge they gain can be directly applied.
Participatory Learning: Students are involved in the learning process. They collaborate, discuss, reflect, and problem-solve to construct their own knowledge.

Community of Learning

Students learn through a collaborative process within a diverse community context, where all members contribute to the educational experience.

Peer-to-Peer Learning: Students enhance their learning by sharing their insights and experiences with each other.
Collaborative Learning: Students join with instructors, facilitators, colleagues, community members, and peers to examine multiple ways of knowing.

Applied Learning

Students apply what they learn to a real-world context to ignite positive change both in themselves and their community.

Applied Focus: Knowledge and skills aren't just gained, but applied to real-world practice.
Focus on Transformation: Learning leads not only to knowledge gain but also to personal growth, transforming the learner into a leader of change.

Are there foundational readings that reinforce Dragonfly's core values?

Project Dragonfly’s approach to education and our work are based on these foundational readings. They introduce and reinforce the importance of inquiry, community, and voice in education—the values at the heart of our program.

Freire, P. (1970). Chapter 2. In Pedagogy of the oppressed (pp.71-86). Bloomsbury.

Kimmerer, R. (2011) Restoration and reciprocity: The contributions of traditional ecological knowledge. In Egan, D., Hjerpe, E.E., & Abrams, J. Human dimensions of ecological restoration: Integrating science, nature, and culture (pp. 257-276). Island Press.

Knowles, M. (1984). The adult learner: A neglected species (4th Edition). Gulf Publishing Co.

Myers, C. Myers, L.B., & Hdson, R. (2009) Science is not a spectator sport: Three principles from 15 years of Project Dragonfly. In R. Yager (Ed), Inquiry: The key to exemplary science (pp. 29-40). NSTA Press.

Nelson, T.H. & Moscovici, H. (1998, January) Shifting from activitymania to inquiry. Science and Children. 35:4, pp 14-17.

Orr, D.W. (1994). Chapter 1: What is education for? In Earth in mind (pp. 7-14). Island Press.

What is Continuing Graduate Status (CGS)?

CGS allows individuals to take graduate-level courses at �þ��Ƶ without pursuing a degree. It does not guarantee future admission to Dragonfly master's programs.

What are the admission requirements for CGS?

A U.S.-equivalent bachelor's degree is required, but transcripts and a minimum GPA are not. References are also not required.

Is financial aid available for CGS �þ��Ƶs?

No, federal financial aid is only for degree-seeking �þ��Ƶs.

Can CGS coursework be applied to the AIP or GFP if I later enroll in the master's program?

Yes, up to 10 credits (either one seven-credit Earth Expeditions course OR seven Web+ credits + one three-credit Web course) with a grade of B or better, taken within five years of your projected graduation, can be applied after acceptance and one semester of participation in the master's program, upon completion of a request form.

Will taking CGS courses improve my chances of getting into the AIP or GFP?

Possibly. While not a guarantee, successful completion of CGS coursework can demonstrate your ability to succeed in graduate-level studies, which can strengthen a degree application, especially for those with a GPA below the standard requirement.

What is the limit on CGS coursework I can take?

There is no limit, but only a maximum of 10 credits can be applied toward a master's degree.

What if I mistakenly applied as a degree-seeking �þ��Ƶ instead of CGS?

Contact the Graduate School directly at applygrad@miamioh.edu to inquire about a possible correction.

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