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
Cohort 4
Biegel Hoffman, Rochelle.......10 Boudjou, Urbain.......................11
Kant, Jessica............................12 Loftland, Charles.....................13
Stricker-Orlovsky, Heather.......14
Cohort 5
Aleksandrowicz, Deborah........16 Benedith, Julia “Jay”................17 Boesen, Robert........................18 Coleman-Jayne, Colleen..........19 Cordaro, Jessica.......................20 Eaton, Ashley............................21 Froehlich, Mandy.....................22 Harris, Jason............................23 Lange, Lori...............................24 Lange, William.........................25 Ace, Ashley...............................45 Barros, Frank...........................46 Bowman, Monica.....................47 Brown, Nathan.........................48 Collier, Shelley..........................49 Davies, Ansleigh.......................50 Folkman, Maxwell....................51 Gambino, Elisabeth.................52 Geddes, Mandy........................53 Johnson, Veronica....................54 Aprill, Michael..........................94 Davis, Tiphani..........................94 DeDeker, Bo.............................94 Dresen, Chelsea......................95 Gaffney, Jess............................95 Goetsch, Amanda....................95 Hankins, Kimberly...................96 Holland, Rose...........................96 John, Rebecca..........................96 Abt, Kristin................................73 Burhop, Danielle......................74 Caballero Orozco, Luis Roberto...75 Foss, Angie...............................76 Gullickson, Michelle ...............77 Herek, Jennifer.........................78 James, Heidi.............................79
Liesch, Jacqueline...................26 Lloyd, Deanna..........................27 Mangan, Tara...........................28 McAllister, Kerri........................29 Mendelson, Erin E...................30 Miller-Porter, Angela................31 Mills, Kasia...............................32 Olsen, Pauline E.......................33 Pfisterer, Abby .......................... 34 Pfundheller, Mariah.................35 Kane, Katie..............................55 Kapsa, Stephanie....................56 Kneeland, Arthur ....................57 Kramer, Kate ...........................58 Mitchell, Jennifer.....................59 Mitchell, Shelley.......................60 Nusz, Benjamin........................61 Nusz, Chamomile.....................62 Payne, Stephanie Renee.........63 Schmierbach, Amy...................64 Cohort 6 Kadoch, Aaron.........................97 Kilmurray, Rose........................97 Lee, Erin...................................97 Lewis, Branden........................98 Norman, Emily.........................98 Ortega, Jennifer.......................98 Payne, Lynn..............................99 Potter-Nelson, Liz.....................99 Redbird, Bethany.....................99 Holtzman, Sara........................80 Kleven, Sarah...........................81 Kuhry-Larsen, Ashlee..............82 Lain, Tierney.............................83 Mendes, Ana C.........................84 Minch, Sam..............................85 Riebe, Katherine......................86 Alumni Cohort 7
Romero, Sergio........................36 Sandstrom, Sara......................37 Schultz, Jean............................38 Tallman, Kate...........................39 Valentino, Heather...................40 Vedvig, Ashley..........................41 Vieane, Rebecca......................42 Wood, Lee................................43
Schommer, Megan..................65 Snarski, Maria..........................66 Sosa, Larissa............................67 Spielman, Riley........................68 Sumner, Brooke.......................69 Turner, Leann...........................70 VanderVegt, Tasia....................71
Reynolds, Desiree..................100 Rost-Allen, Rachael...............100 Rudinger, Belinda..................100 Santry, Jennifer......................101 Schaefer, Lyn..........................101 Solinsky, Cindy.......................101 Wahl, Kim...............................102 Wilson, Shari..........................102 Yang, Xee................................102 Schroeder, Jared......................87 Struckmeyer, Amanda.............88 Tidd, Rachel.............................89 Titterton, Michelle....................90 Walker, Caitlin..........................91 Williams, Jodi...........................92
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.
UW-Stevens Point
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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
Urbain Boudjou
EDUCATION • M.S. in Environmental Engineering Milwaukee School of Engineering • Diploma of Advance Technician: Equipment/Civil Engineering Institut National Polytechnique, Yamoussoukro, Ivory Coast
ENROLLED • Cohort 4
LOCATION • Oak Creek, Wis.
Urbain Boudjou, an environmental engineer, is striving to create more links between education and sustainable development. One of his goals is to reform practices, bringing ideas about environmental sustainability into educational and business settings, and leading others to embrace those principles. He wants to help organizations accept and integrate sustainable practices into their business’ strategies. This will enable them to meet sustained development over time, be respectful of a system of social and environmental values, and merge with a logic of continuous progress. To achieve that goal, Urbain has enrolled in the Educational Sustainability doctoral program at the University of Wisconsin-Stevens Point (UWSP). Urbain’s aspirations in Educational Sustainability was shaped through a successful career, which for a year involved a passion for teaching science to secondary school students in Milwaukee and Waukesha. His classes were oriented towards sustainability, with the desire to have the students contribute to the achievement of the 17 Sustainable Development Goals (SDGs) adopted in September 2015 by the 193 member countries of the United Nations. These goals cover areas such as health, poverty, equal opportunities, academic success, diversity, and climate change. The teaching class experience was challenging but ultimately rewarding. Urbain’s passion for sustainability in the context of education became a reality, which propelled him, naturally, to enroll at UWSP. Before teaching, Urbain served the Milwaukee Metropolitan Sewerage District (MMSD) for 17 years as a project manager, where he completed complex and innovative projects unique to the MMSD’s 100-year history. These projects, meant for the public involvement, identified environmental risks, sustainable solutions and long-term systematic changes. His projects have inspired two technical papers: Effect of Climate Change on Sewer Overflows, and Urban Runoff as a Public Health Concern. This professional work produced comprehensive solutions that benefit Milwaukee’s community and local industrial users. Urbain truly appreciates the independent work and the trust the MMSD gave him. Additionally, Urbain worked right after college in Africa for France Volontaires. For this NGO, he assisted municipalities’ capacity to plan and implement micro-infrastructure projects to reduce inequality in low-income neighborhoods in Côte d’Ivoire. This rigorous program, funded by the World Bank, was soon replicated in other African countries. Urbain is also the author and co-author of eight technical papers, and has presented his findings and research at The Water Environmental Federation (WEF) and The American Society of Civil Engineers (ASCE) conferences and seminars. When he is not working, Urbain enjoys walking his Border Collie, hiking through parks, visiting new cities and countries, and reading books from the local library with his teenage daughter.
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Ed.D. in Educational Sustainability
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.
UW-Stevens Point
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Cohort 4
Charles Loftland
EDUCATION • M.A. in Urban Sustainability Antioch University-Los Angeles • B.S. in Workforce Education and Development Southern Illinois University-Carbondale
ENROLLED • Cohort 4
LOCATION • Escondido, Calif.
Charles Loftland has been a community change agent leader for over 25 years. He has been involved in educational consulting, workforce development and community organizing. His passion for sustainability education has taken him through multiple and, sometimes, parallel careers in the military, nonprofit and private sectors. Retired from the United States Air Force, Charles worked as a construction manager specializing in water systems and hydra-purification. This experience led to much of his interest in sustainable infrastructure and planning. While in the Air Force, he co-founded of the Uplift Institute, a non-profit organization that focuses on sustainability through education, economics, regenerative infrastructure and social equity. Charles has partnered the organization in clean neighborhood campaigns in Philadelphia, voter registration drives in St Louis, and clean water initiatives in Flint, Michigan. An additional venture he was active in was the launch of the Uplift, Inc. Personnel and Staffing Services. His company focused on workforce development and employment placement in economically impacted urban communities in Philadelphia and southern New Jersey. After retiring from the Air Force, Charles entered the veteran’s transition assistance realm and worked for Hire America Heroes in Seattle, and then Wounded Warrior Project in San Diego as an employment coach and career developer. More recently, he was director of Military Partnerships at Alliant International University before returning to Uplift Institute as its current executive director. The re-imagining of the Uplift Institute into a sustainability education organization is founded in Charles’ vision to bring a balance of justice through equity, economics and environment stewardship. Charles’ goal is to facilitate sustainability education for global populations while providing them a platform to define and self-determine their communities through practically applied projects. As an educator, he seeks to impact community development through establishing a low-carbon footprint learning institution that builds sustainable spaces and fights for all justices, globally.
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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
Julia “Jay” Benedith
EDUCATION • Advanced Certificate: Reimaginining Education for a
Racially-Just Society Columbia University
• M.S.T. in Childhood Education Fordham University • B.A. in American Studies Wesleyan University
ENROLLED • Cohort 5
LOCATION • Washington, D.C.
Julia “Jay” Benedith is a progressive educator and a passionate equity leader residing in Washington, D.C. She is the Associate Director of Talent Development at KIPP DC; she also owns her own business J. Benedith Coaching Services. Julia grew up in New York City and attended public schools from kindergarten through high school. She then earned her bachelors degree in American Studies from Wesleyan University, a masters degree in Childhood Education from Fordham University Graduate School of Education, and an advanced certificate in “Reimaging Education for a Racially Just Society” from Teachers College, Columbia University. She is an active member of Kappa Delta Pi, Phi Kappa Phi, and the International Coaching Federation (ICF). Over the past decade, Julia has amassed a wealth of experience in education as a classroom teacher, an after-school specialist, an instructional coach, and an adult facilitator! Additionally, Julia is a founding member of the Teach For America PRISM (LGBTQ+) Board. She has presented at numerous events, such as the Kellogg Human Development Conference, The Thriving Teachers Project, the 2021 Kappa Delta Pi (KΔΠ) Convocation, and the 2022 National Wellness Conference. She is a contributing writer for Truth for Teachers, Edutopia, The Record and The Financial Diet. She is also a contracted facilitator for RISE to Win, and a resident coach for edWell and Access Coaching Collective. Julia’s mission is to close the opportunity gap within the education system—both for educators and their students. Specifically, she is interested in how wellness coaching impacts emotionally-stressed teachers in urban communities. She believes that in order to teach well, educators need to be well! Carol Dweck states, “Becoming is better than being.” Julia conceptualizes her growth as an ongoing process of “becoming.” Her life goals are in sync with her career goals. She commits to learning more about liberatory practices, unlearning oppressive thought patterns, and striving for educational sustainability. Since educational sustainability is foundational to educational equity, Julia tirelessly pursues this worthy cause!
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Ed.D. in Educational Sustainability
Cohort 5
Robert Boesen
EDUCATION • MBA
Concorida University • B.S. in Organizational Management Bellevue University
ENROLLED • Cohort 5
LOCATION • Warrens, Wis.
Robert Boesen, a contracting officer and leader in federal acquisitions is resolute in increasing his agency’s sustainable acquisitions. He aspires to increase procurement of environmentally preferable products and services that have a lower impact on human health and the environment than comparable products or services. He desires to educate his acquisition staff and stakeholders to embrace sustainable acquisitions as a transdisciplinary concept that identifies sustainable attributes and integrates sustainability requirements and objectives into the acquisition process. This will enable them to discover new sustainable products and services with the greatest environmental characteristics. To accomplish that objective, Robert has enrolled in the Educational Sustainability doctoral program at the University of Wisconsin-Stevens Point. To start his career in federal acquisition, Robert had to leave his home state of Wisconsin to complete an internship in contracting for the United States Navy in Bremerton, Washington. While in Washington, Robert worked for several teams awarding environment, services, and construction contracts. After graduating from his internship, he was promoted and relocated to California. The opportunity to return home presented itself, and he returned to Wisconsin to work as a federal contract specialist in Milwaukee. While at home, Robert was promoted to Chief of the Contracting Office for his agency, currently leading a team of contracting professionals.
UW-Stevens Point
18
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.
19
Ed.D. in Educational Sustainability
Cohort 5
Jessica Cordaro
EDUCATION • M.S. in Instructional Media with a STEM endorsement Wilkes University • B.S. in Education Bloomsburg University
ENROLLED • Cohort 5
LOCATION • Wilkes-Barre, Pa.
Born and raised in northeastern Pennsylvania, Jessica Cordaro has had nature in her backyard for all of her life. She would frequently play in the woods as a child, exploring local trails and swimming spots. Nature became her comfort zone. After spending a long portion of her life making decisions that were destructive to her own well-being, she began to practice yoga, which helped to shift her mindset from one of hopelessness and lack of control to one of confidence and independence. While traveling many places and seeing the negative impacts of humans on the planet, she began making choices with the well-being of herself, others, and the environment in mind. Jessica’s love of nature continues to today, as she enjoys trail running, hiking, skiing, biking, and kayaking with her husband. She also is motivated to be a positive influence on the lives of her two nephews now, and also in the future. She wants the world they grow up in to be one that’s resilient and thriving, and bases her everyday actions with that in mind. Her philosophy of sustainability is taking care of the needs of the planet and its inhabitants today, while keeping the future in mind. It is thinking about how your actions not only benefit you, but the impact or ripple effect they have on other beings as well, not only today, but years from now as well. Living with this mindset provides every day with purpose, and can have a positive impact on people and the environment. Jessica’s philosophy of education is to teach students the skills they will need to thrive in the future, and to create an environment where they feel valued, empowered, and equipped for the challenges placed before them. Her professional background as a middle school emotional support teacher led her to understand the importance of creating engaging, relevant, hands- on, project-based learning experiences for students. Allowing students to play, create, and solve problems will enable them to construct a deep understanding of concepts, and provide alternate means of assessment. Currently, Jessica is a STEM (science, technology, engineering, and math) coach at an online K-12 school serving students from across Pennsylvania. During her four years in this position, she has led several sustainability-focused projects for her students, including a virtual cooking camp that focuses on understanding the environmental, economical, and societal impacts of food waste, while empowering students to take action. Jessica is interested developing sustainability-focused programs for formal education settings, particularly in cyber schools. She would also like to explore the concept of connectedness in the virtual learning environment, and how to establish meaningful relationships while learning online.
UW-Stevens Point
20
Cohort 5
Ashley Eaton EDUCATION • M.S. in Natural Resources University of Vermont • B.S. in Elementary Education University of Vermont
ENROLLED • Cohort 5
LOCATION • Winooski, Vt.
Ashley Eaton is the Watershed and Lake Education Coordinator at the University of Vermont (UVM) for Lake Champlain Sea Grant and UVM Extension. As the Watershed and Lake Education Coordinator she oversees Watershed Alliance, a K-12 education program which operates out of UVM and the State University of New York at Plattsburgh. In this role she coordinates watershed science professional development opportunities for K-12 teachers as well as oversees an undergraduate Watershed Education internship program. She also coordinates a collaborative education initiative, Green Schools, with the State of Vermont to support green stormwater infrastructure on K-12. She has a Master’s in Natural Resources with a focus in Sustainable Leadership and a Bachelor of Science in Education with a concentration in Environmental Science from the University of Vermont. Ashley Eaton grew up in the Green Mountains of Vermont and her educational and professional pursuits have been dedicated to helping create a sustainable future for Vermont, the greater Lake Champlain basin, and beyond. Ashley works at the state and federal level to support watershed science and environmental literacy. She is the co-chair of the Vermont Education and Environment Network, the state-level North American Association of Environmental Education affiliate, which aims to foster a network of individuals and organizations working together to promote high quality outdoor, environmental, and educational experiences. Ashley is also the secretary of the Sea Grant Educators Network and an active member of the Champlain Basin Education Initiative. She is immensely grateful for all the time she has spent connecting and learning from natural systems. In her free time, she can be found mountain biking or stand-up paddle boarding with her floppy-eared pup Callie.
21
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
22
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.
23
Ed.D. in Educational Sustainability
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