The Doctor of Education (Ed.D.) in Educational Sustainability program at the University of Wisconsin-Stevens Point is 100% online* and designed for working professionals from interdisciplinary fields in sustainability. The program will prepare graduates to be educators and leaders who hold a passion for transforming systems of teaching and learning. The curriculum is intended to provide students the opportunity to actively engage in coursework, research and professional practice in the field of sustainability. For the purpose of the degree, sustainability is broadly defined using the six core principles. Students can explore sustainability in one or more of these principles to personalize learning in the program.
ED.D. IN EDUCATIONAL
SUSTAINABILITY
DIRECTORY Student and Alumni
UW-Stevens Point Ed.D. Program Directory Click on each name to jump to the page.
Hess, Gloria L.............................7 Young, Deb.................................8 Cohort 3
Chabi, Deborah..........................5 Goldberg, Sara...........................6
Biegel Hoffman, Rochelle.......10 Kant, Jessica............................11 Stricker-Orlovsky, Heather.......12 Cohort 4
Cohort 5
Aleksandrowicz, Deborah........14 Coleman-Jayne, Colleen..........15 Froehlich, Mandy.....................16 Harris, Jason............................17 Lange, Lori...............................18 Ace, Ashley...............................30 Barros, Frank...........................31 Bowman, Monica.....................32 Brown, Nathan.........................33 Collier, Shelley..........................34 Davies, Ansleigh.......................35 Gambino, Elisabeth.................36 Geddes, Mandy........................37 Abt, Kristin................................55 Burhop, Danielle......................56 Caballero Orozco, Luis Roberto...57 Foss, Angie...............................58 Gullickson, Michelle ...............59 Herek, Jennifer.........................60 James, Heidi.............................61 Aprill, Michael..........................93 Benedith, Julia “Jay”................93 Boesen, Robert........................93 Boudjou, Urbain.......................94 Cordaro, Jessica.......................94 Davis, Tiphani..........................94 DeDeker, Bo.............................95 Dresen, Chelsea......................95 Eaton, Ashley............................95 Folkman, Maxwell....................96 Gaffney, Jess............................96 Goetsch, Amanda....................96 Hankins, Kimberly...................97 Holland, Rose...........................97 John, Rebecca..........................97 Cornelius, Gail..........................75 Davis, Laura.............................76 Davis, Rachel...........................77 Fong, Jessica............................78 Goracke, JoDee........................79 Howell, Alyse............................80
Lange, William.........................19 Mangan, Tara...........................20 Mendelson, Erin E...................21 Mills, Kasia...............................22 Olsen, Pauline E.......................23 Johnson, Veronica....................38 Kane, Katie..............................39 Kneeland, Arthur ....................40 Kramer, Kate ...........................41 Mitchell, Jennifer.....................42 Mitchell, Shelley.......................43 Nusz, Benjamin........................44 Nusz, Chamomile.....................45 Cohort 6 Holtzman, Sara........................62 Kleven, Sarah...........................63 Kuhry-Larsen, Ashlee..............64 Lain, Tierney.............................65 Mendes, Ana C.........................66 Minch, Sam..............................67 Riebe, Katherine......................68 Cohort 7 Alumni Kadoch, Aaron.........................98 Kapsa, Stephanie....................98 Kilmurray, Rose........................98 Liesch, Jacqueline...................99 Lee, Erin...................................99 Lewis, Branden........................99 Lloyd, Deanna........................100 Loftland, Charles...................100 McAllister, Kerri......................100 Miller-Porter, Angela..............101 Norman, Emily.......................101 Ortega, Jennifer.....................101 Payne, Lynn............................102 Pfisterer, Abby ........................102 Pfundheller, Mariah...............102 Lane, Alexander.......................81 Mizgalski, Joelle.......................82 Nusinov, Terina........................83 Oberstadt, Heidi.......................84 Ratsaphonh-Withers, Alicia.....85 Scheer, David...........................86 Cohort 8
Sandstrom, Sara......................24 Schultz, Jean............................25 Tallman, Kate...........................26 Vieane, Rebecca......................27 Wood, Lee................................28 Payne, Stephanie Renee.........46 Schommer, Megan..................47 Snarski, Maria..........................48 Sosa, Larissa............................49 Spielman, Riley........................50 Sumner, Brooke.......................51 Turner, Leann...........................52 VanderVegt, Tasia....................53 Schroeder, Jared......................69 Struckmeyer, Amanda.............70 Tidd, Rachel.............................71 Titterton, Michelle....................72 Williams, Jodi...........................73
Seme, Nick...............................87 Simon, Matt.............................88 Swanson, Samantha...............89 Warzynski, Marissa..................90 Woldt, Amanda........................91
Potter-Nelson, Liz...................103 Redbird, Bethany...................103 Reynolds, Desiree..................103 Romero, Sergio......................104 Rost-Allen, Rachael...............104 Rudinger, Belinda..................104 Santry, Jennifer......................105 Schaefer, Lyn..........................105 Schmierbach, Amy.................105 Solinsky, Cindy.......................106 Valentino, Heather.................106 Vedvig, Ashley........................106 Wahl, Kim...............................107 Wilson, Shari..........................107 Yang, Xee................................107
UW-Stevens Point
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Welcome from the Director
It is with great enthusiasm that I welcome you all to the Educational Sustainability doctoral program at the University of Wisconsin-Stevens Point. Through this program, I hope to empower and equip you with the knowledge, skills, and resources that you need to create positive change for a more sustainable future. As educators in schools, libraries, zoos, museums, neighborhoods, and beyond, we can advocate for action towards justice, equity, inclusive participation, and the regeneration and vitality of our communities and ecosystems. Striving for sustainability is not something we can do alone. In this program you will find a support system within your
cohort, amongst faculty and staff, and beyond to the Global Affiliate Scholars, and alumni. We are a community of learners–all of us–and I am so grateful to get to learn from each of you along this journey. Meeting in-person during residency has been transformational and I am grateful for all the moments; those when I have laughed or cried, painted sunsets, meditated, gone for walks around Schmeeckle Reserve, held snakes, and much more. This program is filled with trailblazers, each bringing their own unique lens to the doctoral process. To date, we have seen students complete article-focused dissertations, curriculum-focused dissertations, photovoice dissertations and videography-based dissertations. Our alumni are now professors, researchers, and practitioners—integrating sustainability into their work in the United States and around the world. Sustainability emerged as a field focused on solving complex, wicked problems. YOU are part of these solutions and give me hope for our future. I look forward to watching you grow in this program, follow your sustainability passions, and join our global community of scholars who are transforming systems of teaching and learning. Erin Redman, Ph.D. Professor and Director Educational Sustainability Doctoral Program University of Wisconsin-Stevens Point
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Ed.D. in Educational Sustainability
Cohort 5
COHORT 3
PROFILES
UW-Stevens Point
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Cohort 3
Deborah Chabi EDUCATION • M.A. in Secondary Science Education Roosevelt University
• B.S. in Biological Science Northern Illinois University
ENROLLED • Cohort 3
LOCATION • East Dundee, Ill.
Being an educator is something that chose Deborah Chabi. She began her teaching profession as a preschool teacher as she did not want to be away from her young daughter. That job changed her life. Learning how to make lesson plans and create activities to keep her classes engaged often included being outside working on science experiments. Lessons learned from preschool children are used today with Deborah’s high school students at Dundee Crown High School where she taught biology, physical and environmental science. Additionally, teaching environmental science as given Deborah a love for the Fox River. The reason the Ed.D. program is attractive to her is that the breadth of study will allow her to take her natural interests and abilities to connect with broad set areas of her life. This will include teaching classes and her continued work with Friends of the Fox River and the McNamee Foundation. Another reason for her deep love of northern Wisconsin is due to her grandparents who live in Stevens Point and are the reason that Deb has come to love Northern Wisconsin. Her grandfather, Bob Williams was a professor at UW-Stevens Point and an influence in her becoming a teacher and her desire for creating a sustainable world. While reading Orr’s book, Earth in Mind, Deborah really connected with the quote “all education is environmental education” (Orr, 12). As an environmental educator Deb looks at life through the lens of deep ecology. All living things have value. How will the Earth look in 20 or 30 years? Deb’s thoughts revolve around animal sentience, the Earth and soil, local politics, and the notion of patriotism not being tied to the love of the land currently, as well as new climate and sustainability change makers.
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Ed.D. in Educational Sustainability
Cohort 3
Sara Goldberg
EDUCATION • M.S. in Curriculum & Instruction-Global Studies Focus UW-Madison • B.A. in Spanish UW-Stevens Point
ENROLLED • Cohort 3
LOCATION • Mosinee, Wis.
Sara Goldberg is a bilingual teacher in the Wausau School District. She just finished her 11th year as an educator in the Wisconsin public schools. She previously has taught for the Milwaukee Public Schools and the Wautoma Area School District. Whether in a rural or urban setting, her work has focused on supporting marginalized student populations, reaching and connect with at- risk students, and ensuring the inclusion of diverse student bodies and their families. She realizes the importance of culturally- and linguistically responsive, student-driven, goal-oriented, authentic learning experiences that place value on students’ funds of knowledge. This doctoral program directly aligns with her previous work professionally, as well as her personal interests and perspective. Her graduate work through UW- Madison in the area of Curriculum and Instruction with a focus on Global Studies was dedicated to designing alternative methods for teaching and learning. Emphasis was on transnational projects that transcended the four walls of the classroom to connect students with global peers through cross-curricular projects centered around language and literacy, art, poetry, social studies, culture and the environment through the mode of technology. She currently is a facilitator for the transnational program Global Story Bridges in conjunction with UW-Madison and other sites around the world. Through this doctoral program, she looks forward to homing in on her interests related to educational equity, linguistic and cultural preservation, access for underserved, marginalized populations, a humanistic approach toward people and environment, and the development of global citizenship with a respect toward local spaces.
UW-Stevens Point
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Cohort 3
Gloria L. Hess
EDUCATION • M.S. in Communication Northwestern University • B.S. in Speech: Radio-Television-Film & Sociology Northwestern University
ENROLLED • Cohort 3
LOCATION • Chicago, Ill.
Across a career spanning corporate, academic, and nonprofit sectors, Gloria has enjoyed roles in higher education administration, alumni and career services, employer relationship development, community services management, business communications, and marketing. Her most recent leadership role was as vice president of career services for an online school with multiple ground campuses serving nontraditional students. In that post, she designed and led a university-wide transformation of its career services, resulting in improved outcomes and higher user-satisfaction ratings. Prior to that, she launched an employer relations unit for a new career services office serving alumni, part-time and executive MBA students; then, for another master’s program for working professionals, she established career development services where none had existed before for its students and alumni. Today, Gloria currently serves as a board-certified career coach with a private practice based in Chicago, Illinois. Throughout the past two decades as a career services professional and career development expert, Gloria has worked with several post-graduate experienced-hire professionals, nontraditional adult learners, and clients who have encountered barriers to gainful employment. Reflecting upon their stories, she notes that their circumstances varied greatly, but common interconnected themes of discrimination and displacement emerged. It was the running memory of those stories that ultimately inspired her to make a difference on a broader scale beyond providing personalized assistance one client at a time or for the constituency of a particular institution. But having the “field experience” wasn’t enough to effectively make that transition from services provider to industry thought leader and change agent. She needed a doctoral degree. After years of contemplating which doctorate to pursue and which doctoral program to attend, it was ultimately the intersection of her three primary interests—employment, education, and the environment that brought Gloria to the Ed.D. Program in Educational Sustainability at the University of Wisconsin- Stevens Point. It is through the Brundtland Commission’s far-reaching definition of sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs,” that Gloria applies her understanding of educational sustainability—using education as a tool to facilitate the meeting of those needs. With this doctorate, she specifically intends to transform continuing education within the career development field to better facilitate the employment sustainability of vulnerable populations. While Gloria is most passionate about helping older workers and job seekers overcome ageism in the workplace, she is also considering that her doctoral studies could extend to helping other vulnerable workers and job seekers, as well, including those from the disability community, those who are (or soon will be) practically displaced due to advancements in technology, and those who are (or soon will be) geographically displaced due to consequences of climate change. Born a “Cheesehead,” and having been raised on a dairy farm outside of Wonewoc, Gloria is thrilled to return to her proud Wisconsin roots. With a teenage son who is very clearly on a path toward biology and environmental science, she imagines that it is not outside the realm of possibility that they could very well become the first multigenerational graduates of this new program at UW-Stevens Point!
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Ed.D. in Educational Sustainability
Cohort 3
Deb Young
EDUCATION • M.S. in Training and Development UW-Stout • B.S. in Business Administration Lakeland College
ENROLLED • Cohort 3
LOCATION • Tomah, Wis.
Debbie Young is an educator and leader who holds a passion for transforming systems of teaching and learning, educational sustainability means taking an approach that seeks to make change for our society. As a teacher, or learner, or leader, Debbie strives to facilitate change. She believes through this educational approach, learners, teachers, organizations, communities, and government should better understand the complexity of the world around them and should encourage people and organizations to think in terms of relationships, connectedness, and context and motivate them to do something about sustainability – in their personal lives and within their community. Many of Debbie’s life experiences showcase examples of her interest in building socially, ecologically and economically sustainable communities and in transforming systems of teaching, learning and leadership. She was motivated to join the Ed.D. in Educational Sustainability due to the program’s learning goals and a strong desire to grow in the knowledge and skills that this program has to offer. One of the proudest accomplishments of Debbie’s life was earning her college degree. During the 1970s, her parents discussed college plans after high school graduation with her younger brothers, but it was not discussed as an option for her or her sister. The experience of being treated differently because of gender caused both her sister and her to be even more determined to go on to college. Debbie joined the Army when she was 19. She wanted to see the world, experience different roles as a woman, and attend college. It would take 14 years to complete a bachelor’s degree, pursuing her educational goals part-time when her military duties allowed. It was during one of her first assignments in the Army, she became an instructor and discovered a passion for teaching. While working as an Army Instructor, Debbie worked closely with curriculum developers and acquired an interest in instructional design systems. Another door opened right at the end of her undergraduate program when a graduate program in training and development was offered on the Army base. In 2014, Debbie started in a new position as the Tomah VA Medical Center’s Education Coordinator. In this role, she analyzes, develops and implements the Medical Center’s master educational plan, considering health care priorities and medical center goals and objectives; develop policies and procedures which provide guidance to services and units in the planning, implementation, and evaluation of education programs. She manages the local Leader Development Program and consider this one of her proudest accomplishments. This opportunity develops staff leadership skills and create a work environment in the facility that supports, encourages, and grows servant leaders. The program strengthens a commitment to sustain an organizational climate that is focused on quality of service through leadership actions, builds a sense of community, and builds strategic skills for effective decision making, strategy development, and implementation. Additional examples of service within Debbie’s community include her as an active member of the local American Association of University Women (AAUW), the American Legion, and the Disabled American Veteran Tomah Chapters. AAUW advances equity for women and girls through advocacy, education, philanthropy, and research, believing that together we can transform society for the better. The American Legion is the nation’s largest wartime veterans service organization aimed at advocating patriotism across the U.S. through diverse programs. The Disabled American Veterans organization is dedicated to empowering veterans to lead high-quality lives with respect and dignity. In the past, I have also been a Girl Scout leader and trainer and taught religious education in my community. Over the last 40 years, Debbie has worked to establish herself as an educator, a systems thinker, and a leader in her professional and personal life. She believes firmly that the field of educational sustainability resonates with her mind and spirit and will support her life and career goals. As an educator and leader who holds a passion for transforming systems of teaching and learning, Debbie can see how her past experiences align with sustainability. She believes that education will help not only herself but also help other people understand the complexity of the world around them. She is a self-directed, independent learner, who also enjoys learning and working collaboratively with a group. Debbie loves the idea of transforming teaching and learning and as a life-long learner, she is encouraged and open to learn how she can learn better as a student. As Debbie reviewed the six core principles, she was drawn towards two areas specifically, transformative learning and systems thinking. She has studied and worked in these areas for years and am interested in learning not only more about these two areas but strives to learn more about the other four core principles.
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Cohort 5
COHORT 4
PROFILES
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Ed.D. in Educational Sustainability
Cohort 4
Rochelle Biegel Hoffman
EDUCATION • M.Ed. in Professional Development UW-Eau Claire • B.A. in Education Secondary Social Studies University of Missouri-Kansas City
ENROLLED • Cohort 4
LOCATION • Augusta, Wis.
Turtles are one of the earliest memories as a child for Rochelle Biegel Hoffman. For as long as she can remember, she always had a bucket–or rather buckets–of turtles, frogs, tadpoles and any other crawling things she could find, sitting on the back step of our family farmhouse. Rochelle grew up on our family cranberry marsh, generation five. Despite not particularly liking the taste, cranberry juice may just run in her veins. She has always found peace in the smell of wetland swamp, and knew she wanted to be a part of this work. When Rochelle’s parents expanded their operations in 2012 to develop new hybrid cranberry vines, she packed up her cul-de-sac house in Kansas City and moved into a one-bathroom farmhouse with her husband and two babies to grow those hybrid cranberries. Rochelle just finished a year teaching high school Social Studies in the KCMO school district. Despite coming from a long line of teachers, she quickly realized that year her interest in teaching was at the college level. By day, she and her husband renovated, planted and tended new cranberry plantings, and by night Rochelle worked on her master’s degree in education. Rochelle got a position at the University of Wisconsin-Eau Claire, working with college access and college success programing. Blugold Beginnings gave her the opportunity to grow as an educator, and help her gain valuable experience. First generation, low income, and students of color are outperformed by their white counterpart in every high impact practice at UWEC. We know these high impact practices–student research, campus employment, internships, study abroad, immersion experience–are valuable and transformative in a liberal arts education. Rochelle’s work in Blugold Beginnings has focused on increasing the rates of high impact practices participated in by first generation, low income, and students of color–with an emphasis in undergraduate student research. Providing equitable educational opportunities and pathways for all students, in particularly important to the values of our program, and herself. As her role on the cranberry farm has changed over the years, Rochelle become more involved with developing new growing and management techniques for sustainability on the cranberry marsh. Rochelle has become more involved and developed relationships with partners in the horticulture department at UW to help with the development of low-input cranberry vines. As research opportunities have materialized for myself, she has found herself diving deeper into sustainability efforts. The same can be true for undergraduate students that are provided the opportunity to conduct research. Students who may not have otherwise considered careers of interests in sustainability are able to learn the research process and develop a passion for sustainability through their research.
UW-Stevens Point
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Cohort 4
Jessica Kant
EDUCATION • M.S. in Speech-Language Pathology UW-Stevens Point • B.S. in Communicative Disorders UW-Stevens Point
ENROLLED • Cohort 4
LOCATION • Brentwood, Calif.
Jessica Kant was raised in Michigan’s Upper Peninsula with nature as her playground. She freely explored the land and participated in immersive activities like Girl Scouts and 4-H that instilled worldly knowledge, curiosity, self- determination, and independence. This inspired her to seek out a helping career to assist others overcome communicative and cognitive challenges and become capable, expressive individuals who can relate to each other and the world. Jessica has worked as a speech-language pathologist (SLP) across medical and educational settings. She began her career as an elementary and high school SLP in northern Wisconsin where she focused on delivering naturalistic early childhood special-education services in community settings. After moving to California, Jessica worked for Contra Costa Regional Medical Center, one of only 21 remaining public health systems and safety-net facilities in the state. She provided rehabilitative communication, cognition, and swallowing services to underserved adults following medical events that often resulted from drug overdose, persistent homelessness, incarceration, or fear of accessing health care; and also completed multidisciplinary assessments of children with Autism Spectrum Disorders and/or Attention Deficit Hyperactivity Disorder. She currently evaluates and treats children with communication impairments at the Brentwood Union School District special education preschool program. Childhood communication and mental-health disorders that require special education services are on the rise and Jessica is interested in examining early familial interactions and educational practices to better understand this shift. This knowledge could identify barriers and inspire parents, educators, doctors, policy makers, and others to promote more simplistic and explorative early childhood experiences that better support communication and brain development and result in a reduced need for specialized instruction. Jessica believes a sustainable world is one that fosters an affinity for life with intentional and meaningful connectedness to other living beings and nature as the cornerstone of development; something that everyone is capable of giving and receiving despite ability or status.
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Ed.D. in Educational Sustainability
Cohort 4
Heather Stricker-Orlovsky
EDUCATION • M.S. in Conservation Biology Central Michigan University • B.S. in Animal Ecology Iowa State University
ENROLLED • Cohort 4
LOCATION • Rhinelander, Wis.
Heather Stricker-Orlovsky has spent the last 15 years working as a wildlife and conservation biologist, with specialties in forest ecology, large carnivores, geographic information systems, and biodiversity. Heather has worked for various universities, state agencies and tribal governments, and is currently in a joint research position between the UW-Stevens Point College of Natural Resources and the U.S. Forest Service. Noticing a lack of impact and disconnect between scientific research and society, Heather began to search for stronger meaning in her work to find ways to foster relationships between people and the natural world. Prompted by her personal transition into motherhood, she became driven to improve access to nature for children and communities in order to foster this important relationship. Heather found grounding and a place for her ideas in the Educational Sustainability program at UWSP. Heather intends to effectively combine her expertise in ecology and conservation with her experiences in indigenous cultures, incorporating aspects of place-based learning, traditional ecological knowledge and other cultural ties that relate people to their environment. Heather intends to research various educational pedagogies to identify the most effective and engaging techniques to synthesize them into a comprehensive educational paradigm that benefits humans and the planet by creating inspired learners with full capacity to tackle complex environmental issues. While she has a strong interest in childhood relationships to nature, Heather envisions outcomes of her work extending to adult and in-service educational and scientific communities, creating strong leadership in environmental sustainability. Heather resides in northern Wisconsin with her husband, two young sons, two dogs, and a fish. While the family loves spending time in the woods and waters of the Northwoods, Heather and her family also spend lots of time exploring the fields and farms of Iowa where Heather grew up.
UW-Stevens Point
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Cohort 5
COHORT 5
PROFILES
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Ed.D. in Educational Sustainability
Cohort 5
Deborah Aleksandrowicz EDUCATION • Master of Education in International Teaching Framingham State College • B.S. in Special Education Learning Disabilities (PreK-9) and Elementary Education UW-Oshkosh
ENROLLED • Cohort 5
LOCATION • Neenah, Wis.
Deborah Aleksandrowicz views education for sustainability as a spectrum of diversity, encompassing all systems, and empowers individuals and groups to improve the future through experiential transformative learning. With high interest in educational sustainability, she has been geared towards social justice issues and ecological appreciation throughout her personal life as well as during her career in education. Deborah’s intrigue and curiosity with differences began at an early age. As a teenager, she worked with peers and adults who had disabilities in school, home, community, and work settings. To gain skills needed to implement more inclusivity and access in formal education, she earned a B.S. in Special Education Learning Disabilities, a B.S. in Elementary Education, a M.Ed. in International Teaching, and has credits towards both a PhD in Behavioral Health Psychology and an EdD in Educational Sustainability. While working and living in areas high in poverty and low in literacy, Deborah has been a worldwide volunteer with people who have special needs, English instruction, international festivals, anti-racism study circles, and the homeless. Her experiences transformed her into a cultural experience addict. Deborah has lived and served in three states and six continents, in international and non-profit schools, from primary schools to higher education, and as a teacher and an administrator. She has attended educational conferences in five nations and presented at the Central and Eastern European Schools Association conference in Vienna, Austria. In her travels nearing seventy countries, she has enjoyed being a scuba divemaster, trekking in the Amazon rainforest, and hiking some of the Seven Summits. Deborah currently resides in Wisconsin and adventures locally and internationally with her husband and children. She has seen firsthand that there is a global need for a large-scale transformation regarding how we interact with and treat our environment – and the people within it. Although Deborah appreciates parts of ecological and social systems in each place she has been to, one area of needed change is the ability to empower students towards becoming stronger social and ecological advocates. She plans to converge her interests in behavioral health psychology and educational sustainability with research and development of curriculum that facilitates transformational change towards more sustainable practices.
UW-Stevens Point
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Cohort 5
Colleen Coleman-Jayne
EDUCATION • M.A. in Teaching
Lewis and Clark College • B.S. in Marine Biology University of Oregon
ENROLLED • Cohort 5
LOCATION • Evansville, Wis.
Colleen Coleman-Jayne is a caring and dedicated science educator. This year she will be starting her seventh year of teaching, working for Whitewater Unified School District in Whitewater, Wis. Colleen intended for her career to be in marine ecology research, but after an unexpected experience teaching outdoor education she dedicated part of her college career to exploring environmental education as a minor. Colleen took a course covering environmental education theory and practice, where she chose the Pacific Northwest intertidal ecosystem as the focus for developing curricula that would create an opportunity for local K-12 students to engage in high-level inquiry concerning intertidal ecosystems. While creating and implementing her curricula, she was fortunate to connect with established programs like NSF, GK-12, and South Slough National Estuarine Research Reserve, from which she garnered best-practice teaching techniques for delivering environment education in K-12 science education. Colleen has been using environmental education as the foundation for transforming high school science curricula. Now, Colleen feels compelled to advance her career by obtaining a Doctorate of Education in Sustainable Education at UW-Stevens Point in order to deliver best-practice teaching to her students by researching education methods that will advocate social equity, social justice, and scientific literacy.
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Ed.D. in Educational Sustainability
Cohort 5
Mandy Froehlich
EDUCATION • M.S. in Educational Leadership Cardinal Stritch University • M.S. in Information and Communication Technologies; Learning Technologies UW-Stout • B.S. in Elementary Education UW-Oshkosh ENROLLED • Cohort 5 LOCATION • Sequim, Wash.
Mandy Froehlich is an educator, former technology integrator, and director of Innovation and Technology turned technology and mental health consultant. Her passion lies in reinvigorating and re-engaging teachers back into their profession as well as what’s needed to support teachers in their pursuit of innovative and divergent thinking and teaching. Her work in mental health and how it impacts disengagement and innovative thinking and subsequently technology use is widely known in the education community. She consults internationally with school districts and post-secondary institutions in the effective use of technology to support great teaching, technology department leadership and coaching, 1:1 rollouts and learning management system deployment, and the impact of mental health on innovation. She also consults with edtech companies on creating user-friendly and pedagogically sound technology for schools. As a way to impact an upcoming generation of leaders, Froehlich is an adjunct for an organizational technology class for graduate students looking to become administrators. She also works as the chief operations officer for EduMatch Publishing, an education-based publishing company that “elevates the authentic voices of educators using evidence- informed practices to be the catalyst for change in education” through which her own four books are published. Even though her roots are in educational technology, her passion has always been in educator mental health. Therefore, her research will focus on creating a sustainable program to be implemented at institutions in regards to educator mental health and how we can best support education professionals to avoid mental health issues like burnout and demoralization.
UW-Stevens Point
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Cohort 5
Jason Harris
EDUCATION • Master of Public Administration UW-Madison • M.S. in Clinical Mental Health/Substance Use Counseling UW-Madison • B.S. in Psychology Upper Iowa University ENROLLED • Cohort 5 LOCATION • Wisconsin Dells, Wis.
Jason Harris is an interdisciplinary consultant currently working with rural communities throughout the United States to implement and enhance sustainable behavioural health and substance use disorder programming. This work includes providing training and assistance in developing strategies for the purpose of transforming the thoughts, values, biases and stigmas many have around mental health and substance use disorders. Jason delivers training to individuals and multidisciplinary teams in a variety of settings. Jason has worked with urban, rural and tribal communities throughout the United States. Jason is also a veteran of the United States Marine Corps and has traveled to many different countries developing an appreciation for culture while also becoming motivated to help the world become a more equitable and sustainable place for all to thrive. After completing his military service he began to work in the behavioral health field while attending night classes in psychology. Throughout his career Jason has served as counselor, a director of inpatient and outpatient programs and has managed multiple projects while working in state government. Throughout his career he began to develop the philosophy that many of the disorders he has worked to address are symptoms of larger issues embedded within society. While embarking on his own journey of self-care and healing Jason realized the benefits associated with practices such as mindfulness meditation, yoga and other similar practices. Throughout both his graduate studies and career Jason began to research the potential impact of implementing mind-fulness based strategies into the workplace and educational settings. Jason comes to the educational sustainability program with the vision of developing effective ways of implementing mindfulness-based strategies and trauma informed practices into the educational and workplace settings and in combination with transformational leading, teaching and learning to enhance learner outcomes related to topics of sustainability.
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Ed.D. in Educational Sustainability
Cohort 5
Lori Lange
EDUCATION • M.A. in Education and Special Education Aurora University • B.A. in Cultural Anthroplogy and History University of California Santa Barbara
ENROLLED • Cohort 5
LOCATION • Walworth, Wis.
Growing up in a very transient lifestyle, Lori Lange often felt at a disadvantage among peers of the same age. Through strong adult models, Lori gained the confidence needed to take risks and expand her educational goals. This resulted in increased self esteem, better job opportunities, which provided access to an increased amount of educated adults, resulting in a better lifestyle. Through the educational sustainability doctoral program, Lori plans to focus her studies on enhancing learning opportunities inK-12 self contained education. Her focus is on increasing lifetime holistic wellness through community belonging among the Intellectually Disabled. Lori will utilize Abraham Maslow’s hierarchy of needs in a rural community by increasing independence and participation within the community of the intellectually disabled residing there. By addressing Physiological needs, (food, water, warmth, rest), with Safety needs (Security, safety), Belongingness (intimate relationships, friends), Esteem needs (prestige, feeling of accomplishment) then one can obtain Self-Actualization (achieving one’s full potential, including creative activities) Lori believes this will decrease health issues and increase life expectancy of the individual.
UW-Stevens Point
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Cohort 5
William Lange
EDUCATION • M.A. in Education Aurora University • B.A. in Cultural Anthroplogy and History University of California Santa Barbara
ENROLLED • Cohort 5
LOCATION • Walworth, Wis.
Bill Lange is an educator working at Cudahy High School in Cudahy, Wisconsin. Bill teaches multiple levels of Mechanical Engineering Design, Electronics and Circuitry, Robotics and runs a Maker-space. Bill is also an active member of the schools diversity club and oversees Anime Club, Dungeons and Dragons Club and often coaches e-sports. Bills research interests lie in the sustainability of School CTE programs. Sustainable design in Engineering. Creating sustainability in project based learning. Should school CTE programs continue to push student into trades and away from higher education or is it possible to meld the two into a far more sustainable solution. Can we prepare students for the jobs of the future. What do future ready students really look like. When not working or studying Bill enjoys spending time cycling, practicing Tai Chi and reading. Additionally he volunteers for Special Olympics and a theater group dedicated to working with the disabled.
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Ed.D. in Educational Sustainability
Cohort 5
Tara Mangan EDUCATION • M.A. in Clinical Psychology West Chester University • B.S. in Psychology King’s College
ENROLLED • Cohort 5
LOCATION • Nescopeck, Pa.
Tara Mangan is an Environmental Studies instructor whose connection to nature came from growing up immersed in it. She lives in rural Pennsylvania with her husband, infant daughter, dogs, and backyard chickens. She credits her father’s prioritizing natural environments and learning with her ability to appreciate the lifelong benefits of time spent outdoors. Tara’s interest in the human condition and wellness led her to pursue an undergraduate degree in psychology, then a graduate degree in the same, which allowed her to work as a clinical therapist for several years thereafter. She participated in research about psychodrama and collaborative storytelling to build cohesion in group therapeutic settings. This research provided teaching opportunities, which then opened the door to adjunct instructor work at several colleges. Tara began teaching psychology at multiple institutions for several years before being invited to instruct Environmental Studies courses which focused on psychology and health. Ten years since, she’s been brought into the Environmental Program at King’s College as a full-time instructor, focusing on the interconnection of human and natural systems. She is currently developing sustainability courses for environmental majors and the college’s core curriculum. She co-teaches both place-based ecology courses offered by the program, wherein she takes great satisfaction in seeing students able to connect their course content to real-world experiences and have meaningful interactions with the populations experiencing the environmental issues discussed in the classroom. Tara’s research interests are currently concerned with the various sources of information utilized by college students and how these might affect their environmental literacy.
UW-Stevens Point
20
Cohort 5
Erin E. Mendelson
EDUCATION • M.A. in Communication and Leadership Studies Gonzaga University • Certification in SPED-Mild/Moderate K-12 Chaminade University • B.A. in Religion Columbia University ENROLLED • Cohort 5 LOCATION • Wahiawa, Hawaii
Throughout her career, Erin E. Mendelson has strived to implement creative and research based instructional strategies to address the diverse learning needs in Hawai’i K-12 public school settings. As a dedicated educator, Erin designs learning opportunities with a shift from remediation to specialized interventions. She is focused on a whole child approach to build curiosity and well-being so that students can cultivate their potential and talent. Erin believes that generating greater equity in schools and classrooms will lead to a more just society in general. She is a certified Step by Step for Inclusive Schools trainer with Stetson and Associates and has worked closely with school teams to improve instructional quality for all learners. Erin has met the rigorous standards to become a National Board Certified Teacher and Exceptional Needs Specialist. Erin was drawn to the interdisciplinarity of UWSP Educational Sustainability program in which she can expand and build a deeper knowledge base in a variety of areas related to sustainability. Her research interests include examining how vocabulary and reading comprehension correlate to opportunity and socioeconomic status. In addition, she is interested in exploring how ecological literacy connects to action and improved self-conceptualization in students. She looks forward to the possibilities and learning adventures ahead. Erin is fortunate to reside on the island of O’ahu where the cool Pacific Ocean provides food, recreation and peace of mind. She is kama’āinaor a resident of the Hawaiian islands and relishes in its treasures--especially surfing.
21
Ed.D. in Educational Sustainability
Cohort 5
Kasia Mills
EDUCATION • M.A. in Development Studies University of Auckland • B.A. in Anthropology and Political Science Hunter College
ENROLLED • Cohort 5
LOCATION • De Pere, Wis.
Kasia Mills is an assessment coordinator and advocate for diversity, equity and inclusion in higher education. In her current position, she works closely with faculty, staff and administrators to collaborate on assessment projects and to foster a culture of inquiry, critical self-reflection, evidence-based decision making and a learner-centered environment. Her perspective of sustainability is rooted in inclusiveness, in that sustainability will only be realized when people who have been consistently marginalized in society can access, participate and equally benefit from our foundational institutions. For over 20 years, Kasia has worked on a variety of social justice issues, including affordable housing, community development, equitable urbanization processes, disability rights, refugees, and educational access. Her work domestically and internationally has brought engagement with international NGOs, foreign governments, community groups, and educational institutions. Yet it is her passion for effective and impactful programming that drives her current research as a doctoral student. Kasia’s research in the Educational Sustainability program is focused on the assessment of complex issues in the higher education setting. She plans to explore Wisconsin’s universities and their work towards diversity, equity and inclusion, with a focus on their steps taken to monitor and assess the programming. Other interests include inclusive pedagogy and curriculum design, as well as faculty training. Her vision is an accessible postsecondary education system that leverages and boosts Wisconsin’s increasingly diverse population. Outside of her professional and academic career, Kasia volunteers her time to support local schools and non-profit organizations.
UW-Stevens Point
22
Cohort 5
Pauline E. Olsen
EDUCATION • Master’s in Education in Learning Tech and Media University of Minnesota • M.A. in History UW-Eau Claire • B.A. in Latin American Studies and Spanish Flagler College ENROLLED • Cohort 5 LOCATION • Ontario, Wis.
Pauline E. Olsen believes all humans and animals are global citizens with responsibilities to each other, one’s family and culture (or cultures), to the community, and to the survivorship and sustainability of the globe. Her deepest desire would to be an agent of change in the development of just and equitable educational approaches to transfer ancient engineering water practices to water and food-poor cultures of today. Pauline believes that each of us has untapped potential, and that compassion and empathy can be learned. She has a ‘recently discovered’ limited patience for political stupidity. The eldest of six, Pauline grew up in Lima, Peru, four states of the Midwest, Florida and Mexico and considers herself a ‘Third-Culture Child’ who grew into a ‘Third-Culture Adult’. She taught high school Spanish and history for seven years in the inner cities of Milwaukee and Kansas City. She taught intermediate and advanced Spanish as an Adjunct professor at the University of Wisconsin-Eau Claire and University of Wisconsin-Stout, as well as English at the University of Guanajuato, GTO, Mexico. She spent seven years teaching and learning in Asia in Okinawa and Guam, for the Department of Defense Education Activities and the last two years, living, learning, and teaching middle school history, Humanities and Spanish for the DOD in Germany. Pauline will work to make education a conduit for sustainable practices for lives across systems and cultures. She believes equitable access to education for all girls and women could ultimately move the planet’s economic systems away from capitalism and engage all members of the global community in sustainable, just, equitable, ecological, educational, and economic practices that solve the problems of today, for tomorrow’s children. Pauline’s first passion is reading. She loves museums...and sports of many kinds and has been a high school and middle school girls’ soccer coach, a middle school boys’ basketball coach (with her son, Noah) and a soccer, cross country, and basketball mom to her three sons. She can be found practicing yoga, lifting weights, or hiking with her funny puggle, Phoebe or being a ‘cat mom’ to her Okinawan rescue kitty, Aliyah-Minerva. Her best and favorite job, however, is mom and travel companion to her four amazing human children, Ari, Addison, Noah, and shopping partner, daughter Charlotte. They, by birth, have a foot in at least two cultures: Mexico and the United States, and have had many traveling adventures in other cultures. They continue to inspire her, teach her, and keep her on her toes.
23
Ed.D. in Educational Sustainability
Cohort 5
Sara Sandstrom
EDUCATION • M.A. in Social, Multicultural, and Bilingual Foundations of Education/Linguistically Diverse Education (K-12) University of Colorado • B.S. in Secondary Education and Social Studies Concordia University
ENROLLED • Cohort 5
LOCATION • Rollinsville, Colo.
Sara Sandstrom comes from a family of educators. Teaching is an undeniable part of her character. She grew up in rural areas in Indiana, South Dakota and Wisconsin. Each place different and unique that put her on a path of learning and knowing that every place she goes has beauty and every person she meets has worth. After graduating with a degree in secondary social studies education Sara accepted a teaching position at a high school in Tisovec, Slovakia. Sara taught English and history at the Evanjelicke Gymnazium in Tisovec for two years. Sara has taught in a variety of schools in the United States; public, private, charter, rural and urban. She finds teaching history and geography with primary sources, music and from all points of view gives students a more accurate view of events and culture. She also is a true advocate for the English Language Learners in her school. Sara sees herself as an as an advocate for all students who are underserved or do not “fit” in the education system. Her advocacy starts quietly by showing that she cares for the students and their families. It is about making connections and building a student’s confidence in a system that tells them too often that they are not good enough. Sara is endlessly curious about the world around her. The history and culture of where she visits and where she lives. She loves to hear peoples stories and works to keep them alive, so they are not lost to history. Sara wants to bring the voices that are silenced in our society and make them heard in our classrooms and in our communities. When all students see people like them integrated into their lessons, not just one month a year, they will see themselves and see their value in our society. Then, we can sustain a society where all people feel like they have an equal place at the table. As a journalist Sara uses her voice in her local newspaper to inform her readers about sustainability. A story about the farmer market is not only about the fresh veggies. Sara shares with her community that they are playing a role in reducing the carbon footprint and thus creating a more sustainable planet. When there is a chance Sara does not shy away from challenging her readers. For example, to think beyond hot dogs and parades on the Fourth of July. She wants them to consider how Native Americans might feel on this National holiday. Sara sees herself as one woman in a small mountain town and in a small mountain school trying to change hearts and minds. She wants people to think beyond the same old patterns we have seen and been taught time and time again. To create a society where everyone is proud to speak their native language. To create a society where everyone can proudly show what religion they believe in. To be in a society where the color of your skin does not bring judgment to your character. To be in a society where we are all valued.
UW-Stevens Point
24
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