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Erin Redman


Erin Redman is the program director and assistant professor of Educational Sustainability in the School of Education at University of Wisconsin-Stevens Point. Prof. Redman comes to UWSP from Leuphana University of Luneburg (Germany) where she has been a research associate and program lead on an international sustainability education collaboration for the Global Consortium of Sustainability Outcomes (GCSO) for the last three years. The GCSO project focuses on the implementation of sustainability professional development workshops for in-service teachers from across Germany, Ireland, and Mexico.Prior to joining Leuphana, Prof. Redman created and led the Sustainability Teachers’ Academy, a professional development program for in-service teachers from all over the United States. She was also a faculty member at the National University of Mexico (UNAM), where she integrated sustainability throughout their undergraduate programs as well as designed a stand-alone sustainability undergraduate program. During her two years at UNAM, Prof. Redman conducted research on sustainable behavior change and the waste system of Leon, Guanajuato, Mexico.

In addition to her research and teaching in sustainability education, Prof. Redman has worked with women in El Salvador to develop community-based woman-run cooperatives and she has spent the last decade as a ‘foster mom’ to more than 50 dogs.

She is a native Wisconsinite and is thrilled to be part of the Pointer team working on educational sustainability.

Experience and Interests

Teaching Experience

  • Assistant Professor/Director of Ed.D., UW-Stevens Point (2019-present)
  • Research Associate, Leuphana University of Luneburg, Germany (2017-2019)
  • Sustainability Scientist, Arizona State University, Sustainability Teachers’ Academy (2014-2016)
  • Assistant Professor, National Autonomous University of Mexico, UNAM (2013-2015)



  • Volunteer with Project Salvador

Professional Memberships

  • Member of Education and Diversity working group for the Urban Resilience to Extreme Weather Events, Sustainability Research Network (UREx, SRN)
  • Editorial board member for the International Journal of Environmental and Science Education (IJESE)

Select Publications

  • Redman, A., & Redman, E. (2022). Possibilities for sustainable household waste management: A case study from Guanajuato, Mexico. Cleaner Waste Systems, 2, 100016.
  • Redman, Murphy, Mancilla, Mallon, Kater-Wettstaedt, Barth, Ortiz-Martinez, Smith, & Kelly, (2021). International Scaling of Sustainability Continuing Professional Development for In-Service Teachers. Interdisciplinary Journal of Environmental and Science Education, 17(3), e2243.
  • Murphy, C., Smith, G., Mallon, B., & Redman, E. (2020). Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research, 1-25.
  • Redman, E., Wiek, A., & Redman, A. (2018). Continuing Professional Development in Sustainability Education for K-12 Teachers- Principles, Programs, Applications, Outlook. Journal of Education for Sustainable Development, 12(1), 59-80.
  • Redman, A., & Redman, E. (2017). Is Subjective Knowledge the Key to Fostering Sustainable Behavior? Mixed Evidence from an Education Intervention in Mexico. Education Sciences. Vol. 7, Issue 1
  • Redman, E., & Redman, A. (2014). Transforming sustainable food and waste behaviors by realigning domains of knowledge in our education system. Journal of Cleaner Production, 64, 147–157.
  • Larson K. & Redman, E. (2014) Water Education for Sustainability: Criteria and Recommendations, Society & Natural Resources, 27:11, 1213-1222,
  • Redman, E. (2013). Opportunities & Challenges for Integrating Sustainability Education into K-12 Classrooms. Journal of Teacher Education for Sustainability, Vol. 15, No. 2, Pgs. 5-24.
  • Redman, E. (2013). Advancing Educational Pedagogy for Sustainability: Developing and Implementing Programs to Transform Behaviors. International Journal of Environmental and Science Education, Vol. 8, Issue 1, p. 1-34. Link
  • Frisk, E. & Larson, K. (2011). Educating for sustainability: Competencies and practices for transformative action. Journal for Sustainability Education. Vol. 2 Link

Select Presentations

  • Synergistic Approach to the Design of Living Space, Title: Window of Opportunity: Creating a Hopeful Future Following the COVID-19 Disaster. Poltava V.G. Korolenko National Pedagogical University; April 27, 2021;
  • Global Conference on Sustainability in Higher Education (AASHE), Virtual. Title (Presentation 1): Sustainably Revisioning the Future: Insights to Build Upon from the COVID-19 Pandemic; Title (Presentation 2): Collaborative Back-Casting for Audacious Sustainability Visions; October 12-14, 2021.
  • Aspiring Educators of Wisconsin Social Justice Conference, Virtual. Title: Backcasting and Future Visioing for a Just Transition towards Sustainability, April 17, 2021.
  • National Science Teachers Association (NSTA), Virtual. Title: Integrating Sustainability into STEM   Education. Co-Presenters: Dr. Liz Potter-Nelson and Rachael Rost, April 21, 2021.
  • National Association for Environmental Education (NAAEE), Virtual. Adapting Visioning and Back-casting for a Place-based Sustainability Course Online, October 13, 2020.
  • Wisconsin Association for Environmental Education (WAEE), Virtual. Global Survey on Post-COVID 19        Futures, November 6-7, 2020.
  • Global Conference on Sustainability in Higher Education (AASHE), Virtual. Increasing Access to Sustainability Education Through Online Programs, October 25, 2020.
  • 8th International Conference on Sustainable Development (ICSD), Virtual. Strategically Re-designing the    Future in the Time of the Covid-19 Disease Outbreak, September 20-21, 2020.
  • Fritz-Haber Institut Sessions: “The Future of our Climate,” Berlin Germany. Title: Engaging in Climate Solutions. May 9, 2019.
  • International Symposium; “Research on Teacher Education for Sustainable Development- Insights, Perspectives and Future Directions,” Vetcha, Germany. Title: International Application of Intensive, Project-based Sustainability Professional Development for In-Service Primary School Teachers. March 21, 2019.
  • IV Annual Conference on Education for Sustainability, Bogota, Colombia. Title: Educators are Change Agents. November 22, 2018.

Fun Facts

Last book I read?

White Fagility

What did you want to be when you were growing up?


What makes me most proud of my school?

I am honored to be a part of a department that so fully supports one another. For example, on the application committee for the doctoral program, there are 6 people that are spending hours reading cover letters, CVs, and transcripts, as well as conducting interviews with every applicant.

What do you enjoy most about teaching?

I enjoy seeing those moments where a new perspective or idea really resonates with a student and creates a mental shift (or transformation).

A piece of advice to students pursuing education in your department

Educators shape the future, so when you think about what kind of educator you want to be, also think about what kind of future you want to shape.

Erin Redman
Director of Educational Sustainability
Assistant Professor - Educational Sustainability

448 College of Professional Studies


Ph.D. in Sustainability
Arizona State University

M.S. in Sustainable Systems
Slippery Rock University

B.S. in Biology
Northland College


EDUC 205 - Pluralism for Educators
EDSU 710/910 - Place-Based Approaches within the Glocal Community
EDSU 906 - Research Methods II: Qualitative and Quantitative methods for Sustainability Science
EDSU 908 - Historical and Philosophical Foundations of Education for Sustainability
EDSU 990 - Special Topics: Funding for Professional Sustainability