Ed.D. Directory

Ed.D. Directory

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.

Cohort 3

Chabi, Deborah..........................4 Goldberg, Sara...........................5 Hess, Gloria L.............................6

John, Rebecca............................7 Kilmurray, Rose..........................8 Wilson, Shari..............................9

Young, Deb...............................10

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Biegel Hoffman, Rochelle.......12 Boudjou, Urbain.......................13 Dresen, Chelsea......................14 Hankins, Kimberly...................15

Holland, Rose...........................16 Kant, Jessica............................17 Lee, Erin...................................18 Loftland, Charles.....................19

Rost-Allen, Rachael.................20 Santry, Jennifer........................21 Stricker-Orlovsky, Heather.......22

Cohort 5

Aleksandrowicz, Deborah........24 Benedith, Julia “Jay”................25 Boesen, Robert........................26 Coleman-Jayne, Colleen..........27 Cordaro, Jessica.......................28 Eaton, Ashley............................29 Froehlich, Mandy.....................30 Harris, Jason............................31 Lange, Lori...............................32 Lange, William.........................33 Ace, Ashley...............................53 Barros, Frank...........................54 Bowman, Monica.....................55 Brown, Nathan.........................56 Collier, Shelley..........................57 Davies, Ansleigh.......................58 Folkman, Maxwell....................59 Gambino, Elisabeth.................60 Gavan, MJ.................................61 Geddes, Mandy........................62

Liesch, Jacqueline...................34 Lloyd, Deanna..........................35 Mangan, Tara...........................36 McAllister, Kerri........................37 Mendelson, Erin E...................38 Miller-Porter, Angela................39 Mills, Kasia...............................40 Olsen, Pauline E.......................41 Pfisterer, Abby .......................... 42 Pfundheller, Mariah.................43 Johnson, Veronica....................63 Kane, Katie..............................64 Kapsa, Stephanie....................65 Kneeland, Arthur ....................66 Kramer, Kate ...........................67 Mitchell, Jennifer.....................68 Mitchell, Shelley.......................69 Nusz, Benjamin........................70 Nusz, Chamomile.....................71 Payne, Stephanie Renee.........72 Cohort 6

Romero, Sergio........................44 Sandstrom, Sara......................45 Schultz, Jean............................46 Tallman, Kate...........................47 Valentino, Heather...................48 Vedvig, Ashley..........................49 Vieane, Rebecca......................50 Wood, Lee................................51

Schmierbach, Amy...................73 Schommer, Megan..................74 Snarski, Maria..........................75 Sosa, Larissa............................76 Spielman, Riley........................77 Sumner, Brooke.......................78 Turner, Leann...........................79 VanderVegt, Tasia....................80

Alumni

Aprill, Michael..........................82 Davis, Tiphani..........................82 DeDeker, Bo.............................82 Gaffney, Jess............................83 Goetsch, Amanda....................83 Kadoch, Aaron.........................83

Lewis, Branden........................84 Norman, Emily.........................84 Ortega, Jennifer.......................84 Payne, Lynn..............................85 Potter-Nelson, Liz.....................85 Redbird, Bethany.....................85

Reynolds, Desiree....................86 Rudinger, Belinda....................86 Schaefer, Lyn............................86 Solinsky, Cindy.........................87 Wahl, Kim.................................87 Yang, Xee..................................87

UW-Stevens Point

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COHORT 3

PROFILES

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Ed.D. in Educational Sustainability

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.

UW-Stevens Point

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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.

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Ed.D. in Educational Sustainability

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!

UW-Stevens Point

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Cohort 3

Rebecca John

EDUCATION • MBA in Marketing Augsburg University • M.A. in Organizational Management University of Phoenix • B.A. in Communication and Journalism University of Phoenix ENROLLED • Cohort 3 LOCATION

• St. Paul, Minn.

Rebecca John serves as chief operations officer for Augsburg University in Minneapolis. In this role, she oversees the facilities management, finance, and marketing functions of the university in support of the university’s mission to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. Rebecca also leads the university’s campus design and space use planning committees and chaired the institution’s 2016 campus master plan taskforce. Prior to joining Augsburg in 2010, Rebecca served in leadership roles in financial, high-tech, and communications consulting organizations. Her professional experience includes work with Fortune 500 corporations, PR and web consulting agencies, and high-growth start-up organizations. She also has more than 20 years of experience in teaching, having served as an adjunct instructor at Augsburg, the University of St. Thomas in St. Paul, and the Art Institutes International in Minneapolis. Earlier in her career, Rebecca served as a high school math teacher in the U.S. Peace Corps in the Republic of Guinea in West Africa. In pursuing an Ed.D. in Educational Sustainability, Rebecca seeks to help develop programs in higher education that connect students to their locations and to the natural world in ways that advance equity, social justice, and sustainable practices. These are topics that require action at the local level, and Rebecca believes that higher education can have a significant positive impact on this work. As a teacher and leader in education, Rebecca knows the importance of validating students’ potential, helping them recognize and steward their gifts, and fostering their agency to create the change they want to see in the world – change that can create opportunities for others to flourish as well. It is through the pursuit of these educational outcomes – for students of all backgrounds – that she seeks to build a more sustainable world.

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Ed.D. in Educational Sustainability

Cohort 3

Rose Kilmurray

EDUCATION • M.S. Ed. in Professional Development-Literacy Emphasis UW-Stout • B.S. in Special Education UW-Eau Claire

ENROLLED • Cohort 3

LOCATION • Eau Claire, Wis.

Having lived in many places, Rose Kilmurray has developed an understanding of the rich variety of life, which allows her to build connections to new experiences. She believes that children will maintain their innate curiosity and develop a life- long love of learning if guided to do the following: get to know the ecology of any particular place and understand how it compares to other places, understand where humans fit into natural systems and make many cognitive connections between prior experiences and novel ones. Through the educational sustainability doctoral program, Rose wants to focus her studies on enhancing transformative learning experiences in K-12 education. She wants to develop systems that recognize and utilize the interconnected nature of existence and that bring that recognition to bear in the education of America’s youth. Through her work, Rose hopes to influence a reversal of the trend toward compartmentalization and specialization that has developed in education and society so that resource stewardship along with social and economic power can be redistributed more equitably and sustainably.

UW-Stevens Point

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Cohort 3

Shari Wilson EDUCATION • M.A. in Biology and Ecology University of Kansas • B.A. in History and Philosophy Washburn University

ENROLLED • Cohort 3

LOCATION • Kansas City, Kan.

For the past seven years Shari Wilson has been an educational consultant, working with schools, universities and communities to integrate Earth-centered education throughout their programs and systems through dialogue and exchange programs and teacher learning workshops. Her work has taken her beyond the Midwest, around the world to places including Vietnam, China, Ukraine, Belarus, Sweden, Germany and Qatar. Her academic research interests include making schoolyards islands of biodiversity, the benefits of nature for mental health and civic ecology. Shari also serves as a member of the Executive Committee of the International School Grounds Alliance. Shari’s ideas about educational sustainability come from working as an ecologist and environmental educator in the private sector, for government, with an NGO, and now doing her own consulting and collaborating with others. Her experience as an ecologist puts the elements of being a truly sustainable school front and center. In Shari’s view, educational sustainability has four elements: curriculum, physical facilities and school grounds, school and district leadership philosophy and policy, and connection to community. This view echoes the requirements for Education for Sustainable Development (ESD) noted in UNESCO’s Education for Sustainable Learning Goals: Learning Objectives (p. 47), although Shari separates out philosophy and policy. Having observed many examples of school leaders being overridden by district-level administrators citing policy as the reason why the school cannot implement ESD (and being unwilling to change the policy), to Shari philosophy and policy are separate. The philosophy must be present to enact the policy, but without the policy, the philosophy is subject to change with those in leadership positions. In recent years, Shari has been observing how civic ecology can increase the impact of environmental education in schools and communities, and she is trying to build more of it into her work. She is especially interested in how civic ecology practices can help people and communities recover from trauma, whether it be war, natural disasters, or poverty. Shari is developing the Schoolyard Biodiversity Exchange, a program that will provide schools a digital tool to inventory biodiversity on their schoolyards, search and manipulate the >Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88

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