Continuing Education and Outreach

​​Check-in will be in the Dreyfus University Center outside of the Laird room.

​The check-in table will be open all day.

​There will be guided nature walks in Schmeeckle Reserve​ at 10, 10:30, and 11 a.m. 

The tours will begin at the visitor center​. 

Please indicate on your registration form if you plan to participate. 

​Lunch will consist of a Build Your Own Grain bowl featuring Quinoa, Brown Rice, Black Beans, Red Pepper Relish, Fajita Beef, Spinach, Avocado, Artichoke, Red Pepper, Shredded Carrots, and Broccoli.​​

Land Acknowledgement​

Welcome and opening remarks by Chancellor Gibson

Remarks by President Rothman

Remarks and keynote introduction by Vice President ​Johannes Britz

​Whose Sustainability?  How can Ojibwe Values of Respect, Relationships, Responsibility, and Reciprocity Help Us Decolonize Sustainability?

​This presentation will challenge our notions of sustainability by considering it through the Ojibwe values of respect, relationships, responsibility , and reciprocity.  We will explore how Indigenous knowledge can help us broaden our awareness of what “sustainability" means. We will apply these values and develop actions we can take that promote sustainability.​

Dr. Cathy "Cat" Techtmann, Professor, Community Development, UW-Madison Division of Extension, Environmental Outreach State Specialist​

Dr. Techtmann, a graduate of the UW-Stevens Point College of Natural Resources,​ is a Professor of Community Resource Development and an Environmental Outreach State Specialist for the University of Wisconsin-Division of Extension. She lives and works in the homeland of the Lake Superior Ojibwe people and is based at the Iron County UW Extension Office in Hurley, Wisconsin.  Cat's work focuses on weaving together Indigenous and academic science in climate change, sustainability, and leadership education.  She coordinates the UW-Extension Climate Leadership Team and is a member of the UW-Extension Native American Task Force.  Cat is a UWSP alumni and credits her major in Natural Resource Management with an emphasis in environmental interpretation in supporting her work.​

​Breakout 1.1 - DUC Legacy​ 

The EMBAST Project: An interdisciplinary approach to addressing HABs in the Winnebago Lakes ​

EMBAST (Emplacing Algal Blooms to Advance Sustainability Theory and Praxis) is a four-year, NSF-funded project that employs interdisciplinary inquiry and dialogue to study and address harmful algal blooms (HABs) in the Winnebago Lakes in Northeast Wisconsin. HABs are a significant problem in freshwater systems worldwide, threatening human health and ecosystem stability and causing billions of dollars of damage and lost revenue(1). Addressing this complex sustainability problem requires careful attention to its historical, social, ecological, regulatory, and economic dimensions and the interdependencies of these components(2). To this end, EMBAST relies on the concept of place and interdisciplinary research, dialogue, and reflection to move towards transdisciplinary understanding and action(3). The project team consists of researchers and students in the social sciences, humanities, and natural sciences from UW Oshkosh and the Norwegian University of Science and Technology, and a community partner, Fox-Wolf Watershed Alliance. This team has been working together for over two years to collect, analyze, and integrate ecological, social science, historical, policy, and spatial data and methods, and engages in regular workshops and meetings to iteratively develop interdisciplinary understanding and approaches. The outcomes of this project will be used to engage in dialogue with public stakeholders and policymakers via workshops and conferences, and will support the development of a HABs citizen science monitoring program and robust public engagement and education resources including storymaps, K-12 materials and programming, and an interactive pop-up exhibit. Student education is also central to the project, which employs ~15 undergraduate students/year to learn and practice interdisciplinary research methods. This panel will present some of the initial results of this project but will also use dialogue between panelists and the audience to explore the insights such effort can provide about the challenges and possibilities of transdisciplinary sustainability research and practice. ​

Presenter: 

Stephanie Spehar​, Professor of Anthropology and Director, Sustainability Institute for Regional Transformations, UW Oshkosh​

Heidi Nicholls, Assistant Professor of Anthropology, UW Oshkosh

Breakout 1.2 - DUC Laird South​

Sustainability Education & Teaching Practices: Living System Principles & Fostering a Sense of Belonging​

Sustainability education (SE) is a transdisciplinary education in which diverse disciplines support behaviors that consider interrelationships among our natural and social systems, including our educational systems. Educational systems are complex living systems and should be considered as such to promote SE and to understand the nature of complexity and the learners themselves as living systems. By referring to principles of living systems, we can begin to understand the complexity of these systems to build more inclusive learning communities. In an inclusive environment that fosters belonging, students are more open to learning. Building a sense of belonging, a feeling of connectedness, creates comfortable environments where learners are more open to reflect, discuss, and share their learning experiences. Promoting a culture of care and sense of belonging should be prioritized as essential values in transitioning to more sustainable social systems.  

In our learning together, we will discuss how we can include a living systems approach to foster belonging in higher education classrooms. Built on a SE foundation and using principles of living systems, we will discuss ways to strengthen inclusive practices which foster a culture of care and a sense of belonging in the classroom. Key principles of living systems will include boundaries, feedback loops, diversity, development, dynamic balance, and self-organization. This approach more accurately mirrors our natural and social systems as we navigate more sustainable teaching practices. SE and living system principles as it relates to learning will also be the focus as we discuss the skills and intrapersonal and interpersonal attributes which promote sustainable behavior. Through connections, reflections, and critical dialogue, we will synthesize sustainability education and systems thinking to support active, meaningful experiences to foster a sense of belonging for learners. ​​

Presenter:

Kim Wahl, Sustainability Lecturer​, UW-Madison​​

Breakout 1.3 - DUC 374

University as a Convener – Watermarks and the Community University Working Group​

Universities can serve as a central “convener” in city-scale, collaborative projects aimed at the public good. A convener can be described as one who has “…stature and credibility and legitimacy in the community, but who are not seen as having…a parochial interest in the issue or project at hand” (Greenwood, 2021, p.1). The duties of a university as a convener often include inviting the right players to the table, serving as a neutral presence, and framing issues in a way that allows for numerous stakeholders’ interests to be seen and validated (Greenwood, 2021). 

As environmental issues play a greater role in the day-to-day lives of citizens in neighborhoods, universities can “convene” resident experts and stakeholder organizations so that the framework by which sustainability issues are addressed is co-created and local. As the convener, institutions of higher education can create a stage where the diverse experiences and needs of different neighborhoods are elevated, while simultaneously carryout a city-scale project. An example of this is one university’s successful National Science Foundation (NSF) grant application that is focused on utilizing community artists as a vehicle for informal science learning around issues of water conservation during weather events. A unique part of this larger effort includes the university’s role in convening the Community University Working Group (CUWG) that serves as a platform for local leaders to (1) determine the overall direction of the city-scale project, (2) discuss environmental stressors facing particular neighborhoods, and (3) empower individuals and non-profit organizations by allowing them to create models for governance and engagement for the project based on their experiences and expertise.

The working group meets and examines and creates visuals to explore informal science learning on the environment.​

Presenters:

Laurie Marks​, Executive Director, UW-Milwaukee

Breakout 1.4 - DUC 378

Visualizing Wisconsin’s Energy Clusters for Teaching, Research and Community Engagement​

Wisconsin has a goal of 100% carbon-free electricity consumed by 2050, as outlined in Executive Order #38 issued by Governor Evers in 2019.  Meeting that goal, Wisconsin has launched programs targeting infrastructure, business, workforce, and community engagement identifying and deploying solutions for clean/renewable energy and sustainable infrastructure made possible through the Bipartisan Infrastructure Law (BIL), Inflation Reduction Act (IRA) and Creating Helpful Incentives to Produce Semiconductors Act (CHIPS). Sample initiatives include: 

• Solar For All: $62M to offset costs to homeowners in disadvantaged communities to install solar on single-family and multifamily residential properties potentially boosting construction, manufacturing, and related business services. 
• Wisconsin Electric Vehicle Infrastructure: $78M to boost electric vehicle infrastructure around the state. 
• Wisconsin Investment Funding: $100M announced in May 2024 to invest in tech, agriculture, manufacturing and biohealth.  

 Wisconsin has the potential to be an energy leader with footholds in biofuels, biomass, energy efficiency and electrification, and boasts an emerging fusion sector, second only to the Seattle area (1,2). However, communities struggle to connect their local resources to the ecosystem’s need. Through data, the Universities of Wisconsin can empower communities and future workers with precision skills and research, while also identifying new partner opportunities, growing the cluster. 

We will outline a data-driven, economic cluster strategy defining a taxonomy of businesses critical to Wisconsin’s competitive advantage in energy. Clusters are multisector ecosystems sharing products, skills, and technologies and include the manufacturing, supply chain, business services, government and educational ecosystems that fuel the cluster’s sustainability(3). JobsEQ and Youreconomy.org are leveraged to develop an interactive dashboard to visualize the regional distribution of jobs; growth and viability of businesses; and occupational needs highlighting critical skills gaps. These data can offer insights into precision curricula needed, localized applied research opportunities, and targeted community needs to strengthen their position in the cluster.  ​

Presenters:

Idella Kangas​, Director, Economic & Employer Engagement, Universities of Wisconsin System

Lixia Qin, Policy and Planning Analyst, Universities of Wisconsin System​

​Breakout 2.1 - DUC 374

​UW-Stevens Point Organics Diversion and Composting Program

The University of Wisconsin-Stevens Point (UWSP) has been actively managing its organics for decades. Over the past 10-15 years, UWSP has managed upwards of 140,000 pounds of organics per year, which includes leaves, grass clippings, brush, storm damage and food diversion materials, etc. Our campus also has a campus garden maintained by students, dedicated sustainable outdoor space, and incorporates a composting class into its Soil and Waste Resources majors in our Soil Science and Land Management or Waste Management and Environmental Protection tracks. This class is also open to any student at UWSP. Several composting-based research projects have also been conducted. Pre-consumer food waste diversion began in food service locations in 1988, while post-consumer food waste diversion began in these locations in 2010 and 2017, and will be a focus point moving forward. In Fall 2012, compost bins were introduced into UWSP Residence Halls through our Green Advocates program. The composting program expanded into academic and other buildings afterwards, which has been a cross-campus collaboration between Custodial Services, Facility Services, Office of Sustainability, College of Natural Resources, and our student-based Waste Management Society. The amount of food waste diverted in this program has increased more than 600% since its inception, with 2023-24 being our highest year to date. UWSP students have also played a prominent role in the establishment of a curbside compost pick-up program for the City of Stevens Point. Cross campus collaboration has been critical to achieve success in our composting program. This presentation will discuss our experiences and how to expand into the future, and how it may be relevant to your location.​​

Presenters:

Robert Michitsch, Professor, Soil and Waste Resources, UW-Stevens Point

Dave Barbier, UWSP Sustainability Coordinator, UW-Stevens Point

Breakout 2.2 - DUC Laird South

Relative Valuation of Households Storm-inflicted Health Outcomes under Optimal Defensive Strategies in the Presence of a Natural Capital: A Case Study Analysis of the Coastal Areas of Bangladesh​

This paper introduces a theoretical model that allows the estimation of a households valuation of health risks from major storms given the presence of public storm protection programs and a natural barrier. An endogenous risk framework is developed in which the household can employ ex-ante self-protection and ex-post self-insurance activities to protect against storm-inflicted health problems. Our theoretical model reveals possible estimation methods to derive households’ marginal willingness to pay to reduce health risks with increase access to public programs and the greater storm protection role of mangroves. Results show that these marginal willingness-to-pay measures can be derived without the expected utility terms since they are a function of only prices and technological parameters. Our empirical analysis of coastal households of Bangladesh impacted by 2007 Cyclone Sidr cross-sectional data shows that the households are willing to pay the highest amount for greater storm protection from mangroves followed by publicly constructed embankments and post-disaster relief programs. These findings indicate that the government has the local support to develop effective mangrove restoration projects and publicly sponsored embankments and dams around one of the most vulnerable poor coastal areas of the world from major storm events.  ​

Presenter:

Breakout 2.3 - DUC Legacy

Shovel-ready projects: using campus as a living laboratory​

The campus as a living laboratory model is well-known in the sustainability and higher education space.  On-campus sustainability projects often easily bridge the gap between the academic experience and university operations.  At the University of Wisconsin Oshkosh and in partnership with the Office of Student Research and Creative Activity, the Sustainability Institute for Regional Transformations has provided funding for collaborative student-faculty research projects focused on sustainability issues that take place on campus.  The idea of 'shovel-ready' projects helps identify a campus need and pairs it with a faculty member with relevant research experience. The 'shovel-ready' model also addresses projects that can be easily completed in a year's time on campus, which makes them more conceivable for undergraduate students looking to gain accessible research experience. This ‘shovel-ready’ model has yielded interesting research at UW-Oshkosh including: consumer behavioral analysis of single use plastic water bottles, efficacy of bee hotels around campus, and establishing an interactive campus tree map.  This panel will focus on three other projects: microplastics in storm water on campus, studying bird window strikes at campus buildings, and establishing an indigenous garden at UW Oshkosh. ​​

Presenter:

Brad Spanbauer​, Sustainability Director, UW-Oshkosh

Breakout 2.4 - DUC Laird North​​

Engagement with diverse partners for a sustainable Wisconsin agrifood system​

A sustainable agrifood system in Wisconsin will deliver food security and nutrition for all without compromising the economic, social, and environmental bases for future generations. The agrifood system encompasses five domains: diets, nutrition, and health; environment, natural resources, and production; livelihoods, poverty, and equity; governance; and resilience. Transforming the five domains of the Wisconsin agrifood system for sustainability requires technological improvements, production and processes, reduction of loss and waste, and significant behavior and diet changes. This task is challenging, as the agrifood system is complex and intertwined with climate change, environmental pressure, and biodiversity loss. Although Wisconsin’s agrifood system is productive and diverse, it is still susceptible to climate change impacts. Transformation requires meaningful engagement with all those linked to the agrifood system to drive change through strengthened partnerships and alliances, expanded knowledge, improved health, and thriving communities. Engagement across the agrifood system is vital to innovation because persistent change requires partnerships that can be implemented at scale while increasing access, empowering historically marginalized voices, and including perspectives from diverse groups throughout the state. To engage those in the Wisconsin agrifood system, we have organized various panelists from academia, industry, non-profit, tribal, and community organizations to highlight ongoing sustainable efforts across the five domains. Our goal is to establish a growing network of partners working across the five domains of the Wisconsin agrifood system to advance research, teaching, and community practices that address the current threats to the system. 

Presenters:​

Andrea Noll, Sustainable Health Equity Researcher at UW-Madison​

Breakout 2.5​ - DUC 378

Challenges and Opportunities of Campus-based Environmental Filmmaking Pedagogy

How can the process of making films provide tools for eco-pedagogy? This presentation discusses experiences of integrating campus sustainability into a documentary film production course. I review learning outcomes, outline strategies and challenges, and discuss ways that teaching sustainability and filmmaking together produce useful synergies.

A series of excerpts from student films presents the scope of student projects, using both successful examples as well as those which foreground the challenges inherent in these projects. Current work on documentary ethics and ecomedia theory/practice will situate these undergraduate exercises in the broader field of ecomedia. These larger connections suggest a series of potential revisions to my approach. In addition to these future strategies, I discuss an emerging project to build a digital platform for students to share their work with subsequent students enrolled in this course—and the broader campus community—to build connections beyond the semester cycle.​​

The talk concludes by reflecting on the value of thinking abou​​t sustainability through the process of filmmaking. This discussion highlights the value of students' filmmaking experiences as a mode of ecological research. By moving beyond an instrumental view of film production as a form of communication, this re-framing allows students to use their individual and collective experiences of filmmaking, as well as the circumstances, labor, politics, and ecologies of film production, as a new way to think about sustainability on their campus. By building collaborative experiences into students' engagements with campus ecologies, this talk will suggest opportunities to incorporate film production and other creative projects more widely in sustainability courses throughout the university.

Presenter:

Adam Diller, Assistant Professor, UW-Oshkosh

Appetizer reception and poster session will be held at Food + Farm Exploration Center​ in Plover. ​

Appetizers will consist of sushi, sliders, a charcuterie table, and a dessert table.

There will be a shuttle from the Dreyfus University Center to Food + Farm at 4:15 p.m. and a shuttle back to the Dreyfus University Center​ at 6:00 p.m. 

Breakfast will consist of a variety of baked goods, freshly cut fruit, fruit and yogurt parfaits, orange juice, coffee, and tea.​

​Breakout 3.1 - DUC 378

Partnering with communities and people to monitor trends in well water quality​

Water quality is an important topic to Wisconsin, particularly the approximately 35% of rural residents that rely on groundwater as their primary water supply. State and local officials, resource professionals, and rural residents are increasingly interested in knowing whether groundwater quality is getting better or worse; however few communities have appropriate systems to track spatiotemporal groundwater quality. This presentation proves an overview of a value-added partnership between the university and Wisconsin communities regarding the sustainability of community water resources. 

We collaborated with four Wisconsin counties to create a five-year citizen-based well monitoring network to provide an annual assessment of well water quality. Testing of the same wells each year provided the ability to assess nitrate trends at an individual well or regionally. Undergraduate student employees are trained and work alongside professional laboratory staff to process samples in a state-certified laboratory; the skills and experiences in laboratory procedures make them highly employable at the time of graduation. Dashboards for communicating results for the public were created with the help of students studying computer information science.

This project serves as an important way for the Universities of Wisconsin to engage people and communities while giving students purpose-driven learning opportunities. The knowledge gained through these efforts is being used to inform conversations and efficiently deploy health and conservation resources to where they will have the greatest benefit.  ​

Presenter:

Kevin Masarik​, Outreach Specialist, UW-Stevens Point

Breakout 3.2 - DUC Laird South

The Adopt-A-River Program : Impacts of a Long-Term Project-Based Service-Learning Course ​

For the past four years the Sheldon B. Lubar School of Business at UWM has incorporated the Milwaukee Riverkeeper’s Adopt-a-River program into BUS ADM 100 (Introduction to Business), which enrolls over 500 students annually. Over the semester, students participate in one three-hour Milwaukee River cleanup that also includes a brand audit. Students collect all visible trash on the banks of the river, catalog the types of plastic they find, identify the corporate origins of this trash, and write a short reflection paper about what they discover. 

Students are challenged with complex social and environmental problems such as the reliance on single-use plastics in product packaging and the question of who carries the responsibility of pollution from consumed goods. Should the responsibility fall on the government, communities, non-profit, corporations, or consumers? Students are additionally challenged to identify what changes they would implement if they worked for a company that manufactures products commonly found polluting waterways. 

One important lesson that students learn through this service-learning project is that the types of products we find in along the Milwaukee River fall in line with the trends seen in worldwide pollution data, which identify some of the biggest corporate polluters as Pepsi, Coca Cola, and Nestle (Cowger, et al, 2024). The Adopt-A-River Program is a strong starting point to bring awareness and introduce corporate sustainability issues to a young audience that is not typically addressing these issues. This program has introduced over 2,000 business students to environmental education who one day may be able to help move us away from a plastic-reliant manufacturing process. Additionally, this approach can be used as a model to create high impact, low-commitment learning opportunities in a variety of large-class formats. 

Presenter:

Andrew West​, Community Engagement & Experiential Learning Program Manager​​, UW-Milwaukee​

​Breakout 4.1 - DUC Alumni

The Wisconsin Idea in Water​

Wisconsin is a water-rich state with unique lake, Great Lake, river, and groundwater resources. The Universities of Wisconsin have long played a role in inventorying, analyzing, and informing management of these valuable resources. In addition to meeting human uses, water is a critical part of the state’s natural ecosystems and is vital to wildlife. This panel brings together UW faculty and staff who are actively engaging in water studies that influence policies and programs to improve sustainable resource management. These approaches are fundamentally collaborative, taking place across different campuses and with numerous local governments and nonprofits. The Extension Lakes program based at UW Stevens Point has long worked with hundreds of community groups to address threats to lakes ranging from pollution to invasive species to habitat loss. The Freshwater Collaborative of Wisconsin is a statewide effort based out of UW Milwaukee working to leverage all 13 UW campuses to create knowledge to solve freshwater challenges, recruit and train the 21st Century water workforce, and improve resource and community health through water management. These efforts all share a common bond in the “Wisconsin Idea”: the notion that the Universities are not just campuses and classrooms, they must also meet the needs of people and communities all across the state. This panel will discuss major ways that UW has boosted the sustainability of our water resources while also highlighting the most important challenges facing our waters.​

Presenters:

Eric Olson, Director, Extension Lakes, UW-Stevens Point

Marissa Jablonski, Executive Director, Freshwater Collaborative of Wisconsin, UW-Stevens Point

Embedding ESG in the Classroom: Preparing Future Leaders for Sustainable Success​​

The growing importance of Environmental, Social, and Governance (ESG) criteria in investment decisions underscores the need for future leaders to understand and integrate these principles into their professional lives. This presentation explores how ESG concepts can be effectively embedded into undergraduate coursework, providing students with a comprehensive understanding of sustainability and its relevance in various fields. Through detailed analysis of specific assignments and projects, the presentation will highlight innovative pedagogical strategies that educators can employ to teach ESG principles. Attendees will learn about the positive outcomes of incorporating ESG into the curriculum, including enhanced student engagement, better preparation for future careers, and a broader impact on society and future generations.​

Presenter:

Breakout 4.3 - DUC Laird North​

Creating Safe and Inclusive Classrooms that Promote Sustainable Discourse​

In a time when universities have fewer resources to support students who hold marginalized identities, faculty need effective strategies to create safe classrooms.  This panel discussion will focus on the use of specific strategies to utilize in the classroom to engage students in sustainable discourse.  The classroom is a microcosm of the current political landscape, where students experience microaggressions and invalidations from their peers and faculty.  As faculty who hope to build sustainable practices, we will discuss how to develop community care in the classroom. Additionally, the panelists will address how to respond to common barriers/responses that seek to maintain the status quo by shutting down or escalating difficult dialogues.  Sustainable practices must include social justice work, and for educators, that work begins in the classroom. The panelists will also look at how we use calling forward, calling in, and calling out in the classroom appropriately to help facilitate an open learning space where all students feel safe to contribute and learn and grow. The panelist will engage the audience in this conversation to see what barriers they encounter, and to address questions and contributions.​Amney Harper​, Department Chair, Professor, Department of Counseling and Human Services

Presenters:

Amney Harper, Department Chair, Professor, Department of Counseling and Human Services, UW-Oshkosh

Jordan Landry, Associate Professor, English Department, UW-Oshkosh

Hiedi Nicholls, Associate Professor, Anthropology Department, UW-Oshkosh

Teysha Bowser, Assistant Professor, Department of Counseling and Human Services, UW-Oshkosh

Breakout 4.4 - DUC Legacy

Eco-Anxiety of College Students in an Introductory Environmental Science Course​

Eco-anxiety can be defined as, “the reactions of people to the ecological crisis, their efforts to manage the difficult emotions that arise, and their challenge to act constructively to alleviate ecological problems” (Pihkala, 2022, p. 3). Studies show that young people and conservationists are particularly prone to eco-anxiety (Fraser et al., 2013; Hickman et al., 2020). We sought to localize such research by surveying students in our introductory environmental science course to answer: (1) To what extent are students experiencing eco-anxiety? (2) How does the level of eco-anxiety differ among different demographic groups and between students with and without personal experiences with climate change? Our survey consisted of the Eco-Anxiety and Eco-Guilt Questionnaires by Ágoston et al. (2022), plus some questions about demographics and impacts of climate change. 

A total of 518 students completed the survey during the Fall 2023 and Spring 2024 semesters. Data revealed that many of our students are experiencing some level of anxiety and guilt. When asked, “How worried are you that climate change threatens people and the planet?”, 27% were “very worried,” and 13% were “extremely worried.” Scores on the Eco-Anxiety and Eco-Guilt Questionnaire showed higher levels of “habitual ecological worry” and “eco-guilt” than “negative consequences of eco-anxiety.” There were significant relationships between all three of those cores and personal experience with the impacts of climate. Students of different genders and in different majors expressed different levels of eco-anxiety and eco-guilt. Conversely, the scores of students from urban and rural areas were not significantly different. 

This study documents levels of eco-anxiety across demographic groups and in relation to personal experiences. It does not delve into how sustainability educators can respond to, and possibly make use of, eco-anxiety and eco-guilt. To explore those topics, we may add survey questions related to hope or competency to act. ​

Presenter:

Kendra Liddicoat, Associate Professor, UW-Stevens Point

Becca Franzen, Professor, UW-Stevens Point

Laura Anderson McIntyre, Professor, UW-Stevens Point​

Breakout 4.5 - DUC 374​

An Experimental Community-Based Learning Course on "Sustainability Education in Wisconsin​

I am proposing to describe and analyze an experimental community-based learning course at UW-Madison, Ed Pol (Educational Policy Studies) 150: “Sustainability Education in Wisconsin,” which was first offered in the spring semester of 2024 and is scheduled to be offered again in spring 2025.

The course is designed to allow students to combine intensive study of the history and legacies of environmental, sustainability and climate change research and education in Wisconsin with active participation in the day-to-day work of educational institutions and community organizations. 

“Environmental education” emerged in the 1970s as a serious national and global movement, but Wisconsin has long been a pioneer in natural resource conservation education, beginning with the pioneering work of Aldo Leopold and others in the 1920s and 1930s. In fact, Wisconsin was the first state in the country to pass a mandate for conservation education, and the University of Wisconsin has also pioneered ideas about ecological restoration, natural resource studies, atmospheric and oceanic studies, environmental sciences and stu​dies, and climate change impacts and adaptation. 

As an experimental community-based or service learning (CBL) course, students were expected to engage in traditional academic research and assignments, and yet were also placed with local educational institutions and community partners. We also coordinated closely with the Morgridge Center for Public Service (MCPS) and other on-campus programs to help manage these community relationships. In the spring of 2024, students were placed at Wingra School in Madison (an environmentally-themed private K-8 school); at various programs run by the community group Rooted at Lakeview Elementary and especially at Badger Rock Middle School, a public charter organized around urban agriculture and sustainability; at a local children’s afterschool program called Outdoors We Learn (OWL); and in sustainability-themed student groups at UW-Madison.  

Presenter:

Mark Johnson, Teaching Faculty and Faculty Associate​, UW-Madison

Breakout 4.6 - DUC 378

 Exploring the Depths: A Five-Day STEAM Expedition into Oceanic Learning for Early Childhood Education​

This five-day STEAM unit leads a 4K classroom on an exciting journey to explore the ocean's wonders. These engaging activities immerse children in ocean habitats, marine life, and exploration techniques. This unit promotes interdisciplinary learning through STEAM lessons that foster critical thinking, problem-solving skills, and creativity. Literacy is included in the unit through read-aloud, enhancing comprehension and vocabulary while supporting diverse learning styles. Central to this unit is the belief that children learn best through play. Emphasizing play-based learning, the unit fosters a sense of wonder and exploration and empowers young learners to become curious and compassionate for the ocean.​

Presenters:

Aislinn Verhage, UW-Oshkosh

Yoko Mogi-Hein, Professor, UW-Oshkosh

​Lunch will consist of a build your own salad buffet featuring lettuce, romaine, spinach, ham, chicken, chickpeas, peppers, mushrooms, carrots, cheese, cottage cheese, croutons, sunflower seeds, and a variety of dressings.​

​Closing remarks by:

La Vonne Cornell-Swanson, Provost and Vice Chancellor for Academic Affairs, UW-Stevens Point

Sustaining Justice in Uncertain Times

By Dr. Kevin Lawrence Henry, Jr.​

​The Water & Enviromental ​Analysis Lab (WEAL) and Tropical Conservatory​ will both be open between 1:00 and 2:00 p.m. 

Water & Enviromental Analysis Lab: 

A representative from UWSP will be at the WEAL from 1:00 to 2:00 p.m. to answer any questions you may have. The WEAL is located ​in room 200 of the Trainer Natural Resources Building​ on Campus. 

Tropical Conservatory:

A representative from UWSP will be at the Tropical Conservatory from 1:00 to 2:00 p.m. to answer any questions you may have. The Tropical Conservatory is located on the first floor of the Chemistry Biology building​ on campus. 

Please indicate on your registration form if you plan to participate.