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.
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SUMMER RESIDENCY 2024
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