Educational Sustainability Doctoral Student Biographies


Thaddeus Kubisiak
Thaddeus Kubisiak
Wisconsin Rapids, Wisconsin


MPA: UW-Oshkosh

B.A.: Political Science; B.S.: Public Administration (Winona State University)

Apprenticeship: International Association of Bridge, Structural, Ornamental and Reinforcing Ironworkers (Madison Area Technical College)

Thaddeus Kubisiak is the Northern Area apprenticeship instructor for Ironworkers Local 383 at Mid-State Technical College. He is entering his 4th semester of teaching in the program and brings nearly 15 years of experience as a member of the ironworking trade and almost 20 years of construction experience. As a journeyman ironworker, he has worked on and managed numerous public and private infrastructure projects in and around Wisconsin. Whether it’s the bridges on our state and local highways, commercial stores that we shop at or schools and factories where we work, Thad and his colleagues have helped build them.

Civic engagement is vital to any democratic society and Thad leads by example. In the spring of 2017, he ran for and was elected to 7th aldermanic district for the Common Council of the City of Wisconsin Rapids, winning by more than 80% of the vote. After being on the Common Council for only one year he was unanimously elected, by his peers, to the position of Council President. Thad’s Common Council bid wasn’t his first time he ran for public office, as his name appeared on the ballot for State Representative in 2008 and 2010. Along with being a candidate for office, Thad has worked behind the scenes on many other political campaigns at both the local and state level.

Local government has always been a passion. Shortly after earning a Master of Public Administration in 2011, Thad accepted the position of Administrator – Clerk/Treasurer with the Village of Spencer. During his four-year tenure, the village successfully located and built a new municipal well, established a train whistle quiet zone, facilitated the creation of a memorial project for military veterans, consolidated the separate fire department and ambulance service by creating a fire and ambulance commission and set the ground work for the creation of a joint municipal court partnering with the City of Marshfield. Thad then accepted the position of County Manager with the County of Adams.

Whether it is on the job training or learning in the classroom, Thad’s desire for knowledge has led him to continue his education at UWSP. He hopes to bring his diverse background in both labor and public policy to the discipline of educational sustainability. Thad seeks a sustainable model for the training and education of skilled trades workers. While union building trade apprenticeship programs account for most of the construction industry’s training and education, union density in construction has dropped to 14 percent in 2017, and he is on a mission to identify the causes of this continued decrease. If union membership continues to decline, it is possible that training will decline as well and therefore offering a less skillful workforce who will be building our future highways, grocery stores and elementary schools. Through his doctoral research, Thad hopes to develop a mechanism that will not only stabilize union density but will also push the trend in an upward curve and increase union membership as a percentage of employee market share.

Outside of his professional life, volunteering has always been a passion of Thad’s. For most of his adult life, he has participated with the Special Olympics of Wisconsin, Feeding America (mobile food pantry), The Neighborhood Table (weekly soup kitchen), the South Wood County Boys and Girls Club, Spencer Kids Group, the Spencer Lions Club and the Adams Friendship varsity football program as a place-kicking coach. In addition to the volunteer duties, Thad has held board positions with several non-profits including Secretary/Treasurer for the Spencer Lions Club, Trustee for the Ironworkers Local 383 and an at large board member for the Spencer Kids Group. When Thad does find some free time beyond working and volunteering, he is usually fishing for largemouth bass in his kayak or riding his American made motorcycle.
Carl O'Neil
Carl O'Neil
Stevens Point, Wisconsin

Jennifer Ortega
Jennifer Ortega
McKinleyville, California


M.A. in Curriculum & Pedagogy (Science Education), University of Colorado, Denver, CO

B.S. in Marine Fisheries, Humboldt State University, Arcata, CA

California Single Subject Teaching Credential in General Sciences and California Teacher of English Learners Credential

Jennifer’s philosophy of education is to teach in a way that inspires curiosity. She believes by fostering awareness of the interconnectedness of natural systems and human systems through active hands-on learning and place-based education, students gain knowledge and develop attitudes promoting stewardship. Without an environmentally literate society, Jennifer feels that individuals will not be prepared to take the necessary actions to build and maintain a sustainable future.

Since 2012, Jennifer has been a faculty member at Humboldt State University, Arcata, CA teaching Environmental Education and Fundamentals of Environmental Education & Interpretation. She is a Master Certified Environmental Educator recognized by the North American Association of Environmental Education (NAAEE) and a trainer of the Guidelines for Excellence developed by NAAEE. Jennifer is a trained instructor for the statewide University of California Naturalist Program at a local nonprofit Friends of the Dunes housed at the Humboldt Coastal Nature Center. Upon completion of the program participants will earn a California Naturalist Certificate. Recently, Jennifer became a steering committee member for the California Environmental Education Certification Program.

Jennifer wears many professional development hats such as being a facilitator for Project Learning Tree, Project WET and Project WILD, all environmental education curriculum for K-12 educators. She also is an instructor for Forestry Institute for Teachers (FIT), a professional development program that brings together natural resource specialists and K-12 educators providing them with knowledge, skills and tools to effectively teach their students about forest ecology and forest resource management practices. The Forestry Institute for Teachers integrates environmental education curriculum and Next Generation Science Standards.

After working as a middle school science teacher, an education ranger for Redwood National & State Parks, a coordinator of education programs at Humboldt State University’s Natural History Museum, and finally teaching for numerous years in higher education. Jennifer recognized education systems provide the greatest leverage to educate a critical mass of people to address the current and future environmental challenges along with potential solutions. She is excited to begin her doctoral studies exploring when education systems make environmental literacy a core part of formative education. She is interested in studying the advancement of environmental literacy using environmental education.

Jennifer’s favorite place is in the outdoors with friends and family. Some activities she enjoys are agate hunting, trail running, rafting rivers, surfing waves and camping under the stars.
Eleva Potter
Eleva Potter
Land O’ Lakes, Wisconsin


• M.E.Ed.: Environmental Education (University of Minnesota-Duluth)
• B.A. International Studies and Political Science (University of Wisconsin-Madison)

Eleva teaches a course called Stewardship in Action at Conserve School, an environmentally-focused school in far northern Wisconsin that serves sophomores and juniors in high school. She guides her students, who stay at the Conserve School for a semester-long residency, to think about sustainability by focusing on environmental ethics, sense of place and ways to take action to make change in the world. She utilizes place-based education and project-based learning in a responsive classroom that is democratically.

An example of how Eleva puts all of these concepts into practice in the classroom is through the Taking Action Project, a semester-long project where students learn about their own environmental ethics, needs of their sending community and the form of environmental advocacy that best fits their skills and interests. Students use this knowledge to plan an environmentally focused project that they will implement when they return home from Conserve School.

She also incorporates indigenous knowledge into the curricula by inviting local tribal members to share their cultural stories and current perspectives on environmental issues in the Northwoods. She recently co-presented with an Ojibwe forester at the National Environmental Justice Conference on “People and Place-based Education” in which she presented some ways student learning is enhanced by listening to the perspectives of local tribal members. She also co-wrote the article “Stories of Place: Ojibwe Knowledge and Environmental Stewardship in the Northwoods” for the Journal of Sustainability Education on these classroom initiatives.

Eleva has explored many environmental fields from conducting home energy audits to wildland fire fighting to living in an eco-village. She recently worked as a naturalist at Wolf Ridge Environmental Learning Center in Finland, Minnesota, while completing her master’s degree in Environmental Education from the University of Minnesota-Duluth.

Eleva’s breadth of experience in the environmental field and recent opportunities to dig deeper into environmental education led her to this program. She is interested in studying the efficacy of place-based and project-based education on high school-aged students’ environmental attitudes and behaviors and the impacts of a semester-long environmental focused program on students’ environmental literacy.

Eleva is an outdoor enthusiast who loves to hike, bike, ski and snowshoe. Another favorite past time is sharing locally harvested food, especially fried Walleye and venison burgers, with friends and family.
Bethany Redbird
Bethany Redbird
Black River Falls, Wisconsin


M.A.: Museum Studies (University of Oklahoma)

B.A.: History (Bemidji State University)

Bethany Redbird is currently the director of the School Community Relations Division within the Ho-Chunk Nation Education Department. She works with Ho-Chunk and other Native American students to encourage academic success within grades Prek-12. In this role, she also acts as a liaison between families and the 32 school districts that the Ho-Chunk Nation Education Department serves.

Prior to this role, Bethany served as the Archivist and Assistant Records Manager for the Ho-Chunk Nation Records Management Department. She preserved and cataloged historical documents and artifacts, as well as current governmental documents. She consulted with other tribal archivists and records management professionals on developing a records management program within their own tribal nation. 
 
Bethany has a primary research interest in incorporating traditional Ho-Chunk tribal arts and science practices within teaching curricula to encourage sustainability. Bethany has served as a co-facilitator of the Ho-Chunk Nation and UW-Madison-Earth Partnership Indigenous Arts and Sciences Teacher Institute for the past 2 years. While serving in this position, Bethany became passionate about educating teachers and other educational professionals on how they can incorporate traditional Ho-Chunk knowledge of medicines, plant uses, organic farming and food sovereignty into education curricula to portray the importance of sustaining our environment, both locally and globally. She firmly believes that integrating traditional knowledge, like that of the Ho-Chunk, with other curriculum areas will help to produce culturally knowledgeable students who have learned to respect and revere the sky, land and water that surrounds and sustains them.
 
Bethany has already begun sharing her work professionally by presenting at the annual Association for Tribal Libraries, Archives and Museums (ATALM) conference in 2008, 2010, and 2012-2016 on topics related to records management and archival of tribal documents, artifacts and governmental records. She also presented at the American Indian Studies Teacher Institute in 2018 about collaborating with local school districts to encourage culturally responsive teaching practices within these districts and explain how the Ho-Chunk Nation has been working with numerous school districts to achieve this goal.
 
Bethany enjoys exercising, spending time with her husband, children and dogs. She is an avid Green Bay Packers fan! Go Pack Go!
Lyn Schaefer
Lyn Schaefer
Gaithersburg, Maryland


M.S.: Business Administration (University of Maryland)

M.A.: Early Childhood Education (College of William and Mary)

B.S.: Early Childhood Education (UW-Stevens Point)

Lyn Schaefer is the owner of Annapurna Educational Services, an educational consulting firm that provides technical support and research consultation to school districts, state departments of education, and private/public organizations. She is currently assisting the Maryland State Department of Education in monitoring out-of-school time programs (i.e., 21st Century Community Learning Centers, Public School Opportunities Enhancement Grant, Learning in Extended Academic Programs) throughout the state and has worked more recently with the Oregon State Department of Education, CTB/McGraw-Hill Education, and the U.S. Green Building Council. Lyn began her career as a kindergarten teacher in Wisconsin, teaching first in the Stanley-Boyd Area School District and then in the Sevastopol School District, and then moved to the Educational Research Center for Child Development, a lab school on the campus of Florida State University. Since settling in Maryland, she has been active in her community serving as policy committee co-chair for the Montgomery County Commission on Child Care and on the Montgomery County Child Care Resource and Referral Center Advisory Board.

Lyn’s goal in pursuing an Ed.D. in Educational Sustainability is to continue her work strategizing on sustainability plans with programs or educational initiatives that serve at-risk students. Oftentimes, these programs struggle to sustain, not due to the quality of the program or initiative, but due to the inability to demonstrate a program impact. Her specific emphasis is on programs serving pre-kindergarten students, the most vulnerable population. Her research of the importance of play and experiential learning has been published in Early Childhood Development and Care, Early Childhood Research Quarterly, and Developmental Psychology.

Lyn is a fan of the Green Bay Packers and the Washington Nationals. In her spare time, she enjoys taking in historical sites, like the Smithsonian Museums and Mount Vernon, the proximity to which she considers a perk of living in the D.C. Metro area.
Cindy Solinsky
Cindy Solinsky
Stevens Point, Wisconsin


M.A.: Education Leadership-Principal, Curriculum & Instruction, Pupil Services (Marian University)

M.A.: Education Reading (UW-Stevens Point)

B.S.: Biology, Broadfield Science (UW-Stevens Point)

B.S.: Wildlife Management Research (UW-Stevens Point)

Cindy Solinsky has been in formal education since 1999, teaching science in grades 7th-10th. Cindy entered the formal education field after working in non-formal education once she graduated with her Wildlife Management degree in 1985. While in non-formal education and research management, she had the opportunity to work with several unique species of wildlife in their natural settings such as gray wolf, black bear, whitetail deer, bobwhite quail, bobcat, great-blue heron and many other species of wildlife. For several years, she worked as a limited term employee at Mead Wildlife Area, a state wildlife area covering over 33,000 acres in central Wisconsin and a field technician with the U.S. Fish and Wildlife Service. She also founded a non-profit education organization, Teachers on the Wing, Inc. in which she traveled the state of Wisconsin offering education programs featuring non-releasable birds of prey.

Sustainability has been a way of life and lifelong endeavor for Cindy. Her parents owned and operated a 500-acre dairy farm in central Wisconsin and grew and processed vegetables from a quarter acre plot. Cindy’s parents taught her to love and care for the land. In her early twenties at UW-Stevens Point pursuing her first BS degree, Cindy made the connection between the soil, plants and animals. Later, in 1990, she founded the Central Wisconsin Wildlife Center, Inc. with the goal of educating others about the loss of habitat and the impact on wildlife. While attending numerous Midwest Renewable Energy Fairs at the Amherst Fair grounds, she made the decision that the new facility for the Wildlife Center could be a model for renewable energy. Architectural Services volunteered to work with her in designing the new facility. The Wildlife Center was quite successful in its endeavors, annually; one-thousand wildlife patients, hundreds of education programs and operated by sixty volunteers, yet unfortunately, as with many non-profit organizations; the financial aspect became a weak link. The Wildlife Center has since dissolved, and since 1997 the renewable energy facility has housed the Midwest Renewable Energy Association and is the central headquarters for the Midwest Renewable Energy Fair.

Since 1999, Cindy has been involved in formal education. She wrote the seventh grade curriculum to help teach an environmental solutions study to her students. She has free-lanced her talents in writing curriculum with other environmental organizations through the years. A recycle program that was a student-led project in 2009, has allowed Ben Franklin Junior High, to run twice yearly an e-cycle and appliance drive highly anticipated by the surrounding community. She currently is working with a team of teachers in rewriting the curriculum using the Next Generation Science Standards. She states that her goal in whatever she pursues or teaches ultimately points to sustainability in lifestyle for her family, students, others, and herself.

With the help of her daughters, she owns a small sustainable hobby farm. Their gardens, enriched with compost from their flock of chickens, ducks and turkeys, are filled with nutrient rich vegetables that are harvested, preserved, and consumed with joy year round. Her family values nutrient dense foods that they grow in their backyard. Her family enjoys getting their hands dirty and inhaling the aroma of the earth while viewing their wildlife neighbors that benefit from the natural surroundings that encircle their home.

Cindy’s research doctoral field of study centers around Climate Change, with a focus on drawing down the level of atmospheric carbon through carbon sequestering, regenerative agriculture and food waste. Essentially put the carbon back in the ground where it belongs. Since in her twenties she learned about the process in which healthy, rich, living soil is formed. Her interest in soil has grown into what it is today. Her desire is to seek a solution in which farmers and environmentalist can work together to help drawdown the current carbon levels and to incorporate sustainability practices into her classroom curriculum that emphasizes transformative learning. This doctorate program brings her full circle to her childhood roots of raising food and taking care of the land that sustains a quality life for all its inhabitants.
Scott West
Scott West
Stevens Point, Wisconsin


• M.A.: Education Leadership (Concordia University-Portland)
• B.A.: Communication and Political Science (UW-Stevens Point)

Scott West’s professional involvement includes 34 years in administrative leadership, resource utilization, organizational development and communication in dynamic settings. His higher educational, organizational development background includes creating and building sustainable programs, initiatives, and administrative units. Currently, at the University of Wisconsin-Stevens Point, West is a leader for diversity admissions where he is a recognized administrator in the area of diversity recruitment, enrollment and student success. He believes that the best student recruitment happens when you connect with prospective students, strive to understand what motivates them, recognize their potential, and build a dialogue and trust with them over the recruiting journey. West has pioneered a recruiting method that is less transactional and impersonal to one that is student-focused. Under his leadership, the diversity enrollment has grown from 6% to over 16% in the last decade.

In addition to his university role, West is a popular national speaker, trainer, organizational and executive coach. West has been a motivational consultant successfully engaged in human and organizational performance for more than 27 years. He has presented keynote speeches, workshops and seminars throughout the U.S., Canada and Europe on emotional intelligence and personal effectiveness.

He presented and collaborated in the development of the “Four Ways System,” an intentional communication-training program designed and administered by Personality Resources International (PRI). PRI has developed and perfected communication programs that improve the workplace environment, performance and organizational culture using their “Identity Mapping” methodology of psychological typing.

West is also a presenter of and collaborator in the development of the "Sell Truth Series," a sales training seminar created by Stone Arch Communication, a sales consultancy based in Chicago.  As a Sell Truth consultant, he has worked with Fortune 500 companies to design, develop and implement comprehensive annual training plans that support the sales objectives of companies using the “Sell Truth” methodology.

West ran for House of Representatives in Wisconsin’s Seventh Congressional District. He organized, managed and developed a nationally recognized Congressional Campaign, coordinating media, message and all marketing efforts across a 19-county region. With the help of more than 1,500 volunteers, West took an unprecedented 48% of the vote on election night.

These experiences have brought West to inquire about how and what ways we can build a culture of socio-ecological sustainability into our organizations. West believes that we can start to operationalize the idea of sustainability, involving ecological and societal development to meet the needs of the present while improving the ability of future generations to meet their own needs. He is especially interested in studying how emotional intelligence (EQ) affects the sustainability of human and social-ecological systems and how improving EQ for individuals and organizations impacts and is connected to universal sustainability across ecosystems.
Manee Yang-Vongphakdy
Manee Yang-Vongphakdy

Vic Akemann
Vic Akemann
Amherst Junction, Wisconsin


M.S.: Education with Experiential / Holistic / Environmental emphasis (UW-Stevens Point)

Teacher Certification Program (UW-Stevens Point)

B.S.: Biology (Northland College, Ashland, WI; Minor in Outdoor Education)

Victor Akemann, with a 27- year career at Stevens Point Area Public School District (SPASH), has been teaching and developing innovative programs in environmental and biological sciences with an emphasis in outdoor education and ecological literacy. The critical importance of connecting students with the natural world is not a new concept for Vic. He has been in the field long enough to remember historical events of leading pioneers in the field when the term “sustainability” in the late '80s was formally defined. His professional reaction to sustainability and enacting change through education began in the late '80s when he worked as a marine biologist for the National Oceanic and Atmospheric Administration (NOAA). Subsequently, he served as an education program developer for wolf recovery efforts in Wisconsin at the Sigurd Olson Environmental Institute (SOEI), in Ashland, Wisconsin; and hosted and produced the nationally syndicated National Public Radio monthly environmental news radio program “Listening Points.” For 12 years, Vic honed a love for and saw the connection of communication through commercial and public radio as a form of education. 
  
Keeping on the tradition of innovation in education, in 1992, he collaborated on the development of the first public charter school in Wisconsin at SPASH, along with programs for at-risk youth to include a district-wide Adventure Based Program. During this time, one of the seminal experiences was an 18-day place-based, experiential learning and ecological sciences trip called, “SPASH Summer Field Studies.” This annual program spanning 17 years, co-created and taught with Tim Corcoran (UWSP faculty), took students through Wisconsin from glacial pathways, to river headwaters, into the Lake Michigan watershed, and to the drift less regions – backpacking, climbing, canoeing, water studies, geology, ecology, caving, hiking, sailing, soloing. Answering the call for sustainability education in K-12 schooling, in 2002, Vic developed and led the first dedicated “Education for Sustainable Development” charter high school program in the nation. 
  
Vic, honored to connect with students in innovative ways, has proven honors in teaching and leadership through earning numerous prestigious awards over the decades. Some of the awards include the “Excellence in Science Teaching Award” from the Wisconsin Society of Science Teachers, the Izaak Walton League Bill Cook Chapter “Conservationist of the Year Award” for his 21-year “Save Our Streams: Little Plover River Project,” from Lawrence University the “Wisconsin Outstanding Teacher of the Year Award,” the “Herb Kohl Educational Foundation Fellowship Award,” from the University of Minnesota College of Biological Sciences, the “Outstanding Science Teacher of the Year Award” and from the University of Wisconsin- Stevens Point Biology Department, the “2001 Biology Teacher of the Year Award.”
  
In his own backyard of Stevens Point, Wisconsin, Vic is thrilled to formally explore educational sustainability at UWSP, and connect all that he has practiced and awaits putting it into theory. In his doctoral studies, he plans to study ecological literacy and sustainability and study what has been done and how he can contribute to the advancement of the connection to learning as a unified theory of sustainability – a way to live and be in the world.
  
An autobiographical account of his journey was recently (2013) chronicled in the book "Letters to Michael: Reflections on Life by Students of Michael Frome..." -- the chapter is called "Connections." Vic, himself, can be found living and being in the world on his beautiful glacially erratic land east of Stevens Point outside of Amherst Junction, Wisconsin. His wife Beth, and four sons Forrest, River, Nico, Leif, dog Marley and cat Igamoo sustain each other through love, exploring, travel, running, food, land, water and love of our Earth.
Michael Aprill
Michael Aprill
Plymouth, Wisconsin


Michael Aprill has always been interested in our connection with nature, but through a series of events, he gradually became more and more intrigued by climate change - most notable with his work with sea turtles. While completing his undergraduate degree at the University of Wisconsin-Stevens Point (UWSP), Michael spent time in Costa Rica and Hawaii where he studied sea turtle depredation, making recommendations for sustainable education initiatives including research on predator control that he presented at the 14th Annual Symposium on Sea Turtle Biology and Conservation. In 1998, his research on safe, effective, and humane forms of field euthanasia was published to assist educating National Park Service (NPS) staff. Each night he stepped onto the beach, it would be reshaped by the weather. Michael saw first-hand, the effects of severe weather events and the fact that a species could potentially go extinct from one climate related event. Ever since this seminal moment in his life, he has been studying and working in the field of science and climate education with a focus on how human impact changes the physical world. More significant to this complex, “wicked” problem emerged when he became critically conscious to how much climate change is a social justice problem, affecting people everywhere, including his hometown of Plymouth and the city of Sheboygan where he has taught the last two years.

Michael is a Nationally Board Certified Teacher (NBCT) that has been teaching earth science courses for 17 years – integrating climate education along the way. He has spent thirteen years as adjunct faculty at Lakeshore Technical College (LTC). In the rural school District of Random Lake, he devoted his time to transforming the students, school, and community into an eco-friendly environment. He obtained grants, lead the district’s energy committee, and secured a 50-kilowatt wind turbine. He organized a recycling program that educated students on climate change and kept over 20,000 items out of landfills. He coordinated several fairs in which his students presented interactive projects illustrating the connections of green living and health/wellness. It is his calling to enact change in the world one student at a time and through engaged citizenry.

In a program coordinated with the Global Environmental Teachers (GET) and the Wisconsin Center for Environmental Education program (WCEE), Michael traveled to Taiwan to educate teachers of Taiwan about energy education. In 2011, he was named “Formal Energy Educator of the Year” by the K-12 Energy Education Program (KEEP) at UWSP. In 2013, the Alliance for Climate Education (ACE) named him one of Wisconsin’s educators of the year.

Michael plans to focus his Educational Sustainability doctoral studies through leadership and education in climate change, climate change policy, and on marginalized populations. The "wicked" problem of climate change must be addressed locally to solve globally. In 2016, after observing a huge housing shortage, he and his spouse started a company that now focuses on helping revitalize the city of Sheboygan and helps marginalized families obtain affordable housing that is sustainable and efficient. He realizes social justice and climate change are inextricably linked. His ultimate goal is to help students, families, and communities become resilient to climate related events and to foster active citizenry for all people.
Bo DeDeker
Bo DeDeker
Stevens Point, Wisconsin


MBA: Human Resources (UW-Oshkosh)
BS: Accounting (UW-Stevens Point)
Certified Public Accountant: State of Wisconsin

Bo currently is a lecturer of accounting at UW-Stevens Point, teaching courses in Cost Management, Corporate and Individual Taxation, and General Accounting. He is also employed by Upper Iowa University as an accounting professor in their bachelor's degree program for adult returning students.

Prior to his current academic appointments at UW-Stevens Point and Upper Iowa, Bo has held CFO positions in several different organizations; Northcentral Technical College (community college), Portage County, Wisconsin (county government), and Heartland Farms Inc, (large Midwest potato farm). He has also held a controllership at UW-Stevens Point, and worked at Cohen and Associates CPA as a municipal auditor.

These positions created Bo's primary research interests of business management and how the merger of sustainable initiatives can supplement the operations of organizations. During his tenure at Portage County, Bo was instrumental in making sustainable changes to the solid waste program including implementing a county wide recycling program, and implementing the county's first comprehensive no-kill humane society program. At Heartland Farm, he experienced a sustainable agricultural operation that invested heavily in initiatives like variable rate irrigation systems, alternative energy generation, and data analytics to reduce the need for chemical application, water usage, and the use of petroleum products on the farm. All of these experiences developed a curiosty that lead to his desire to enter the educational sustainability doctorate at UW-Stevens Point.

Bo resides in Stevens Point and is an avid cycler and naturalist working in environmental improvement related to Wisconsin fisheries.
Jess Gaffney
Jess Gaffney
Stevens Point, Wisconsin


M.S.: Counseling with Higher Education emphasis (University of Wisconsin-Whitewater) 

B.S.: Communicative Disorders (University of Wisconsin-Stevens Point)

National Certified Counselor (NCC) 
 
Jess Gaffney currently serves as the assistant provost for evening, weekend & online operations and retention for seven Lakeland University adult education centers throughout the state of Wisconsin.

In her role, she believes learning systems need to be both relevant and collaborative within society in order to foster sustainability. With this and as demand for increased online presence in adult learning and higher education grows, Jess continues to work alongside leaders to create rigorous and engaging programs that are applicable and sustainable for adult learners. Currently, she is working to develop a credit for prior learning experience and exploring experiential learning opportunities available within the program. These programs will allow adult learners to engage in strong analysis and demonstration of competencies earned through life experiences through a self-reflective process. This process will allow students to see things differently in the world around them and impact the environments in which they work and live.

Prior to her role at Lakeland University, Jess served as the director of student success at Northcentral Technical College, worked for a TRiO Student Support Services grant and additionally held a variety of positions within the Center for Students with Disabilities at the University of Wisconsin-Whitewater. She is a certified Title IX investigator and serves on an InterDisciplinary Studies Steering committee. In spring 2017, she had the opportunity to present on Critical Thinking and the CORE curriculum for adult students, helping reiterate the importance of relevancy, social justice and holistic learning as it relates to adult learning.   

Jess lives in Stevens Point with her husband, John, two children Noah (15) and Ireland (7). She enjoys being outdoors and close to the water. She is happiest when her household is full of energy, family and friends.   
Aaron Kadoch
Aaron Kadoch
Stevens Point, Wisconsin


M. Arch. (The Frank Lloyd Wright School of Architecture, Scottsdale, Arizona)

B.A. Fine Arts (Davidson College, N.C.; Minor in International Studies)

Aaron Kadoch is a practicing educator and architect and currently holds the position of associate professor and department chair in interior architecture. His background and experience is in a diversity of design and art disciplines including painting and photography, graphics and web design, architecture, construction, landscape architecture, and urban planning.

His experiences while learning and living in the design community of Frank Lloyd Wright’s Taliesin has helped formulate a contemporary organic approach to teaching and creating meaningful, community specific works of art and architecture. His current projects focus on the links between virtual and physical architectures and his community development work has been presented at international conferences of the Association of People Environment Studies (IAPS) among other international teaching and learning conferences.

Aaron has design work published in the Archivos de Arquitectura Antillana and “1000 Architectural Details: Selection of the World’s Most Interesting Building Elements,” for residential architecture design with Michael Singer. His shelter design work has also been featured in the New York Times article, “Dust-Up In the Desert.” Aaron has created The Organic Architecture Guild to promote and highlight projects and best practices in sustainable community development. His doctoral focus is centered on applied organic architecture, which includes learning systems, to the research and development of resilient eco-communities of the future.
Branden Lewis
Branden Lewis
Providence, Rhode Island


MBA: International Organizational Leadership (Johnson & Wales University)

BS: Culinary Arts (Johnson & Wales University)

AAS: Culinary Arts (Johnson & Wales University)

Branden Lewis, assistant professor at Johnson & Wales University in Providence, Rhode Island, is a Certified Executive Chef with the American Culinary Federation and a specialist in international cuisines and sustainable food systems. He believes sustainability topics should be incorporated into culinary education since chefs can have a tremendous influence on the food system through sourcing ingredients, cultivating relationships, and advocating for sustainable practices.

Since returning to his ala mater, Branden has joined a team of faculty to develop the school’s Wellness & Sustainability Concentration. Through this curriculum, he helps students explore their food web by employing innovative experiential education methodology.

In 2008, he was named one of Edible Rhody Magazine's “Food Heroes” for his work serving immigrant and refugee communities. In 2013, he was showcased in the Rhode Island episode of Bizarre Foods America with Andrew Zimmern which focused on local sustainably caught seafood. As a faculty member at Johnson & Wales, he has been selected for numerous awards and recognition, including the Distinguished Scholarship Award, Outstanding Service Award, Advisor of the Year, and Robert M. Nograd Teacher of the Year.

Branden’s interest in sustainable food systems continues as he researches the following question: What sustainability topics should be taught in culinary education—and how?
Lynn Payne
Lynn Payne
Oshkosh, Wisconsin


M.S., Continuing and Vocational Education - University of Wisconsin-Madison, 2004

Bachelor of Liberal Science, University of Wisconsin Oshkosh, 2000

Lynn works for Lawrence University in business administration and has been an adjunct faculty member for the past 17 years in the social science and business technology departments for the Wisconsin Technical College System (WTCS). While working in this capacity, much of her attention has been focused on marginalized populations, including displaced workers, and diverse groups. 

Lynn obtained her Bachelor of Liberal Studies degree from the University of Wisconsin Oshkosh with a minor in business administration and emphasis in psychology. She earned her Master of Science in Continuing and Vocational Education from the University of Wisconsin-Madison with an emphasis in human ecology and community development. During her graduate career at UW-Madison, she received the Advanced Opportunity Fellowship awarded to first-generation, low-income, high-achieving students. Her qualitative research, Learning to be Active About Social Issues, examined the transformative learning experiences of adults involved in social justice.

Lynn’s studies led her to grow as an activist and leader serving within her community where she connected her health and wellness business and collaborative efforts within the community focusing on alternative paths to healing through education. She immerses herself in facilitating educational programs to improve overall spiritual, emotional and physical wellbeing both at the community level and in higher education. Some of her dedicated passions include serving as a LaLeche Leader promoting breastfeeding and overall health and wellness and extended travels, with her children by her side, in a Costa Rican community to study the human rights and social justice perspectives of sustainability through the experiences of a coffee plantation farmer. 

Lynn’s focus is connecting people in non-formal and informal educational community settings enacting health and wellness aspects of sustainability into adult community programing. As a first-generation college student, she embodies the belief of transformative experiences in learning as a means to bringing students of disparate communities together in safe learning spaces. These learning spaces allow the student a way to explore the individual, their perspective community and society as a whole.

Lynn plans to focus her educational sustainability doctoral studies in social justice, community and higher education through the lens of whole-person intersectionality to include personal, professional and spiritual aspects of the learner with the hope to help make connections for transformative sustainability learning experiences.
Liz Potter-Nelson
Liz Potter-Nelson
Stevens Point, Wisconsin


Administrative Certification in Educational Leadership (Aurora University)

M.A.T. in Science Education (Iowa State University)

B.S. in Physics with a minor in Astronomy (Iowa State University)

Liz currently works for the Stevens Point Area Public School District as a technology integration specialist. In this role, she works to assist educators and others within the district to achieve their technology goals.

Prior to her current role, Liz was a science educator for 11 years. Her classroom was an engaging environment where students worked to understand every day phenomenon through guided-inquiry experiences to develop their own understanding and appreciation for physics and chemistry. While teaching, Liz spent five years as a science department chair. During this time she worked with teachers to help make data-driven decisions that would ultimately have a positive impact on student learning. Through her experience as a department chair, she began to develop a passion in working with new teachers. Through a sustainability lens, Liz is interested in studying teacher preparation programs. 

Liz has presented at regional and national conferences through the National Science Teachers Association. She has been published in the Iowa Science Teachers Journal and as a research scientist on the topics of astronomy and solid oxide fuel cells. Liz’s experiences as a department chair will be shared through vignettes in the forthcoming book Building the Science Department (2017, in press).
Belinda Rudinger
Belinda Rudinger
Dallas, Texas


M.Ed.: Special Education, Specializing in Autism Intervention & Behavior Analysis (University of North Texas)

Graduate Certificate: Education of Students with Visual Impairments (Stephen F. Austin)

B.A.: Literature (University of North Texas)

As a doctoral student in the field of educational sustainability and a teacher of students with visual impairments, Belinda Rudinger’s professional interests lie at the confluence between braille, assistive technology, and socio-ecological sustainability. From a strong sustainability standpoint, technology has the power to do both harm and good, and the discernment of how best to harness its power and influence involves both asking the right questions and evaluating options. She takes a systems analysis perspective and questions how technology can serve to facilitate empowerment, well-being, connection and community to develop a resilient society.

Professionally, Belinda teaches students with visual impairments and serves on the interdisciplinary Assistive Technology team for the Grand Prairie Independent School District. She is a member of the Bookshare Advisory Board and the Global Division Taskforce of the National Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER). Belinda presents regionally, statewide, and nationally on topics related to assistive technology and visual impairment, most recently at the Closing the Gap conference in Minneapolis, and the Assistive Technology Industry Association (ATIA) conference in Orlando. She was the co-investigator for a study, presentation, and upcoming publication on teaching assistive technology competencies to pre-service teachers.

In 2017, Belinda received the Sammie K. Rankin award from the Texas Association for Education and Rehabilitation of the Blind and Visually Impaired (TAER), as an individual who has made an outstanding contribution to services for persons who are blind or visually impaired in Texas.
Kim Wahl
Kim Wahl
Mount Horeb, Wisconsin


M.S. in Education in Biology (UW-Stevens Point)

BSE in Education (UW-Whitewater)
  
Kim Wahl is the Director of Education for the Wisconsin Green Schools Network (WGSN). Prior to working for WGSN, she taught high school science for 17 years. Fourteen of those years were spent in Wisconsin and Illinois teaching biology, environmental science and earth science while three of those years she spent in the Pacific Northwest teaching oceanography and biology. She has also taught workshops focused on earth science, environmental science, forestry and biology.

After teaching high school, Kim took her current position with WGSN as a field biology educator, coach for teachers and as an administrator. She works with students of all ages on field-based and place-based learning, both of which are addressed in her co-authored article in the Wisconsin Natural Resources magazine, Learning Rooted in Place. In addition to her work with WGSN, Kim is an adjunct professor for UW-Stevens Point and teaches for the Wisconsin LEAF forestry education program for K-12 teachers. She has been a presenter at statewide and Midwest conference events and she has spoken at the National Green Schools Conference on sustainability initiatives in schools.  
  
Kim has a great love of teaching and for helping others create curriculum while using the environment as a context for learning. In addition to her current work with schools, her professional interests include focusing on K-12 educational sustainability and accountability measures for schools in Wisconsin.  She is continually inspired by her work and especially by her family. An entire family deeply connected with nature, it is not unusual to find herself, husband, and their two kids in the outdoors or on some experiential adventure! She hopes to continue to learn new ways built on the foundation of sound theories about how to foster a love for learning and the natural world as she begins her exciting new doctoral studies in educational sustainability at UW-Stevens Point.  
Bryan Woodhouse
Bryan Woodhouse
Fitchburg, WI


M.B.A.: Management (Concordia University Wisconsin)

B.A.: Geography (University of Wisconsin Oshkosh) 

Bryan Woodhouse has a primary research interest in applying principles of sustainability to the concepts of organizational design, management and leadership. 

Bryan currently serves as the associate vice president for Strategic Partnerships and Innovation at Madison College in Madison, Wisconsin. In this role, Bryan oversees entrepreneurship, continuing education and professional development, customized training platforms, workforce development, and the development of new business models for Madison College. 

Prior to this role, Bryan served as the dean for the School of Business and Applied Arts at Madison College, and as a regional director for Adult and Continuing Education at Concordia University Wisconsin. Bryan is also an instructor at Concordia University Wisconsin having taught courses in Student Success, Management, and Business Ethics.

Bryan has been recognized by the League for Innovation in the Community College for excellence in leadership, and serves on the Workforce Development Board of South Central Wisconsin.

Bryan resides in Fitchburg, Wisconsin, with his wife, two sons, and their trusty Lab/Weimaraner mix Karma. Bryan enjoys many outdoor activities including hiking, camping, hunting, fishing, biking and snowmobiling. 
Xee Yang
Xee Yang
Menasha, Wisconsin


M.S.: Curriculum and Instruction (University of Wisconsin Oshkosh)

B.S.: Elementary Ed. 1-8; ELL Education 1-8; Bilingual Education 1-8 (University of Wisconsin Oshkosh)

Xee Yang is an educator of English Language Learners (ELLs) in the K-12 public school system and an instructor of undergraduate and graduate students at the University of Wisconsin Oshkosh. Her passion in education began in 2000 when she began working with ELLs. This experience reminded Xee of her youth, where she and her mother struggled with her school system. That reminder urged her to continue her education in the pursuit of helping English Language Learners gain equal access to the curriculum and aid parents in understanding the resources available to them.

Xee's passion doesn't end there. She recently co-authored the book "The Literacy Club, Effective Instruction and Intervention for Linguistically Diverse Learners" with Kathryn Henn-Reinke. Her motivation to publish came from her work in helping other educators understand the diverse needs of ELLs. Xee's hope is to continue the work she has started and make a difference in the lives of families and students of English language learners.