2024 Ed.D. Residency

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.

SUMMER

RESIDENCY

Exploring Self, Climate Change and Community

ED.D. IN EDUCATIONAL

SUSTAINABILITY

June 24-28, 2024

TABLE OF CONTENTS

FULL SCHEDULE

Tuesday, June 25 1:30-2:15 p.m. Session Block #1

Multiple Methods for the Most Fun!......................................................................................................................2 Ho‘omau and the Ka‘ao Model: Completing Your Ed.D. with Diligence and Grace...........................................2 The State of Sustainability.....................................................................................................................................2 2:30-3:15 p.m. Session Block #2 White Racial Profiling: An Analysis of White Preservice Teachers’ Preparation to Disrupt ................................3 Biosemiotics: Gateway to Critical Realism and Indigenous Methodologies.......................................................3 Mentor Maps...........................................................................................................................................................4 3:45-4:30 p.m. Session Block #3 The Impacts of Scarcity on Individual Psychology ................................................................................................4 Evaluating Sustainability Education Programs .....................................................................................................4 How to Make Knowledge - A Very Quick Introduction to Critical Thinking at the Graduate Level .....................5 Youth Pathways to Sustainability...........................................................................................................................5 Wednesday, June 26 9-9:45 a.m. Session Block #1 Qualitative Methods . ..............................................................................................................................................5 Getting to know your Institutional Review Board (IRB) .........................................................................................5 The Collective Psychology of Climate Change . .....................................................................................................5 Quantitative Methods .............................................................................................................................................6 10-10:45 a.m. Session Block #2 Quantitative Methods .............................................................................................................................................7 Writing Qualitative Chapters 4 & 5 ........................................................................................................................7 Climate Data for Resiliency and Action Planning . ................................................................................................7 Sustainability Education Curriculum as a Research Intervention .......................................................................7 2-3 p.m. Prospectus Presentations A Case Study in K-12 Sustainability Education Programming .............................................................................9 Measuring self-perceived action competence for teaching sustainability: A study of international educators teaching in International Baccalaureate (IB) schools . .......................................................................9 Addressing Structural Inequalities in College Admissions with Choice Architecture .........................................9 Perceptions of Military Communities effects on mental health & well-being through the lens of a military spouse................................................................................................................................................9 Educators’ Beliefs, Attitudes, and Practice in Working with Queer Students .................................................. 10 The effects of infusing hope into the geoscience curriculum on student climate emotions, beliefs, & behavior. .............................................................................................................................................. 10 Culturally Sustaining Practices in K-12 Wisconsin Public Schools .................................................................. 10 The BIPOC Experience of DEI Higher Education Leaders ................................................................................. 10 Perceptions of Physical Therapists and Rural Patient Care............................................................................. 11 Socialized Silence in Students of Color in Composition Classes..................................................................... 11 Service-Learning as Transformative Learning for Alumni of Color ................................................................... 11 Community College Health Science Students’ Perceptions of Healthcare Waste .......................................... 12 Uplifting Indigenous Kinship for Relational Re-Rooting with Nature................................................................ 12 A Novel Approach to Teacher Professional Learning Programs for LGBTQIA+ Student Support .................... 12 Perceptions of Garden Stations for Educational Sustainability........................................................................ 13 Transforming Teaching through Arts Integration ............................................................................................... 13 3:30-4:10 p.m. Prospectus Presentations Education for Sustainable Development Competencies in a Community-Engaged Art Workshop ................ 13 Understanding Perceptions on Leadership that impact Collective Teacher Efficacy ...................................... 13 Values and Beliefs of Importance to the Economies of Western Wisconsin ................................................... 14 View from a canoe: The impact of recreational boating on lake health . ......................................................... 14 Don’t Move, Improve: A Critical Realism Approach to Urban Farming ............................................................. 14 Sustainable Charter School Leadership ............................................................................................................ 14

ED.D. IN EDUCATIONAL SUSTAINABILITY

FACULTY & GLOBAL AFFILIATE SCHOLARS

Dr. Aaron Baker ......................................................................................... 21 Dave Barbier ............................................................................................. 21 Dr. David Barry .......................................................................................... 22 Dr. Lindsay Bernhagen ............................................................................. 22 Caity Carmody...........................................................................................23 Dr. John Coletta........................................................................................23 Dr. Paula DeHart ......................................................................................24 Dr. Mark Ferguson....................................................................................25 Dr. Lynda Fernholz .................................................................................... 25 Jon Greendeer..........................................................................................26 Dr. Paul Haas............................................................................................26 Dr. Tomi Heimonen...................................................................................27 Dr. Austin Holland ..................................................................................... 27 Dr. Samantha Kaplan...............................................................................28 Dr. Marcus Lewis . ..................................................................................... 28 Dr. Yue Li . .................................................................................................. 29 Dr. Kendra Liddicoat ................................................................................. 29 Dr. Polly Manske.......................................................................................30 Dr. Erin Redman........................................................................................ 31 Dr. Cathy Scheder.....................................................................................32 Dr. Lois Stevens ........................................................................................ 32 Dr. Nicolette Van Der Lee ......................................................................... 33 Dr. Ashley Vedvig ....................................................................................... 33 Dr. Dona Warren.......................................................................................34 Dr. Joyce Yamada......................................................................................34

SUMMER RESIDENCY 2024

WELCOME!

Welcome to the 2024 summer residency! I am so thrilled to be spending the week with you here in Stevens Point. This summer is our first time having everyone spend the week together in Stevens Point. We have previously been at the Marshfield campus and split between an international and local residency last summer. Every residency is unique but one of the things I want to highlight is that this residency has our largest faculty engagement ever—with more than 20 faculty members from University of Wisconsin-Stevens Point and from University of Hawaii Maui College participating in panel discussion, interactive sessions, and cross cohort mentor groups. The high level of

Erin Redman, Ph.D. Program Director

faculty engagement is in large part due to the high caliber students in this program. You all are doing meaningful and impactful work, and we are here to support you through this doctoral journey. This week is focused on exploring self, climate change, and community. To this end, you have the opportunity to learn about cultural, social, and environmental aspects in Wisconsin centered on sustainability. We have paid special attention to supporting local businesses that work towards advancing sustainability, such as the Central Rivers Farmshed—a non- profit that represents all aspects of the food system and is committed to making Central Wisconsin a renowned, local, sustainable, food community. We have also built in more options so that you can make this journey what you need to replenish your energies and recharge for the year ahead. This residency experience is about engaging our heads, hearts, and hands in sustainability as we build community, connections, and foundational sustainability knowledge that will help us as we strive to make positive change. As the director, this is what reinvigorates me—supporting the impactful projects and action-oriented research that you complete as part of your Ed.D. and seeing the range and scope of sustainability through your eyes. Thank you all for your contributions to the Educational Sustainability community, this week and beyond!

ED.D. IN EDUCATIONAL SUSTAINABILITY

TUESDAY, JUNE 25 Session Block #1 1:30-2:15 p.m. MULTIPLE METHODS FOR THE MOST FUN! Dr. Austin Holland

Sustainability issues are multifaceted and complex, so it may be challenging to focus on one methodological approach within your research or field of work. This presentation will give an overview of my approach to research that uses multiple methods in sustainability to investigate similar problems. I will outline how I use both social science methods and geospatial analysis within the same projects, but also as standalone projects as well. I aim to highlight how insightful and, yes fun!, it can be to use a multiple or mixed methods approach in your research. HO‘OMAU AND THE KA‘AO MODEL: COMPLETING YOUR ED.D. WITH DILIGENCE AND GRACE Dr. Joyce Yamada Ho‘omau means to endure with diligence. It is the action of doing good, even when things are hard. Ho‘omau is grace through challenges, and having a positive attitude. Embark on your EdD journey on a foundation of the Ka‘ao Model and perspective of Ho‘omau! Identify your Hua – the one’s core nature, the dream, why you are here; Ha‘alele – the launch; Huaka‘i – the journey; Ho‘ina – giving back and Ha‘ina – the reflection; through the lessons of your mo‘okū‘auhau – genealogy. THE STATE OF SUSTAINABILITY Caity Carmody It seems our world is in a constant state of change these days and environmental and social sustainability stands in the eye of the storm. Caity will share with attendees the state of sustainability in Wisconsin, both in the governmental world and beyond. She will share how the Office of Sustainability and Clean Energy partners with local governments, non-governmental organizations, and universities to catalyze climate change solutions. Her presentation will focus on ways that students can plug into the efforts happening at all levels and the careers and paths that may lie ahead for students after their program is complete. Caity embraces open conversation and shared learning and welcomes questions and feedback.

SUMMER RESIDENCY 2024

TUESDAY, JUNE 25 Session Block #2 2:30-3:15 p.m.

WHITE RACIAL PROFILING: AN ANALYSIS OF WHITE PRESERVICE TEACHERS’ PREPARATION TO DISRUPT Dr. Aaron Baker This presentation underscores the crisis in P-12 education due to persistent racial disparities and systemic racism within and throughout schooling. It posits that teacher preparation programs can address these issues by preparing preservice teachers to combat racism. However, such preparation requires that teacher educators understand and respond to the complexities of preservice teachers’ White racial identities. Utilizing educational sociology and psychology theories, this presentation quantitatively examines the racial identity development of (n=355) White preservice teachers (from 12 predominantly white teacher preparation programs in the Midwest) and their readiness to understand and challenge racism. Quantitative profile analysis reveals that by graduation preservice teachers often develop complex racial identities marked by color-blindness, a surface-level comprehension of race and racism, and a lack of critical self-awareness related to race. This suggests that to effectively equip preservice teachers to disrupt racism, educators must help preservice teachers regularly critically examine whiteness with a deliberate focus on committing to the pursuit of justice. BIOSEMIOTICS: GATEWAY TO CRITICAL REALISM AND INDIGENOUS METHODOLOGIES Dr. John Colletta Come learn about Biosemiotics and how that field may apply to the qualitative research approaches known as Critical Realism (Roy Bhaskar) and Indigenous Methodologies (Margaret Kovach). Biosemiotics is a field of study that uses science to help us understand the humanities and uses the humanities to help us understand the sciences— and in so doing, biosemiotics helps break down the science/humanities, nature/ culture, human/animal, and mind/body binaries, which aren’t sustainable! Biosemiotics is a discipline in which the object of study is the meaning making, sign sharing, and communication systems of “non-human persons,” of what is traditionally called the pre- linguistic world, or “nature”—think of, for example, the Wood Wide Web (David Read and Suzanne Simard) of the mycorrhizae. As such, biosemiotics is, in many ways, much like indigenous science (see Dr. Jessica Hernandez) and so can help us better understand just what is at risk, just what we must preserve and sustain, and therefore how we might best help to bring about a more just and sustainable future. Again, of greatest practical interest for dissertators, biosemiotics aligns very nicely with the qualitative research approaches known as Critical Realism and Indigenous Methodologies. There will be lots of handouts and discussion!

ED.D. IN EDUCATIONAL SUSTAINABILITY

TUESDAY, JUNE 25 Session Block #2

2:30-3:15 p.m. MENTOR MAPS Dr. Lois Stevens

The Ed.D. process is strenuous and filled with different ups and downs. Every person needs to build their support system with an array of people to be there in those different moments. Who is your champion? Who tells you to buckle down? If proof- reads for you? Who do you bounce ideas off? Who celebrates your accomplishments? During this session, we will work together to create mentor maps that will help you build the support system needed throughout this journey.

Session Block #3 3:45-4:30 p.m. THE IMPACTS OF SCARCITY ON INDIVIDUAL PSYCHOLOGY Dr. Lindsay Bernhagen Not having enough of an important resource (time, money, food) results in what psychologists call a “”scarcity mindset.”” Scarcity mindset often appears as poor decision-making and subpar strategic thinking. In this session, you’ll learn more about what scarcity does to a person psychologically, and then spend time talking through specific tips and tricks you can use to help the people you serve (and yourself!) overcome it. We’ll also discuss how we take these insights into efforts to increase sustainability.

SUMMER RESIDENCY 2024

TUESDAY, JUNE 25 EVALUATING SUSTAINABILITY EDUCATION PROGRAMS Dr. Kendra Liddicoat How do you know whether a program is making a difference? This session will review evaluation designs and discuss appropriate methods for collecting and analyzing data. Evaluation examples shared will include interviews with former program participants, surveys of youth campers, surveys of university alumni, and observations of environmental education students. Evaluation ethics and culturally responsive techniques will be considered throughout. There will also be plenty of time to answer your own questions about evaluation. HOW TO MAKE KNOWLEDGE - A VERY QUICK INTRODUCTION TO CRITICAL THINKING AT THE GRADUATE LEVEL Dr. Dona Warren Pursuing a graduate degree involves the exhilarating process of creating new knowledge, but – as fulfilling as that undertaking inevitably is - it can also be intimidating, frustrating, and sometimes just plain hard. After all, blazing a new trail often involves feeling disoriented, getting some scratches, and stepping in the occasional puddle. But it’s worth it! This session will provide you with a framework of critical thinking concepts, skills, and tools that can guide knowledge creation, and will give you some practice using them. There is no magic map, but there is a compass. So, let’s put on our hiking boots! YOUTH PATHWAYS TO SUSTAINABILITY PROGRAMS Dr. Nicolette Van Der Lee Many of our values and beliefs are learned and cemented during our youth. To engage a broader audience in sustainability, we therefore need to start young and find multiple pathways to reach a diverse audience. In this presentation, I will discuss how to reach youth through multiple outlets, intervention points, and topical themes. Through providing multiple pathways, we can engage youth from all different backgrounds on the topic of sustainability.

ED.D. IN EDUCATIONAL SUSTAINABILITY

WEDNESDAY, JUNE 26 Session Block #1 9-9:45 a.m. QUALITATIVE METHODS Dr. Marcus Lewis

Qualitative research is as old as humankind. For ages, we have been asking “how” and “why” questions looking to better understand one another and our lived experiences. If our collective history has taught us anything, it’s that stories matter. This session will provide an overview of the various forms of qualitative research, discuss basic tenets of effective qualitative research design, and highlight best practices for your consideration as you develop your study. GETTING TO KNOW YOUR INSTITUTIONAL REVIEW BOARD (IRB) Dr. David Barry This session will review the purpose of an Institutional Review Board (IRB) and the specific process for application and review at UWSP. The format will include both a presentation and open dialogue for questions. THE COLLECTIVE PSYCHOLOGY OF CLIMATE CHANGE Dr. Mark Ferguson The climate crisis is one of the most important challenges of our time. As the planet warms, the degradation of ecosystems around the world threatens the survival of a vast array of species. For humans, those who are poorest (and least responsible for rising carbon emissions) will be forced to migrate to livable regions. This will increase intergroup conflict over resources that support human life and well-being. Given that the climate crisis is a problem of collective human behavior, its solution will require psychological knowledge that is sensitive to our collective psychology as group members—such as the social identity perspective. This presentation will accomplish three tasks. First, we will examine and rethink psychological assumptions that underlie typical approaches to addressing climate mitigation and adaptation. Second, we will consider examples of collective psychology in areas such as climate-relevant identities and group norms, identity threats and climate emotions, and climate leadership. And third, we will reflect on how collective psychology can promote reconciliation and peace in our warming world. In these ways, we will move beyond the limitations of individual psychology to help us reimagine our relationships with each other in the service of a more sustainable world

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 QUANTITATIVE METHODS Dr. Tomi Heimonen

This workshop aims to provide participants with an introductory understanding of quantitative methods for empirical research. The presentation assumes familiarity with basic descriptive statistics, but it should be approachable without formal training in statistical methods. We will start with an overview of three key aspects of empirical research work – exploration, validation, and explanation – and how statistical methods can help with each. Next, we will review core statistical methods concepts such as data and variable types, measures of central tendency and variability, and confidence intervals. Finally, we will discuss in more depth three fundamental approaches to statistical inference – the process of drawing conclusions about an underlying population based on a sample – including comparison of differences among two or more groups, associations between variables, and correlation analysis. The focus of the discussion will be on practical application rather than statistical theory. The instructor will facilitate a gentle introduction to the use of statistical software packages through a set of small case studies. Participants are encouraged to think of how their research questions align with the use of quantitative methods. Schedule permitting, the instructor is available for consultation on additional questions related to research methodology.

ED.D. IN EDUCATIONAL SUSTAINABILITY

WEDNESDAY, JUNE 26 Session Block #2 10-10:45 a.m. QUANTITATIVE METHODS Dr. Tomi Heimonen

WRITING QUALITATIVE CHAPTERS 4 & 5 Dr. Marcus Lewis

Writing qualitative chapters 4 and 5 of a dissertation presents unique challenges and opportunities for doctoral researchers. These chapters, typically focusing on results and discussion, require a nuanced approach to data analysis, interpretation, and synthesis. This session aims to guide participants through the essential elements of crafting these chapters effectively. Participants will gain practical insights and tools to enhance the rigor and coherence of their qualitative dissertation chapters, ensuring a robust contribution to scholarly knowledge.

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 CLIMATE DATA FOR RESILIENCY AND ACTION PLANNING Dr. Samantha Kaplan Where and how does one find data useful for understanding climate impacts on a local or regional basis? In this session we will look at easily accessible weather and climate data, hazard data, as well as downscaled climate model projections, that can inform sustainability research, local resilience efforts, and climate action planning. Participants may wish to bring a laptop for exploring data and websites that are discussed. SUSTAINABILITY EDUCATION CURRICULUM AS A RESEARCH INTERVENTION Dr. Paula DeHart & Dr. Angela Miller-Porter This session will be especially helpful to those interested in focusing on Sustainability Education curriculum development (including for K-12, higher ed. and professional development) in their doctoral research. The co-presenters will provide two perspectives, one from Paula on key elements to keep in mind when considering using sustainability curriculum as a research intervention and the other from Angela who will share what she learned from using sustainability curriculum as a research intervention in her own 5-chapter dissertation.

ED.D. IN EDUCATIONAL SUSTAINABILITY

WEDNESDAY, JUNE 26

Prospectus Presentations 2-3 p.m.

CPS 233 – Dr. Redman’s Room A CASE STUDY IN K-12 SUSTAINABILITY EDUCATION PROGRAMMING Frank Barros

The purpose of this mixed methods case study is to develop an education program, with curricular goals linked to sustainability competencies and co-curricular goals linked to the SDGs, that impacts the professional action competence in faculty and motivates students to act on the SDGs. MEASURING SELF-PERCEIVED ACTION COMPETENCE FOR TEACHING SUSTAINABILITY: A STUDY OF INTERNATIONAL EDUCATORS TEACHING IN INTERNATIONAL BACCALAUREATE (IB) SCHOOLS Jenny Mitchell This study is to identify the self-perceived action competence of international educators. The study focuses on educators teaching in International Baccalaureate (IB) schools, where there is often a great deal of focus on sustainability in education. The research is intended to discover strengths and barriers educators have within the three areas of action competence: knowledge, willingness, and confidence as they incorporate sustainability into their teaching. ADDRESSING STRUCTURAL INEQUALITIES IN COLLEGE ADMISSIONS WITH CHOICE ARCHITECTURE Ben Nusz College admissions and enrollment data continue to demonstrate that equity gaps remain. There are many behavioral barriers, both real and perceived, to college enrollment. Altering choice architecture may influence some of these outcomes. One manner in which choices can be influenced is through changing the default selection. Direct admissions into an institution alters the default pathway. Because equity gaps are a product of larger social constructions and not just of structural barriers, it is unlikely that direct admissions will close equity gaps. Direct admissions may also illustrate an increase of enrollments for all populations, not just marginalized groups.

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 PERCEPTIONS OF MILITARY COMMUNITIES EFFECTS ON MENTAL HEALTH AND WELL-BEING THROUGH THE LENS OF A MILITARY SPOUSE Leann Turner Using a narrative qualitative research method I will look at the perspectives military spouses hold regarding their ability to reach self-actualization during their military bound life experience. CPS 317 – Dr. Li’s Room EDUCATORS’ BELIEFS, ATTITUDES, AND PRACTICE IN WORKING WITH QUEER STUDENTS Maxwell Folkman My mixed-methods study explores secondary teachers’ beliefs, attitudes, and practice working with LGBTQ+ students in the state of Wisconsin. I will present on my framework and current progress in my data collection. THE EFFECTS OF INFUSING HOPE INTO THE GEOSCIENCE CURRICULUM ON STUDENT CLIMATE EMOTIONS, BELIEFS, AND BEHAVIOR Kate Kramer Geoscience, a critical field for addressing contemporary societal challenges like climate change, clean energy, and natural hazard resilience, introduces a paradox: geoscience education may induce eco-anxiety among students, impacting their mental health and sustainability behaviors. This “practical eco-anxiety” within geoscience courses stems from the complexity of ecological threats, such as climate change, leading to cognitive dissonance and feelings of helplessness (Berry et al., 2018; Kurth and Pihkala, 2022). My research investigates the implications of eco- anxiety in geoscience education, aiming to inform strategies that foster sustainability and mental well-being in students.

ED.D. IN EDUCATIONAL SUSTAINABILITY

CULTURALLY SUSTAINING PRACTICES IN K-12 WISCONSIN PUBLIC SCHOOLS Ashley Ace WEDNESDAY, JUNE 26

Which culturally sustaining practices have teachers found to be most effective for their students? What influences WI public K12 teachers’ willingness or reluctance to use culturally sustaining practices in their teaching? THE BIPOC EXPERIENCE OF DEI HIGHER EDUCATION LEADERS Katie Kane The future of DEI in Higher Education is uncertain. As many schools across the country have been cutting DEI budgets, many of these programs and structures are not guaranteed to continue (Bauer, 2023; Venhuizen, 2023). Students, Staff of Color, and White allies find themselves terrified, enraged, disgusted, and alienated (Kremer, 2023; Razek, & Rose, 2023; Richmond, 2023b). The emotional toll on BIPOC faculty and students is great. The stories of BIPOC cabinet level DEI leadership roles should be at the forefront of the discussion; however, there is minimal research in this area. This study will use Critical Race Theory to develop a counternarrative in order to help inform changes that need to be made to DEI in higher education in the future.

CPS 322 – Dr. Lewis’s Room PERCEPTIONS OF PHYSICAL THERAPISTS AND RURAL PATIENT CARE Nathan Brown

Health disparities and lack of qualified healthcare providers exist in rural areas. This presentation will review the literature regarding contributions to poor health outcomes and proposed research to learn more about the role of physical therapists in rural patient care, and whether they feel prepared to meet those roles.

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 SOCIALIZED SILENCE IN STUDENTS OF COLOR IN COMPOSITION CLASSES Mandy Geddes

This study is focused on the experiences of Students of Color in community college composition classes with the phenomenon of socialized silence. White Supremacy constructs in educational curriculum and practices, including classroom and teacher colorblindness, color-muteness, and curricular marginalization, devalue racial identity and culture and send clear value messages to Students of Color. Their educational experiences teach them that their voices do not matter and that they have nothing of value to say or add. As Students of Color internalize these messages of cultural and racial inferiority, they become silent. The purpose of this study is to understand socialized silence for Students of Color and how they have experienced that phenomenon in community college composition classes. This study will describe the experiences of silence through the lens of Culturally Sustaining Pedagogy and add to the body of knowledge about Culturally Sustaining Pedagogy. SERVICE-LEARNING AS TRANSFORMATIVE LEARNING FOR ALUMNI OF COLOR Tasia VanderVegt For Students of Color, racial identity plays a vital role in higher education experiences and spaces. Understanding the specific experiences of Students and Alumni of Color is critically important to understand the pedagogical effectiveness of service-learning. It is crucial to gather this information from the specific viewpoint of Alumni of Color to ensure that service-learning is inclusive and aids in creating a sense of belonging during their studies. COMMUNITY COLLEGE HEALTH SCIENCE STUDENTS’ PERCEPTIONS OF HEALTHCARE WASTE Shelley Mitchell This study will attempt to answer the research questions: How do community college health science students’ perceptions of healthcare waste (HCW) change after viewing a video containing art about the problem? How do students experience a moral shock/disorienting dilemma after viewing the video? How does their thinking about HCW transform? And how do their positionalities impact their responses?

ED.D. IN EDUCATIONAL SUSTAINABILITY

WEDNESDAY, JUNE 26

CPS 329 – Dr. Scheder’s Room

UPLIFTING INDIGENOUS KINSHIP FOR RELATIONAL RE-ROOTING WITH NATURE Riley Spielman

Uplifting Indigenous notions of kinship and embodied eco-somatic inquiry, relational re-rooting is a curriculum developed through a lens of decolonization and non-binary thinking. The curriculum allows nature and participant’s own bodies to act as the medium for learning and eco-literacy. The purpose of this study is to contribute to research on what adult learners experience when the human-nature and mind-body dualisms are problematized through embodied learning to form kinship with the natural environment. A NOVEL APPROACH TO TEACHER PROFESSIONAL LEARNING PROGRAMS FOR LGBTQIA+ STUDENT SUPPORT Shelley Collier The purpose of this proposal is to outline my mixed-methods case study designed to understand how the participants in this TPL experience the learning opportunities they experienced and to determine what changes, if any, they apply to their professional practice. This study will utilize cognitive dissonance and transformative learning as its frameworks. PERCEPTIONS OF GARDEN STATIONS FOR EDUCATIONAL SUSTAINABILITY Monica Bowman Secondary students along with community volunteers help design, create, and build garden stations celebrating local history, culture, business, and STEAMM (Science Technology Engineering Arts Mathematics Medical/Veterinary sciences). TRANSFORMING TEACHING THROUGH ARTS INTEGRATION Stephanie Kapsa This presentation will discuss the benefits of using arts integration as a pedagogy for teacher creativity and engagement.

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 Prospectus Presentations 3:30-4:10 p.m.

CPS 233 – Dr. Redman’s Room EDUCATION FOR SUSTAINABLE DEVELOPMENT COMPETENCIES IN A COMMUNITY-ENGAGED ART WORKSHOP Amy Schmierbach In this case study, I will examine participants’ experiences in a community- engaged art workshop entitled First Responder, Art, Collaboration, Training (FACT) that brings together first responders, community members with intellectual and developmental disabilities (IDD), and college-level art students to build friendship and empathy through a hands-on weaving experience. This case study will illustrate how a community-engaged art project contributes to the learning of sustainability competencies by university students and community members. UNDERSTANDING PERCEPTIONS ON LEADERSHIP THAT IMPACT COLLECTIVE TEACHER EFFICACY Megan Schommer Collective Teacher Efficacy, CTE, is the mindset of teachers in school that the efforts of the faculty as a whole will have a positive effect on students (Goddard, 2000). Research has shown different ways leadership behaviors contributes to a working environment. A gap in the research is our understanding of relationships among teachers’ reported perceptions of collective teacher efficacy, school leadership, and school environments. The purpose of my study is to ask whether teachers perceive effects of principals’ leadership behaviors and practices on their collective teacher efficacy.

ED.D. IN EDUCATIONAL SUSTAINABILITY

WEDNESDAY, JUNE 26

CPS 317 – Dr. Li’s Room

VALUES AND BELIEFS OF IMPORTANCE TO THE ECONOMIES OF WESTERN WISCONSIN Arthur Kneeland

This study assesses the beliefs and values of most importance in western Wisconsin, specifically regarding local economic activities and associated pro-environmental behaviors. VIEW FROM A CANOE: THE IMPACT OF RECREATIONAL BOATING ON LAKE HEALTH Maria Snarski My research is about leveraging a strong sense of place - particularly place dependence and place identity - in encouraging pro-environmental behavior by recreational boaters to minimize harm to lake health from their activities. It centers on determining whether residents and guests who engage in various boating activities in northern Wisconsin believe their boating activities have an adverse effect on the lakes where they engage in these actions. It also intends to determine whether awareness of the harm of these boating activities alone or in combination with a strong sense of place may change their perceptions of the impact of activities on lake health.

SUMMER RESIDENCY 2024

WEDNESDAY, JUNE 26 CPS 322 – Dr. Lewis’s Room

DON’T MOVE, IMPROVE: A CRITICAL REALISM APPROACH TO URBAN FARMING Stephanie Renee Payne This study will be to examine how Black Americans, given the repressive structures in America, embrace the critical idea of empowerment, agency, resistance, and resilience. SUSTAINABLE CHARTER SCHOOL LEADERSHIP Chamomile Nusz This presentation will explores the sustainability of leadership in charter schools and its impact on school outcomes and retention of charter school leaders and faculty. I will contrast and compare a variety of charter school leadership models including those that are implementing distributed leadership models. The goal is to find strong themes and leadership models that consistently support school communities that people enjoy being in, that are successfully educating their students, and that are meeting the greater needs of the community while avoiding burnout of staff and leadership.

ED.D. IN EDUCATIONAL SUSTAINABILITY

FACULTY & GLOBAL AFFILIATE SCHOLAR BIOGRAPHIES

DR. AARON BAKER aarbaker@uwsp.edu Aaron Baker is an assistant professor of Educational Foundations at UW-Stevens Point’s School of Education. He earned his Ph.D. in Educational Sociology with a minor in Educational Psychology from the University of Toledo in 2022. Prior to pursuing his Ph.D., he graduated with two degrees from the University of Toledo--a bachelor’s degree in English literature and an executive master’s degree in business administration—and he served as an adjunct instructor at Lourdes University’s Graduate School of Education and the Academic Skills Coordinator for their Upward Bound program. His research interests center on the social

context of education, Critical Whiteness Theory, Critical Race Theory and cultural responsiveness as they are related to teacher education. To that end, he employs both qualitative and quantitative methods to better understand policies and practices that increase educational equity. He has collaborated actively with graduate students and professors to present papers, publish articles and book chapters including one for H. Richard Milner and E. Wayne Ross’s Race, Ethnicity, and Education. In his free time, he loves to jog and bike.

DAVE BARBIER dbarbier@uwsp.edu

Dave Barbier is a professional administrator, educator and facilitator with expertise in sustainability, project development and completion, higher education and experiential education. He has been an environmental advocate for over 35 years and is currently directing the Office of Sustainability at University of Wisconsin-Stevens Point. At UW-Stevens Point Dave is responsible for the day to day management of the Office of Sustainability. The office employs 4-6 professional student staff who report directly to Dave. The office oversees all sustainability reporting related

to campus efforts as well as the development of campus focused sustainability improvements and initiatives. The office has earned a strong reputation on campus and in the state, due to the number of accolades and recognition that have been received by the office in the last nine years.

SUMMER RESIDENCY 2024

FACULTY & GLOBAL AFFILIATE SCHOLAR BIOGRAPHIES

DR. DAVID BARRY dbarry@uwsp.edu

David Barry is an associate professor of Sociology in the Department of Sociology and Social Work at UW-Stevens Point. He coordinates the Applied Sociology Practicum and the Certificate for Social Justice and Equity. Dr. Barry received his Ph.D. in Sociology at Western Michigan University. His areas of research and teaching include sociology of difference/inequality, religion/spirituality, globalization, social theory, social change/movements and environmental sociology. He has publications in the Journal for the Scientific Study of Religion, National Identities, Journal of Developing Societies, Sociological Imagination, Michigan Sociological

Review, and others. Dr. Barry currently serves as chairperson for the Institutional Review Board at UW-Stevens Point. He has served as president for the Wisconsin Sociological Association of which he currently acts in an advisory role. DR. LINDSAY BERNHAGEN lindsay.bernhagen@gmail.com

Dr. Lindsay Bernhagen is the senior learning strategist at Torch, a company that facilitates professional coaching and mentoring. She holds a Ph.D. in Comparative Studies and M.A.s in Gender Studies and Ethnomusicology. She has taught courses in Women’s and Gender Studies, Education, and Sociology, and currently teaches in the Educational Sustainability doctoral program at UW-Stevens Point. She regularly publishes and speaks on issues of equity and

consults with non-profits, educational institutions, and corporations on diversity and inclusion. In her personal life, she spends as much time outside as she possibly can—largely by attending summer concerts--and tends to her two senior rescue dogs from her little bungalow in Milwaukee’s Bay View neighborhood.

ED.D. IN EDUCATIONAL SUSTAINABILITY

FACULTY & GLOBAL AFFILIATE SCHOLAR BIOGRAPHIES

CAITY CARMODY caity.carmody@wisconsin.gov

Caity Carmody serves as the technical coordinator and analyst on the State of Wisconsin’s Climate Pollution Reduction program (otherwise known as CPRG). In this role, she is designing decision making processes that have data, environmental justice, and human and environmental health at their heart. She works closely with teams of analysts, policy makers, researchers, and advocates to identify strategies that would reduce emissions and produce lasting positive change and to understand the associated benefits and disbenefits of those strategies. Caity is a two-time graduate of UWSP, obtaining a B.S. in Natural Resource Management in 2008

and another B.S. in Computer Information Systems – Application Development in 2022. She lives in Stevens Point with her husband, son, and cat. In her free time, Caity enjoys watching all things Bridgerton, playing table-top role-playing games and video games, and sitting outside in the sun listening to music or the sounds around her. DR. JOHN COLETTA jcoletta@uwsp.edu

Dr. W. John Coletta, Ph.D., is both professor emeritus of English and a Global Affiliate Scholar in the Educational Sustainability Doctoral Program at UW-Stevens Point. He was a past coordinator or co-coordinator of the Environmental Studies minor at UWSP for 20+ years. Professor Coletta is also a former vice president (2009) and president (2010) of the Semiotic Society of America, “semiotics” being the study of signs and codes in culture and nature; he currently serves on the editorial board of The American Journal of Semiotics (TAJS), and he has just accepted the position of Book Review Editor for TAJS.

With respect to the role that he might play on dissertation research committees, Professor Coletta is interested in Critical Realism (Roy Bhaskar), an interdisciplinary approach to qualitative research that embraces “methodological pluralism” and a commitment to understanding how system “structure” and individual “agency” are ontologically separate, such that complex, intractable-seeming, socio-economic systems and structures may be understood (once actually understood) to help release (not merely to constrain) individual agency—even the agency of those repressed by those very structures and who therefore may have internalized the stereotypes that such repressive structures require to make the separation of

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FACULTY & GLOBAL AFFILIATE SCHOLAR BIOGRAPHIES

structure and agency seem impossible in the first place—an optimistic paradigm! Also, as part of the “methodological pluralism” of Critical Realism, Professor Coletta is also interested in, as appropriate, the incorporation of Indigenous methodologies (see Margaret Kovach’s book Indigenous Methodologies: Characteristics, Conversations, and Contexts, Second Edition, University of Toronto Press, 2021, 328 pages) into research design and evaluation. Professor Coletta is founder and CEO of INT3RP Inc, a consulting company specializing in marketing and branding semiotics (the writing of industry whitepapers) but also hoping to expand into sustainability semiotics, medical semiotics, forensic semiotics, gaming semiotics (for videogames and D&D), cognitive semiotics, and AI (what Coletta calls EI, Evolutionary Intelligence). DR. PAULA DEHART pdehart@uwsp.edu

Paula DeHart, is a professor emeritus in the School of Education at the University of Wisconsin-Stevens Point. DeHart graduated with her Ph.D. from UW-Madison in Curriculum and Instruction with an emphasis in social studies education, educational technology and multicultural education. She taught at UW-Stevens Point from 1994- 2019, and in that time taught undergraduate courses in Elementary and Secondary Social Studies Methods, Assessment Methods, and Teaching the Adolescent. She also taught graduate courses in the Analysis and Improvement of Educational Programs: Action Research, Fundamentals

of Curriculum, Instructional Design, and Understanding by Design. In addition to her work as a professor in the School of Education, DeHart also served as the UWSP Campus Assessment Coordinator from 2011-2016. Duties as Assessment Coordinator included conducting the assessment of all General Education Program courses and overseeing the assessment of all academic programs on campus. Since her retirement from full-time work at UW-Stevens Point, DeHart has continued to teach courses and chair dissertation committees in the doctoral program for Educational Sustainability, particularly focused on Sustainability Education curriculum development and assessment.

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FACULTY & GLOBAL AFFILIATE SCHOLAR BIOGRAPHIES

DR. MARK FERGUSON mferguso@uwsp.edu

Mark A. Ferguson is a professor of Social and Environmental Psychology at UW-Stevens Point. He previously completed a visiting assistant professorship in Social Psychology at Syracuse University and a Canadian Institute for Advanced Research Global Fellowship in Behavioral Economics at the University of Calgary (Canada). His research focuses on how group identities emerge, are maintained, or change over time, as well as their effects on how we think, feel, and behave in the context of climate change. He has served as an associate editor for the Journal of Environmental Psychology and as a Guest Editor for a special issue of Current Opinion in Psychology on the Psychology of Climate Change. DR. LYNDA FERNHOLZ lfernhol@uwsp.edu Lynda Fernholz is committed to educating students, colleagues, families, and the community through establishing strong connections. She holds a Ph.D. in Language and Literacy, Cardinal Stritch University (2014), an M.S. in Education (1999), and an B.S. in Elementary Education, Viterbo University, La Crosse. In 2015, she began working with several non-profit, NGOs dedicated to enriching the lives of women and children living in rural Nicaragua. She has led numerous trips to Nicaragua to train Nicaraguan women facilitators for sustainable literacy teaching practices. Additionally, she works tirelessly for the creation

of libraries in rural communities worldwide which has molded her beliefs in equity, celebrating diversity, and developing partnerships. She is an active member of Wisconsin/Nicaragua Partners of the Americas, serves on the board of advisors for Project Alianza and is currently developing the Dulce Porvenir Initiative Project for increasing opportunities for Nicaraguan women in beekeeping entrepreneurship. Dr. Fernholz firmly believes that success in education begins with building sustainable relationships. She currently serves as the associate dean/head of the School of Education.

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JON GREENDEER Jon Greendeer is a graduate of UW-Marathon County and went on to complete his bachelor’s in Political Science from UW-Stevens Point in 2004. Upon completion, he was appointed as the executive administrative officer for the Ho-Chunk Nation overseeing the administrative and financial day-to-day operations. With his Workplace Mediation Certification, Jon worked with employees and employers to implement effective conflict resolution strategies. Jon was elected President of Ho-Chunk Nation and served from 2011- 2015, was appointed as the executive director of Heritage Preservation, worked as the Nation’s Health and Wellness Coordinator focused on culturally informed diabetes and

obesity prevention approaches through models of community-integrated indigenous and sustainable food systems. Jon is now serving his second four-year term as the president of the Ho-Chunk Nation. DR. PAUL HAAS phaas@uwsp.edu

Paul Haas is an assistant professor in the UW-Stevens Point School of Education with his main area of focus being secondary and adapted physical education where he has been the coordinator for the Swim and Gym Friday Program for several years. He is also teaching 200-level courses in the physical education major emphasized on fitness and activity. Paul has spent most of his adult life in Stevens Point earning his bachelor’s degree and master’s degree from UW-Stevens Point. During his undergrad he majored in physical education and minored in adventure education. After he earned his

undergrad he then worked as the graduate assistant while earning his Master’s in Education – General. During his graduate studies, Paul focused on areas of health education and adapted physical education. Paul completed his doctorate in Kinesiology from the University of North Carolina-Greensboro in 2023. Paul currently lives in Plover with his wife Vicky, two children Owen and Claire, and two golden retrievers, Lambeau and Pawz. He enjoys spending his summers working with the Stevens Point Area Public School District on providing movement camps and activity opportunities for grades K-8. In addition, he serves on the board for Plover Whiting Youth Athletics with a position title of Coaching Development.

ED.D. IN EDUCATIONAL SUSTAINABILITY

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