Information is complex, multi-dimensional, interdisciplinary, and systemic. Language systems can be perceptually fragmented, negatively impacting environmental performance within critical resource management systems including ...

Native American culture or Indigenous ways of knowing and learning have been historically underrepresented in US public school classrooms. In this study, I claim that educators should participate in culturally influenced ...

This was a qualitative study of discourses and practices reported by a sample (n = 45) of self identified sustainable farmers in central Wisconsin. I collected survey data, conducted farm visits, interviews, and analyzed ...

This study was a multi-phase research project that began by examining the perspectives of a sample of English-Language Arts (ELA) teachers’ self-reported identities as educators for sustainability and their knowledge of ...

In this dissertation, I lay the groundwork for the definition, application, measurement, and evolution of a framework for love-based leadership for sustainability (LBLS) in three separate manuscripts. In Manuscript I, I ...

I developed a new global curriculum, Schoobio, in which middle and high school students become citizen scientists and change agents as they engage in transdisciplinary activities culminating in their advocacy for biocultural ...

The purpose of this study was to examine sustainability policies and practices at community colleges. A social-constructivist worldview guided my exploratory qualitative study that tar geted nine sustainability professionals ...

Complexity theory provides a framework for understanding that the dimensions of sustainability and the social determinants of health (SDH) are complex adaptive systems (CAS), nested together in dynamic interaction. This ...

Pellow’s (2018) four pillars of Critical Environmental Justice (CEJ) provided a framework to address environmental justice challenges in this study of the San Diego Urban Sustainability Coalition’s (SDUSC) Climate Ambassador ...

Currently, STEM education and Education for Sustainability (EfS) are viewed as disconnected educational approaches in Pennsylvania classrooms. While both offer promising outcomes and have overlapping goals, research shows ...