November 7 - 9, 2019 Flint, Michigan Conference Host

Conference Sponsors AGENDA

THURSDAY FRIDAY SATURDAY November 7, 2019 November 8, 2019 November 9, 2019

9:00 AM – 6:00 PM On-Your-Own Breakfast On-Your-Own Breakfast Registration Open Lobby – Riverfront Banquet 7:00 AM – 6:00 PM 7:30 AM – 12:30 PM Center Registration Open Registration Open Lobby – Riverfront Banquet Lobby – Riverfront Banquet 10:00 AM – 4:00 PM Center Center Immersion Experience: Flint and the Flint River 8:30 – 8:45 AM 8:30 – 8:45 AM — by Bike! Welcome Session Welcome Session Expo Center – Riverfront Expo Center – Riverfront 10:00 AM – 4:30 PM Banquet Center Banquet Center Immersion Experience: Place-Based Education in 9:00 AM – 12:30 PM 9:00 AM – 12:30 PM Practice in Flint Concurrent Sessions and Concurrent Sessions and Workshops Workshops 12:00 – 5:00 PM Immersion Experience: 9:00 AM – 12:30 PM 12:30 – 1:45 PM Learning in Nature Immersion Experience: Lunch Plenary – “Youth and Explore Flint’s History at Art” with Natasha Thomas- 1:00 – 5:00 PM Applewood Estate Jackson and Kayla Shannon Immersion Experience: (1:00 – 1:45 PM) Flint and the Environment 12:30 – 2:00 PM Expo Center Lunch Plenary with Keynote 6:30 – 8:00 PM Laurie Lane-Zucker (1 – 2 PM) 2:30 – 4:15 PM Informal Welcome Reception Expo Center Concurrent Sessions and Tenacity Brewing Workshops 119 N Grand Traverse St 2:30 – 4:45 PM 4:25 – 5:00 PM Concurrent Sessions and Conference Wrap-Up Workshops “Using New Knowledge and Skills to Transform 6:00 – 9:00 PM Our Communities” Dragonfly Award Banquet Expo Center Dinner (6:00 PM) Cash Bar (6:00 – 8:00 PM) Keynote Address by Dr. Mona Hanna-Attisha (6:30 – 7:30 PM) Book Signing (7:30 – 8:30 PM) Suites C-F – Riverfront Banquet Center

SESSION SESSION

Friday 9:00Friday AM - 10:00 AM 1 9:00 AM - 10:00 AM Designing a Place-Based Education Immersion Watershed Curriculum Implemented in Partnership Experience for Pre-Service Teachers with Philadelphia School District Leslie Cook, Teton Science Schools | Elizabeth P. Ellen Schultz, Fairmount Water Works Cunningham, University of Michigan-Flint Institutionalizing PBE | Classroom 2317 PBE in Higher Education | Classroom 2301 How did the Fairmount Water Works Interpretive Pre-service teachers from the University of Michigan- Center form a successful partnership with the eighth Flint came to Jackson, Wyoming, for a place-based largest school district in the country to implement a education program with Teton Science Schools. These watershed curriculum for 6th–8th graders? Learn how a teachers kept journals to document their learning, leading public utility, teachers, administrators, students, experiences, and reflections. After the program, and a major funder catalyzed change to create leaders from both institutions reviewed the journals to authentic and experiential learning opportunities. This learn more about the program’s impact. In this session, exemplar of place-based education and education we share our key learnings and ideas for how to design for sustainability is described through the sharing of a place-based education program for pre-service student work, teacher testimonials, and case studies of teachers. community engagement.

You Need a Hub: Sustain and Elevate Place-Based Transformation of a Pine Plantation as a Case Study Teaching through Persistent, Regional Support and for Community Collaboration Networking Mary Ellen Newport, Interlochen Center for the Arts Lisa Marckini-Polk, Civic Research Services | Mary STEM-Rich PBE | Classroom 2319 Whitmore, Great Lakes Stewardship Initiative Foundational PBE | Classroom 2307 Northern Michigan was planted in pine, creating monoculture where diverse forest communities used The Great Lakes Stewardship Initiative (GLSI) provides to be. Learn how the presenter assembled a team leadership and support for place-based stewardship of funders, foresters, filmmakers, artists, and—most education in K–12 schools and communities across importantly—students to document the transformation Michigan. The GLSI’s structure features a network of of a 10-acre pine plantation back to native forest. regional hubs. This presentation focuses on these Students study and evaluate biodiversity, soil health, hubs: how they were formed; what they do; and why and carbon capture in a native forest and a pine they are essential to supporting, sustaining, spreading, plantation, and they make art about it. Student work, and advancing the practice of place-based education. both creative and scientific is shown.

How to Use Great Lakes Literacy Principles in Your Citizen Investors: How Local Investors Are Redefining Educational Programming Their Own Towns Terri Hallesy and Kristin TePas, Illinois-Indiana Sea Grant Chris Miller, City of Adrian | Ryan Feldbrugge, Lake Superior National Estuarine Place-Based Impact Investing & Entrepreneurship | Research Reserve Classroom 2321 Great Lakes Literacy | Classroom 2315 When citizens invest in their own backyard, they shape The Great Lakes Literacy Principles provide a their community’s future in ways that reflect their framework for Great Lakes learning. This presentation interests and needs. But to be empowered as investors, focuses on the creation and content of the principles. stakeholders in the community first must know what We share examples of how the framework is used local impact investing is and what it looks like in towns in practice. Attendees participate in an activity that where it has been done. We provide data, examples, demonstrates how the principles can be incorporated and resources that will give participants enough into educational programming. We also share where to information to go back to their communities and find more resources through the Center for Great Lakes educate their fellow community leaders. Literacy and Rivers2Lake. 5 Placing Authentic Learning in the Hands of Students Field Trips for All: Creating Inclusive Educational and Communities (2-Hour Workshop) Experiences Matthew McCullough, Schoolcraft Community Schools/ Abigail Diaz, Wisconsin Maritime Museum Kalamazoo Public Schools | John Kern, The Mill at Ecological and Social Justice | Classroom 2337 Vicksburg | Noreen Heikes, Kalamazoo Regional Educational Service Agency When we design field trips and programs, accessibility Foundational PBE | Classroom 2325 is sometimes an afterthought. The result is that too often, students with disabilities are left out of Place-based learning sounds great, but where do you educational experiences. While creating inclusive, start? Then what? In this session, we examine working place-based education programs may seem daunting, examples of place-based education; identify barriers it can be accomplished if accessibility is considered to its implementation; ask questions, and search for from the start. This session, led by an informal answers—all with a goal of equipping you to initiate a educator, caregiver, and coordinator of work related to place-based project in your community, whatever your the Americans with Disabilities Act, gives you training role. A team comprising a K-12 administrator, educator, and tools to create informal education programs for and business partner helps you learn about successful students of all abilities. examples of place-based education at several grade levels. Prepare to leave this session inspired and equipped to elevate student learning!

The Critical Role of Nature Experiences in Health, and Why Place-Based Education Is Key Jennifer Wisdom, Family Medicine Physician Ecological and Social Justice | Classroom 2331 Do you worry about your health, your family’s health, or the health of your community? Are you a passionate advocate for place-based education? In this session, we explore evidence-based, scientific data that links nature experience to health outcomes; examine place- based education’s role as the lynchpin for increasing nature-based health experiences for individuals and in communities; and provide educational strategies that promote daily nature experience to promote individual and community health. SESSION Friday 21 10:159:00 AMAM -- 10:0011:15 AM

Youth-Adult Partnerships as a Framework for Youth institutionalized place-based education in a university Voice and Engagement (2-Hour Workshop) setting, and how this approach has impacted their work John Weiss, Neutral Zone with colleagues, students, and the larger community. Foundational PBE | Boardrooms B & C Through the youth-adult partnership (Y-AP) model, Show and Tell: Using Photos to Develop Place- young people have authentic voice and share power Consciousness in Children with adult collaborators. Y-AP helps to develop Annie McMahon Whitlock and Christine Kenney, University autonomy among adolescents and also serves as a of Michigan-Flint powerful approach to positive community change. Foundational PBE | Classroom 2307 Through this active session, you can deepen your understanding of the components and elements of the This presentation tells the story of a classroom of Y-AP model, and also learn about an observational tool four-year-olds and their trips into the Flint community. that outlines Y-AP standards that enhance programs The children were given cameras to take photos as and professional development. they explored the UM–Flint campus, the Flint Farmer’s Market, and other places in the city. Through a poster and our presentation, we show the children’s images Centering Urban Place, Circumstance, and Culture as and share their interview responses about their photos. Assets Towards Climate Science Accessibility in the We discuss the value of children exploring their place ‘Hood and the potential of community forays to develop Keem King and Logan Applebee, EcoWorks Detroit – children’s place-consciousness. Youth Energy Squad | Communication and Media Arts High School Students Ecojustice and Urban Watersheds: Great Lakes Ecological and Social Justice | Suites C-F Literacy in Action This presentation explores the often-unconsidered Ethan Lowenstein, Eastern Michigan University | Rebecca assets that urban residents have at their disposal to Nielsen and Laura Florence, Southeast Michigan bolster local climate action plans. Our team shifts the Stewardship Coalition popular narrative that climate science and climate Great Lakes Literacy | Classroom 2315 action are inaccessible to students and communities of color by attaching relatability and deliberate Which watershed do you call home? What considerations of place and culture to climate environmental issues exist in your watershed? Who education. This presentation incorporates as a case is affected? Find out how the Southeast Michigan study a 2018-19 resilience-mapping project led by Stewardship Coalition, in partnership with the National students at Communication and Media Arts High Oceanic and Atmospheric Administration’s Bay School. Watershed Education and Training program, empowers teachers and students to ask these questions and more. We share our place-based education process, along We Need to Do This Differently: Challenges in with examples of stewardship activities and student Implementing Place-Based Teacher Education projects. Suzanne Knight and Laura McLeman, University of Michigan-Flint Garden Education Rocks! Educator Perceptions PBE in Higher Education | Classroom 2301 and the Power of Bridging School and Community Faculty in secondary teacher preparation at the Collaborations University of Michigan-Flint have implemented a Veronica Konglim, Eastern Michigan University program that is rooted in place-based education. Institutionalizing PBE | Classroom 2317 All curricular change occurs within larger contexts: institutional, local, and policy. The presenters discuss What are some of the challenges you face as an barriers and challenges, as well as unexpected educator trying to incorporate the outdoors in your insights and delights. They also explain how they have curriculum? Many eco-conscious educators are 7 exploring the potential of gardens through the lens of From Flint to Cochabamba: Using Place-Based place-based education, eco-pedagogy, and eco-justice Methods to Teach Environmental Justice Around the education. In this session, we explore the historical World timeline of gardening in the United States since the Timothy Lorek, University of Michigan 1890s, and hear from educators who use gardens as a teaching tool to help shape how students perceive Ecological and Social Justice | Classroom 2337 themselves and their community. The Flint water crisis and other local challenges in Michigan that involve environmental and social justice suggest the urgency of adopting a place-based The Persistence of Playing School: Examining the curriculum, even (or especially) when teaching about Potential for a Place-Based Semester Program to far-flung places or international issues. Each year, the Disrupt the Typical Rules of Mathematical Problem- Center for Latin American and Caribbean Studies at Solving the University of Michigan offers a training for Michigan Amanda Milewski, University of Michigan K–12th grade teachers. The theme for our Spring STEM-Rich PBE | Classroom 2319 2020 training is, “Environmental Justice from Flint to Cochabamba.” Join us for this interactive forum In this presentation, we share findings of a research to share your stories or ideas about incorporating practice partnership project that examined the environmental justice and navigating both the local and outcomes of participation in a semester school global scales in the classroom. program for high school students in the Bahamas. In this program, students engage in a semester- long, STEM-rich experience focused specifically on Local Literacy Matters! Creating a District-Wide place-based learning. We share outcomes related Roadmap for Place-based Education to (1) students’ mathematical practices of reasoning Molly Baker, TOPOnexus and sense-making during the experience, and (2) students’ attitudes towards mathematics following the Place-Based Impact Investing & Entrepreneurship | experience. Business Innovation Center How can students “do community better” if they are locally illiterate? Developing engaged citizens requires Storytelling with Maps more than a piecemeal approach to place-based Jenna Scheub, Interlochen Arts Academy education: creating a district-wide roadmap is essential! Ecological and Social Justice | Classroom 2331 Local Literacy provides a way to package place-based education efforts with a shared destination and a Mapmaking has rules: for example, maps are oriented bigger return on investment. Gain a customizable north, the cardinal direction is provided, and there is tool—a Compass for Local Literacy—to aid a scale and a legend. What if we choose to break the institutionalization so that students (both career-ready rules and make maps that are intentional about telling and college-bound) develop efficacy and marketability. the story of a place and people? This session is inspired Learn strategies for going districtwide. by a short video, “Counter Mapping,” produced by the Global Oneness Project. I taught high school science students how to make traditional maps using ArcGIS online last year. Come prepared to learn about GIS mapping applications and brainstorm how to use this tool to produce “Counter Maps” that examine the ecological and social justice issues of a place. (If possible, bring a computer or handheld device.) SESSION Friday 3 11:30 AM – 12:30 PM

Funding and Resources to Implement Meaningful nature sanctuaries across Michigan. Find out how you Watershed Educational Experiences Through the could be our next School to Sanctuary partner! National Oceanic and Atmospheric Administration’s Bay Watershed Education Training Program Bronwen Rice and Jaime Frungillo, National Oceanic and Great Lakes Fisheries: Science to Stewardship Atmospheric Administration Brandon Schroeder, Michigan Sea Grant | Samantha Foundational PBE | Suites C-F Lichtenwald, Bay-Arenac Community High School | Mark Stephens, Michigan State University Learn how NOAA’s B-WET program promotes Great Lakes Literacy | Classroom 2315 place-based education for K–12 audiences through Meaningful Watershed Educational Experiences Great Lakes fisheries – people, fish, and fishing – (MWEEs): learner-centered activities that focus on offer a wealth of ecological, social, economic, and investigations into local environmental issues that educational values. Explore our Great Lakes fisheries, lead to informed action. Gain an understanding of the ecosystems, and issues – and ways they inspire ‘feet MWEE model, hear from past B-WET grant recipients wet’ science learning and educational opportunities in the Great Lakes, and learn about resources for focused on fishing. Learn about partners, programs, designing and implementing MWEEs, including funding training, and resources in fishery science and fishing opportunities around the country. that are available to educators. A teacher at Bay-Arenac Community High School shares how Great Lakes literacy and fisheries science anchor the school’s cross- Teachers Facing the Future: Growing Food in This curricular, community-connected approach to learning. Climate-Changing Place Jane Rice, Michigan State University Transforming Schools by Institutionalizing Great Lakes PBE in Higher Education | Classroom 2301 Literacy: Integrating Place-Based Education with the How can teachers provide place-based experiences School Continuous Improvement Process using the three-dimensional science learning of the Rashell Bowerman, Michigan Department of Education | science standards if they haven’t experienced either? Emily Finnell, Michigan Department of Environment, Great We take our pre-service teachers outside to turn them Lakes, and Energy | Megan Schrauben, MiSTEM Network into container gardeners wrestling with crop yield while Institutionalizing PBE | Classroom 2317 the weather swings from flood to drought. Teachers learn how to apply their integrated knowledge and Come learn about a grant opportunity for the concern for food at a personal and societal level to 2020-2021 school year that supports continuous place-based action. See who grew the most food with improvement strategies to address the learning the least water! needs of the whole child. This session focuses on how to strengthen K–12 student performance through a school’s continuous improvement process (as Finding a Place for Place-Based Education: Connecting delineated by the Michigan Department of Education) Schools to Nature Sanctuaries by using place-based education and curricula that Julie Stoneman and Robb Johnston, Michigan Nature address water literacy and the Great Lakes Literacy Association Principles in classrooms, teacher training, and STEM education. Foundational PBE | Classroom 2307 The Michigan Nature Association’s School to Sanctuary program connects teachers to a nearby nature Enriching “Random Acts of STEM” sanctuary where students can engage in experiential, Tracy D’Augustino, Michigan State University Extension place-based, and service-learning projects that help STEM-Rich PBE | Classroom 2319 sustain vital habitat for Michigan plants and animals. Benefits include assistance from Michigan Nature As an informal science educator, I’ve witnessed and Association staff in the classroom and the field, as well carried out many random acts of STEM. While great as grants for field trips. We maintain more than 180 for building interest and excitement, they do little 9 to increase STEM literacy or connect youth to their What Is a Priority? Connecting Learning with Life at communities and the environment. This presentation Home: Examples from a Micronesian Island and an shows you how to incorporate the Next Generation Aging Farming Community in Japan Science Standards’ Science and Engineering Practices Takano Takako, Waseda University | Ohmae Jun-ichi, into your work. By doing so, you can take your random ECOPLUS acts of STEM to the next level, increase STEM literacy, and help youth make a positive impact on their Ecological and Social Justice | Classroom 2331 community. The place-based education programs we introduce and discuss are conducted not in ‘their own place’ for most participants, in the sense that the participants We See You! A Field Guide for Creating Place-Based are visitors. The learning takes place with the locals, Entrepreneurship Programs and the participants gain insights and lessons that they Sara McDonnell and Nic Custer, University of Michigan- can utilize back at home. According to research, these Flint programs tend to influence the participants’ values Place-Based Impact Investing & Entrepreneurship | and lifestyle for a long time and in ways that support a Classroom 2321 sustainable society. How do we build social capital, economic activity, and sustainable communities? One solution is Finding a Common Place: Youth Dialog About Place through entrepreneurial training. In this session, we and Place-Based Education share lessons from [IN] on the Road, a place-based Kay Fukuda, University of Hawai’i entrepreneurship program for Flint and Genesee Ethan Lowenstein, Eastern Michigan University County neighborhoods. [IN] on the Road is housed Students from high schools in Detroit and Hawai’i within the Office of Outreach’s Innovation Incubator at the University of Michigan-Flint. The Innovation Institutionalizing Place-Based Education | Business Incubator [IN] uses the Triple Bottom Line model to Innovation Center help people start businesses and non-profits. Youth from PALS and PLACES (two place-based education programs on the Wai’anae Coast of Hawai’i) and youth from the Detroit/Ypsilanti area who are Sowing and Harvesting: Outdoor Learning on a active in the Southeast Michigan Stewardship Coalition Working Farm talk about their passions, purpose, and places; seek to Tracey Marchyok and Students, Acton Academy Ann identify common issues, problems, and possibilities; Arbor | Marly Spieser-Schneider, Community Farm of Ann and discuss the place-based projects they have done Arbor and how those projects were developed. The two Foundational PBE | Classroom 2325 directors of the place-based education programs facilitate the dialogue. Acton Academy Ann Arbor undertook a year-long study to explore, observe, and investigate the interconnectedness of all beings at the Community Farm of Ann Arbor. Our school uses the “hero’s journey” as a framework for living and learning. We will share how an organic farm is on its own hero’s journey—complete with pictures, songs, maps, gravestones, food webs, critters, and more. Join Weathering Change in Institutional Learning students from Acton and their adults as we share our (Poster) stories. Clare Tallon Ruen and Betsy Quail, Pipes and Precipitation/District 65 Institutionalizing PBE | Riverfront Banquet Center Lobby This poster attempts to show that which has changed and that which has stayed the same in a program that has ridden the waves of change through five administrative shifts and the adoption of the Next Generation Science Standards.

10 SESSION Friday 4 2:30 PM - 3:30 PM

Putting Literacy in Its Place: Integrating Disciplinary Ubuntu (“I Am Because We Are”): A Partnership Literacy Instruction with Place-Based Education Between Civic Park and UM-Flint (2-Hour Workshop) Kazuko Hiramatsu, Todd Womack, and Jori Reigle, Darin Stockdill, University of Michigan University of Michigan-Flint Institutionalizing PBE | Boardrooms B & C PBE in Higher Education | Classroom 2301 In this session, participants explore and discuss a new Working around the concept of ubuntu that the Civic statewide initiative in Michigan for secondary literacy, Park neighborhood has embraced, programs in Social “Essential Practices for Disciplinary Literacy Instruction Work, Linguistics, and Nursing at the University of in the Secondary Classroom.” They examine how Michigan-Flint are walking alongside Joy Tabernacle disciplinary literacy instruction can be integrated with and the Urban Renaissance Center to support activities place-based education and also explore a model lesson in the neighborhood. We offer a case study of how and planning template. Participants leave with a better interdisciplinary collaboration encourages students to understanding of disciplinary literacy and concrete explore their place in a community that extends beyond ideas of how to develop place-based education the university campus. units that have built-in opportunities for engaging, meaningful literacy instruction. The Meeting Place: The Interaction of Forests and Water in Support of Great Lakes Health From Place-Based Education to Place-Based Investing: Emily Vogelgesang, Huron Pines | Julie Crick, Michigan Building Just, Equitable, and Sustainable Communities State University Extension Together (Panel Discussion) Great Lakes Literacy | Classroom 2315 Laurie Lane-Zucker, Impact Entrepreneur Matt Bach, Michigan Municipal League Forests of all sizes and types play an important role Neal Hegarty, Charles Stewart Mott Foundation in the quality and quantity of our freshwater systems Megan Schrauben, MiSTEM Network in the Great Lakes basin. Forests adjacent to aquatic Greg Viener, Huntington Bank systems provide critical habitat for both terrestrial and Moderator: Leyla Sanker, University of Michigan-Flint aquatic species. Trees in these forests cycle nutrients, Place-Based Impact Investing & Entrepreneurship and also filter water better than any Brita container. Suites C-F Attendees explore how the connections between water and forests can be used to fuel engagement, The underlying goals of place-based education and interaction, and support in local settings. impact investing are the same: to advance positive social and environmental change. A systems-thinking perspective offers opportunity for education, Connecting Public School Curriculum with a Place- government, philanthropy, economic and community Based, Experiential Learning Platform Focused on development, and enterprise to identify and advance Interdisciplinary Skills in Environmental Stewardship, common goals. Members of this panel of local and STEAM Education, and Direct Action national partners who are working to transform Neha Shah and Students, Ann Arbor Public Schools | communities discuss ways we can work together to Nathan Ayers, We Are The Forest achieve positive impact. Institutionalizing PBE | Classroom 2317 Learn how a public-school teacher and a community organization teamed up to engage students in thinking about climate change and developing solutions to related issues in our neighborhood. We discuss our use of three concepts: green infrastructure, biomimicry, and ecosystem services. Learn how to enhance the school curriculum by teaching skills that students need in order to evaluate, design, and install green infrastructure systems on campus. 11 Doing Community Science: An Egalitarian Community Huli: Gaming as a Vehicle for Community Healing Action Partnership Model Kay Fukuda, University of Hawai’i | Jeff Vierra and Erin Gallay, University of Wisconsin-Madison | Paula Students, Nanakuli High and Intermediate School Sizemore, Ypsilanti Community High School Ecological and Social Justice | Classroom 2331 STEM-Rich PBE | Classroom 2319 This presentation describes a place-based project that Explore how urban youth are using science to address taps into the revival of board games, which are once local environmental issues through partnerships with again a medium for social gatherings and interaction local STEM professionals. Through discussion and among youth. Through the development of a board activities, learn about the characteristics of successful game, Huli, Nanakuli students create and reinforce community action projects with urban youth of color, the idea that both collectively and individually, we and the practices that nurture commitments and can impact community change and healing. Huli connection to the environment and community in differs from many other games in that it models the the urban ecology. We share results showcasing how actual environment the students grew up in, and is a this model can support environmental and STEM simulation of positive change. learning and the development of civic capacities for engendering democratic, sustainable communities. Land as Our First Teacher in Schools (2-Hour Workshop) Field Trip Metamorphosis: Transform One-Off Trips Steve Styers, First Nations Educator into Vibrant Place-Based Learning Experiences Foundational PBE | Classroom 2337 June Teisan, Belle Isle Aquarium Foundational PBE | Classroom 2325 We examine the context and implementation of a land- based program in a rural Ontario school. This program Amid all the prep work for learning excursions—buses, emphasizes the concepts of “Land as our first teacher” permission slips, lunches, chaperones—how can you and “Animals and plants have a sense of self, family, best prepare for the heart of it all—rich, vibrant student community, and standards of behavior.” Examples learning? Applying what we learned from years of of commonalities between Indigenous and Western experience, including efforts related to a federal grant worldviews that support these concepts are highlighted. focused on place-based events, staff from the Belle Isle Participants learn about concepts and strategies for Aquarium in Detroit help you design experiences that developing a land-based program in classrooms and deepen and extend learning and connect to students’ schools. lives.

12 SESSION Friday 5 3:45 PM – 4:45 PM Health in Our Hands: Community-Inspired, Project- Strengthen Place-Based Learning with Vibrant Based Learning for Middle School Science Community Partnerships That Integrate Arts, Social Renee Bayer, Michigan State University Studies, and STEM STEM-Rich PBE | Suites C-F June Teisan, Michigan Teacher of the Year Network STEM-Rich PBE | Classroom 2319 Health in Our Hands connects middle school science classrooms to the community to give youth Session participants explore a set of cases from an understanding of the importance of gene- a nationally-recognized educator with extensive environment interactions in their risk for diseases, experience forging community partnerships with STEM and an awareness of STEM-related careers. With in science classrooms, clubs, district-wide initiatives, support from a community-health-school partnership, and award-winning programs. Harness community this NGSS-aligned curriculum has been tested with resources and forge partnerships that link caring teachers and students in Flint. For their final project, adults outside the classroom to young people in students conduct action research culminating in the classroom to situate learning in vibrant, real-life a Health Summit, where they present results and contexts. recommendations to improve community health.

Young Sharks Curriculum for 3rd-5th Graders: How Reflections from Pre-Service Teachers: Teton Science to Instill the Entrepreneurial Mindset in Tomorrow’s Schools and University of Michigan-Flint Partnership Changemakers Elizabeth P. Cunningham, University of Michigan-Flint | Paula Nas and Terry Groves, University of Michigan-Flint Leslie Cook, Teton Science Schools Place-Based Impact Investing & Entrepreneurship | PBE in Higher Education | Classroom 2301 Classroom 2321 UM-Flint pre-service teachers (PSTs) who took part in Would you like to expose elementary students to the a place-based program at the Teton Science Schools entrepreneurial mindset but you don’t know how to fit share their reflections and what they learned during one more subject into an already-full school day? This the trip. The session begins with a facilitators’ overview session walks you through the Young Sharks Economics of the program and its purpose. Attendees have an and Entrepreneurship Curriculum for 3rd-5th graders. opportunity to interact with the PSTs, view the posters Lesson plans are aligned to social studies content they made, and discuss their reflections. The session standards and also integrate science and language concludes with a full-group reflection. arts standards. Activities for students encourage the development of skills inherent in the entrepreneurial mindset. Developing Place-Based and Virtual Learning Opportunities to Teach Student “Citizen Scientists” About Lake Sturgeon and Coupled Great Lakes- A Place-Based Approach to Writing Instruction: Tributary Ecosystems Using Place-Based Education to Marry Quality and Kim Scribner, Michigan State University Authenticity Great Lakes Literacy | Classroom 2315 Jennifer Suriano, University of Virginia Foundational PBE | Classroom 2325 Educating K-12 students, STEM educators, and the public about Great Lakes ecosystems and inter- Grounded in empirical findings, this session focuses on dependencies between fish communities and physical opportunities to embed place-based education within and biological processes of streams used seasonally writing instruction. Place-based education can serve by migratory fishes for reproduction and foraging will as an innovative approach to support the development increase awareness of and participation in resource of students’ skills and knowledge in research, multi- stewardship. In this presentation, we introduce our dimensional understandings, idea generation, and “citizen science” program that serves as a hub of effective communication. Bolstering the professional information and resources on Great Lakes-tributary education of writing instructors across content areas coupled ecosystems and emphasizes the lake sturgeon, has the distinct potential to address deficient writing a large charismatic species of public interest. 13 skills across the nation. Place-based education provides a practical framework for teachers to enact rigorous, authentic writing instruction.

Where Is the Fresh Food in Flint? In Our Classroom! Arleatha Bryant, ED-U-K Enterprises Ecological and Social Justice | Classroom 2331 Many of our community members and students have been affected by the Flint Water crisis, which is causing many types of health issues. This presentation focuses on a place-based stewardship education project that raised people’s awareness of high lead levels in Flint’s drinking water and informed people that certain foods could minimize or prevent the absorption of lead in the human body. Through our project and partnerships, we educated others in our community, and identified and grew fruits and vegetables to help combat this serious issue.

14 SESSION Saturday 6 9:00 AM – 10:00 AM Turn Students into Community Scientists: Learn Environmental Identity Development in the Urban to Detect Invasive Crayfish and Bring Hands- Classroom On, Outdoor Learning to the Classroom (3-Hour Ayesha Qazi, Chicago Public Schools Workshop) Foundational PBE | Classroom 2307 Bizzy Berg and Greg Hitzroth, Illinois-Indiana Sea Grant | Illinois Natural History Survey This presentation focuses on the development of Foundational PBE | Boardrooms B & C environmental identity among youth through lessons on urban environmental justice. Attendees explore You and your students can help protect your local environmental justice lessons from Chicago, learn aquatic ecosystems from invasive species! Using live how to create environmental identity maps, and specimens, this interactive workshop teaches educators check out samples of students’ written environmental how to catch, identify, and report invasive crayfish. autobiographies. Discover how to start conversations We demonstrate how to use traps and nets, handle with youth in the formal classroom that center around crayfish, and enter data into the community-scientist relationships with nature! website, iNaturalist. Free equipment for classroom use is provided to a limited number of participants. A Deep Dive into the Great Lakes: Using Mathematics and Scale to Reveal the Big Picture Resources for Great Lakes Literacy Sandy Smith, Nichols School Emily Sunblade, Sleeping Bear Dunes National Lakeshore Great Lakes Literacy | Classroom 2315 | Joan Chadde, Michigan Technological University/Lake Superior Stewardship Initiative | Chelsea Nester, Inland Seventh graders at Nichols School begin the year using Seas Education Association/Grand Traverse Stewardship science, math, and art to explore their relationship to Initiative the Great Lakes. Learn how classes created a life-size Great Lakes Literacy | Suites C-F silhouette representation of the Lake Erie and Ontario food webs, a layered Plexiglas map of the Great Lakes Great Lakes floor maps are terrific teaching tools basin, and bathymetric profiles of Lakes Erie and to pique student interest and promote Great Lakes Ontario using paper, cardboard, and wood. See how literacy. They are available for localities all across innovative explorations of scale create meaningful the Great Lakes basin. Two experienced users of connections in the classroom. these maps share innovative activities that engage audiences of all ages in Great Lakes watershed science and stewardship. A Sleeping Bear Dunes National Becoming a Boundary Spanner: Why Does Boundary Lakeshore ranger explains free distance learning Spanning Matter in Place-Based Education? programs and an online portal of education resources Kate Welsh, University of Wyoming | Leslie Cook, Teton about the Great Lakes. Science Schools Institutionalizing PBE | Classroom 2317 Insights into Place-Based Education in Germany A boundary spanner is an individual or place that Karoline Thorbecke, University of Greifswald fosters reciprocal relationships between partners. Teton PBE in Higher Education |Classroom 2301 Science Schools and University of Wyoming engaged in a year-long reading group to explore how to enhance Are you faced with the challenge of educating students place-based education through boundary spanning. to become responsible citizens while—by the way— In this session, we discuss: What is a boundary fulfilling curricular standards? Discover how formal spanner? How do you develop skills in boundary learning and community service is combined in German spanning? How does boundary spanning relate to schools and universities, and how German teachers- place-based education? Leave this session with new to-be get prepared to equip their future students with ideas for improving partnerships between learners and the competencies needed to tackle 21st century issues. community. Curricular frameworks and examples from practice are presented, with a focus on implications for foreign language education. 15 STEM+A (Art) = Us. It’s What We Do! Growing Community Stewards: Community as Barb Kinnunen-Skidmore, Lake Superior Stewardship Teachers Initiative Kay Fukuda, University of Hawai’i | Shannon Bucasas, STEM-Rich PBE | Classroom 2319 Megan Garcia, and Students, Wai’anae High School Ecological and Social Justice | Classroom 2331 Days filled with age-appropriate activities weave STEM + A content areas into daily planning. The use of a Wai’anae High School teachers and students present Wonder Wall emphasizes the value of respecting and their experience of tackling real community issues as allowing children’s interests to guide the way. A simple a part of their curriculum studies. Session presenters web technique ensures that curriculum expectations are reflect on their journey in a place-based curriculum met. The Lake Superior Stewardship Initiative and 7th centered upon and co-developed with community Generation grant activities nurture students’ sense of activists. Teachers discuss the purpose of shifting place. A photo journey, examples of online resources, students’ learning experiences. Students and teachers literature connections, and more pull it all together. reflect on the impacts of this shift in terms of learning, Teaching with intention and direct application to the relationships, commitments, healing, and community. learning setting are features of instruction that are Finally, presenters address strengths, challenges, and emphasized in this presentation. the future of taking on community well-being as part of the learning process.

Voice and Choice: Starting Points for Strong Stewardship STEM in Place: Discussing Critical Features of Place- Meag Schwartz, Northeast Michigan Great Lakes Conscious STEM Learning Stewardship Initiative | Luke Freeman, Au Gres-Sims High Caroline Baillie, Waste for Life | University of San Diego School STEM-Rich PBE | Business Innovation Center Foundational PBE | Classroom 2325 Using critical pedagogical approaches, attendees How can we turn students into collaborative partners in engage in a discussion of the key question: How does place-based education? Discover methods to transform place-consciousness support STEM learning? We your classroom and field visits into authentic, learner- explore key differences between and similarities of centered environments that empower student voice two outdoor, place-based STEM education programs: and choice. Learn how you can motivate and create one in upstate New York that involved rural white agency in your students as they build their leadership children in a public elementary school, and the other and decision-making skills. Educators from northeast in an “Engineering Bush School” in Noongar territory, Michigan present their best practices and lessons Western Australia. learned from several years of elevating their students’ voices in stewardship.

16 SESSION Saturday 7 10:15 AM – 11:15 AM

Landing Your Message: Adapting Your Communication Mapping and Monitoring Vernal Pools: Engaging to Inspire, Empower, and Educate (2-Hour Workshop) Students in Place-Based Community Science and Pam Baker and Cindy Hunt, Journeous Stewardship Yu Man Lee, Daria Hyde, and Phyllis Higman, Michigan Institutionalizing PBE | Suites C-F Natural Features Inventory | Teachers and Students from Optimizing place-based education starts with bringing Kinawa School others along: getting administrative support and Great Lakes Literacy | Classroom 2315 funding, enabling students to select projects that fit their strengths, and inspiring advocates to create Vernal pools are seasonal wetlands that are critical to change. But when the needs, perceptions, and healthy forest ecosystems. Because they are typically preferences of each stakeholder vary, it’s harder for small and isolated, they are rarely studied—and many your communication to hit the mark with everyone. have been destroyed or degraded. The Vernal Pool There’s a scientific reason why. Understanding why Patrol is a community science, place-based education allows us to implement easy fixes, create lasting program through which nearly 30 educators and 700 rapport and, in the process, make the most of all that students have helped map and monitor local vernal place-based education offers. pools. We share information about the Vernal Pool Patrol, including insights from educators and students who participate in it. A Place-Based Learning Assignment: Relating Self and Place to Plans for Children’s Learning Aviva Dorfman, University of Michigan-Flint Transforming a Rural Public School District with Maritime and Place-Based Learning PBE in Higher Education | Classroom 2301 Sarah Rubenstein, Port Townsend Public Schools Integrated Curriculum in Early Childhood Education Institutionalizing PBE | Classroom 2317 engages college students in: 1) investigating place in their educational journey; 2) planning a study of place In 2013, the Port Townsend School District embarked with children; and 3) using literature to reflect on how on a journey to transform itself. Learn how, after studying the role of place in their own lives influences many years of declining enrollment, this small rural their designs for children’s learning. Attendees review school district on Washington’s Olympic Peninsula has the assignment, experience some of it, and use renewed itself by focusing on place-based education. examples of students’ work to explore the value of the Port Townsend staff share how they facilitated teacher- integrated curriculum in helping students learn about based curriculum development and collaboration with the importance of studying place with children. over 80 community partners to design a PreK–12th grade continuum of place-based learning.

Nature: Playground or Museum? Joanna Allerhand and Jessica Vander Ark, Groundswell/ We Are the Forest: Place-Based, Nature + STEM Grand Valley State University Certification for K-12 Students and Teachers Nathan Ayers, We Are The Forest Foundational PBE | Classroom 2307 STEM-Rich PBE | Classroom 2319 How do we connect to nature? Do we touch it, climb on it, play with it—and sometimes break it? Or do we We Are The Forest is a Place-Based, Nature + STEM stand quietly, looking at it with our eyes? What types of education platform that certifies K–12 students and experiences help children build a sense of connection teachers in “Nature-Based Systems Thinking.” Through to nature? In this session, we explore how to build a case studies from public schools in Detroit, Ypsilanti, culture of conservation by providing opportunities for and Ann Arbor, this presentation highlights our four- children to interact with nature in both mindful and week academy, through which we have trained over play-based—and sometimes destructive—ways. 1000 students and teachers to connect deeply with nature while learning interdisciplinary skills required to evaluate, design, and install green infrastructure systems in their schools and communities. 17 Phenology on the Farm: Strategies for Rural Place- Integrating Michigan Geoheritage Sites with Based Stewardship Education Through School-Farm STEM Learning Experiences Through Virtual Partnerships GeoInvestigations and EarthCaches: Examples from Eileen Boekestein, Grand Valley Metropolitan Council Michigan’s Western Upper Peninsula Foundational PBE | Classroom 2325 Emily Gochis, MiSTEM Network/Lake Superior Stewardship Initiative | Lloyd Wescoat, Lake Superior A rural place-based education case study highlights Stewardship Initiative strategies for stimulating civic action that transforms STEM-Rich PBE | Classroom 2337 communities through strategic partnerships. The “Seasons on the Farm” partnership between students, A thousand-year flood struck the Copper Country in Plainsong Farm, watershed managers, and conservation 2018. A group of educators and scientists, equipped districts is supporting the implementation of a $2.8 with a 360-degree camera, set out to explore the million investment in agricultural best management impact of this event. The mission was to develop an practices in two watersheds. The project provides engaging learning experience that allows students to STEM-rich, place-based learning experiences for explore and address real-world problems alongside students that expose them to new careers and engage a geoscientist. Come learn about our journey to the community in the issues of agricultural conservation incorporate virtual reality and EarthCaches into teacher and food security. professional development. Gather ideas for developing a Geoheritage investigation! (If possible, bring a computer or handheld device.) UPRIVER: A Story Map Curriculum for Exploring Watershed Citizenship Kathy Chambliss, NorthBay Education, Inc. Ecological and Social Justice | Classroom 2331 The experiential and multidisciplinary UPRIVER Story Map curriculum for 6th through 12th graders invites students to explore what it means to be global water citizens. The stories feature restoration projects in Oregon’s Willamette River watershed and represent water issues people grapple with around the world. This session will first introduce the story map and select video stories, and then have participants complete their own Water Journey map. (A two-day UPRIVER workshop is required to acquire the full curriculum).

18 SESSION Saturday 8 11:30 AM – 12:30 PM A Change Within: Disrupting Traditional Spaces in School Adventures in Place-Based Sustainability Teacher Preparation Emily Umbarger and Christina Barkel, Interlochen Center Hanna Watters, Donacal Clemons, and Aisha Tahir, Eastern for the Arts Michigan University Institutionalizing PBE | Classroom 2317 PBE in Higher Education | Classroom 2301 Join us to learn about our three-year journey of As current teacher candidates in Eastern Michigan establishing a place-based agricultural science and University’s NEXT place-based teacher preparation sustainability adventure at our school. We explore program, we share our personal journeys in the the nuances of securing grant funding, developing program, our visions for place-based teaching practice, infrastructure, gaining community support, and and who we are as a community. Through this session, bringing topics in sustainability to life. Become inspired participants learn what a transformational place-based and gain ideas for a place-based curriculum, sources of teacher preparation program looks like in practice, why funding, and team-building strategies. this program feels different to prospective teachers, and why it’s so important to set a foundation for place- based practice among undergraduate students. Exhibit Design: Students Practice Engineering Skills to Develop a 3D Model of a New Animal Exhibit Megan Burkhart, John Ball Zoo Listening Is a Radical Act: The Power of Interviews and STEM-Rich PBE | Classroom 2319 Site Visits to Connect Students to Place Jen Plants, University of Wisconsin-Madison Exhibit Design is an example of a place-based STEM Foundational PBE | Classroom 2307 program we use at John Ball Zoo. Students learn how the zoo chooses which animal species to have at the Looking to theatre artists for ways of hearing and zoo, and how an engineering process leads us from an architects for ways of seeing, simple practices of interesting idea to a full-blown exhibit. Students then observation can expand students’ capacities for use their new knowledge to design a 3D model of a interdisciplinary learning, empathy, and active new exhibit for the zoo. Learn how to bring engineering citizenship. Centering listening as the foundation to life for your students! of good storytelling, this discussion offers concrete resources for creating classroom assignments based on both interviews and analyzing the ways that space Place-Based Education on a National Scale: Earth dictates movement. Learn to translate complicated Force’s Model of Partnerships theories into community practices and enrich teaching Grace Edinger, Earth Force and learning no matter what the subject. Foundational PBE | Classroom 2325 Using partnerships to create meaningful and impactful Empowering Students to Deliver the Message education programming, Earth Force has created Marti Martz, Pennsylvania Sea Grant | Erica Wisniewski, a network spanning much of the United States and Erie School District parts of Canada dedicated to civically infused place- Great Lakes Literacy | Classroom 2315 based education. Rooted in local place, each program is specified to the needs of that community and the In 2018-19, through field and lab activities, students participating youth. By providing a tailorable framework from Collegiate Academy learned about several that is youth-driven, Earth Force is inherently and phenomena that affect Lake Erie, including harmful authentically connected in the local community. algal blooms, the International Coastal Cleanup, impacts of stormwater, and ticks as vectors of disease. Students were encouraged to identify and implement a stewardship project. They applied decals on 50 stormwater drains near their building, using this activity to inform and educate their peers, families, and community. We share their 15-minute video that 19 documents this project. Climate Reality: We Must, We Can, and We Will Solve the Climate Crisis Rachel Rosner, Climate Reality Project Ecological and Social Justice | Classroom 2331 As leaders in raising the next generation of environmentalists, it is essential that we have a grasp on the foundations of current climate science, its impacts, solutions, and most importantly how to be part of the solution. The focus of this presentation, created by Al Gore and tailored for place-based educators, is “Must we change? (The hard part.) Can we change? (The hopeful part.) Will we change? (The call to action.) Attend — and then leave feeling empowered and ready to help others address the challenge of our time.

Finding a Place for Diverse Audiences Outdoors Claire Lannoye-Hall and Zahraa Aljebori, Detroit Zoological Society Ecological and Social Justice | Classroom 2337 The Detroit Zoological Society partners with the Arab Community Center for Economic and Social Services to bring place-based educational experiences to Arab- American students. Join us to explore the successes and opportunities of this program, in which students visited a lake for the first time, investigated macro- invertebrates, and built an appreciation for wildlife in urban areas.

20 SESSION Saturday 9 2:00 PM – 3:00 PM

Renewing MEECS: Using Existing Curriculum as Building Citizenship Skills: Empowering Our Students a Cornerstone to Place-Based Learning (2-Hour Through Active Roles in the Community Workshop) Emily Gillain and Jessica Buckner, Teach with Science Gabrielle Likavec, Michigan Geographic Alliance Foundational PBE | Classroom 2307 STEM-Rich PBE | Boardrooms B & C Students appreciate the meaning and understanding Join us in this hands-on workshop as we apply the three of community on new levels as they grow and add R’s to the classic Michigan Environmental Education experiences to their lives. Strong stewardship skills Curriculum Support units! Teachers from all states can are developed throughout these years. Educators learn how to reduce worksheets, reuse materials, and can meet students where they are on this journey and recycle the MEECS water quality kit into an engaging scaffold their efforts to engage others in community. placed-based learning unit that is aligned to the Next From developing empathy for others to learning how Generation Science Standards. to create a public service announcement, students of any age can build citizenship skills throughout the years with our help. Join us to learn more. Watershed Engagement Through Live Action Role Play (2-Hour Workshop) Ellen Schultz, Fairmount Water Works Using Classroom-Built Remotely Operated Vehicles to Explore the Underwater World of Shipwreck Histories Foundational PBE | Suites C-F Mark Gleason, Grand Valley State University Environmental educators in Philadelphia and a team of Great Lakes Literacy | Classroom 2315 game mechanic designers developed Schuylkill Saved, a fun and meaningful live-action role play game to Shipwrecks can tell students a lot about local history engage teens in civic and community issues related and the way times were when they sailed. This to the watershed. In this 2-hour session, participants presentation highlights how history can be made play different characters who are trying to avert an real for students by building a remotely operated environmental catastrophe and can earn points for vehicle (ROV) and using a shipwreck to examine a acting, listening, and compromising. We discuss how place’s history. For example, the Lumberman (now a this Philadelphia-based scenario can be re-scripted for shipwreck), was built more than 150 years ago on what your community. is now the campus of Grand Valley State University. Students explored the Lumberman using ROVs. This shipwreck, like others, can provide a unique way of A Commitment to Sustainability: Project-Based connecting with and understanding local history. Learning in Pre-Service Teacher Education Suzanne Knight, University of Michigan-Flint | Maybritt Woodcock, University of Greifswald Transforming School Culture: Optimizing Place-Based Learning with a Field Trip PBE in Higher Education | Classroom 2301 Darrell Hendrickson and Kristin Svoke, Washington Middle In this presentation, faculty from Germany’s University School of Greifswald and the University of Michigan-Flint Institutionalizing PBE | Classroom 2317 share their work in sustainability education within the context of teacher education. They describe how they Join the Washington Middle School/Lake Superior prepared pre-service teachers to engage 5th grade and Stewardship Initiative team as they describe how— 9th grade students in project-based learning around over a 12-year period—a field trip led to place-based issues of sustainability, and discuss how international stewardship projects at Calumet Township Park that partnerships around sustainability education provide led to place-based education now being a key feature powerful learning opportunities for faculty, teacher of instruction at this middle school. Teachers take you candidates, and students. through the timeline for the evolution of place-based education, explaining how cross-curricular projects have become part of the school’s culture. 21 Green Roof Design Challenge Transforming Community, One Lesson at a Time Tara DenHerder, Traverse City Public Schools | Chelsea (2-Hour Workshop) Nester, Grand Traverse Stewardship Initiative Lea Sevigny, Learning to Give STEM-Rich PBE | Classroom 2319 Foundational PBE | Classroom 2337 This session will highlight Traverse City West Middle Service-learning is at the heart of place-based School’s 2018-19 Green Roof Design Challenge. We education. Participate in Learning to Give’s activities look at lesson planning and project design from the and gain firsthand experience with lessons you can teacher’s perspective, explore strategies to recruit the take back to your classroom. Gain confidence in right community partners, and take a walk through the implementing place-based projects that affect your 8th grade students’ experience. community. Each lesson is aligned to state standards, can be developed into cross-curricular units, and enables educators to meet the guiding principles of Projects, Places, Students, and Standards place-based education. This provides a framework to Gina Morris-Cicalo, Flint Community Schools empower students to implement their heartfelt ideas. Foundational PBE | Classroom 2325 How do we combine standards, project learning, and place-based education to create meaningful academic experiences? Flint Southwestern Classical Academy’s 9th grade students embarked on several place-based projects. They composed personal vignettes and digital stories that were played for the public at the University of Michigan-Flint’s Kiva; studied claims and evidence through visits to local art galleries; and used speaking/ listening skills, English Language Arts, and math to design a flexible seating classroom to be used for years to come.

Youth Out Front: Leveraging Community, Creativity, and Collaboration for Youth Activism and Political Engagement Natasha Thomas-Jackson, Michigan Organization on Adolescent Sexual Health Ecological and Social Justice | Classroom 2331 Many are familiar with longstanding narratives that characterize younger generations as politically apathetic and civically disengaged. What we tend to be less familiar with is the latest research that suggests that we are currently experiencing a powerful “wave” of youth activism—one that’s deciding important elections, rewriting long-established policies, and creating critical shifts in today’s political climate. Come explore data, review case studies, and learn creative best practices for recognizing and supporting youth as emerging thought leaders, cultural change agents, and engaged citizens who can make powerful contributions to our social and political landscape.

22 SESSION Saturday 10 3:15 PM – 4:15 PM Understanding the Flint River Through Citizen Science Start with Why: Building Purpose-Driven Projects to Autumn Mitchell, Flint River Watershed Coalition Empower Your Students Foundational PBE | Classroom 2307 Ben Talsma, Van Andel Institute Foundational PBE | Classroom 2325 Explore how the Flint River Watershed Coalition and their partners engage community members in We all want to empower students to change the world. ongoing field studies that contribute to real and local We want to show students how their voices matter and decision-making. Learn how data is used to shift how they can be agents of change. But in a system negative perceptions of the Flint River while also that often rewards stasis, how can we take bold steps encouraging citizens to act in its interest. Discover the to revolutionize classrooms and connect students with realities behind the story of the Flint River and discuss their communities? Don’t miss your chance to see a environmental and anthropogenic barriers that still exist step-by-step process for developing projects you can within its watershed. use to help your classroom become a transformative place for your students and your community.

Plastic Pollution in the Great Lakes: Connecting Student Learning to Stewardship How to Help Young People Tell Other People They Are Meaghan Gass, Michigan State University Extension | Full of Poop While Being Polite Sarah Waters, Thunder Bay National Marine Sanctuary Darren Bagley, Michigan State University Extension Great Lakes Literacy | Classroom 2315 Ecological and Social Justice | Classroom 2331 Marine debris is any persistent, manufactured material Young people have the power to change the world that can end up – intentionally or unintentionally – in unlike anyone else. They have innovative ideas, our rivers, lakes, or oceans. This session explores exuberant energy, and are unencumbered by the plastic pollution in the Great Lakes and opportunities cynicism that many adults possess. By combining to engage youth around this emerging issue. Learn science with civic engagement, young people can about connected place-based education efforts and improve their community, their country, and their world. resources supported by the Center for Great Lakes This session reviews some ideas, examples, and skills Literacy and Great Lakes Sea Grant Network, the Great that can help young people find and use their voice. Lakes Stewardship Initiative, the Thunder Bay National Marine Sanctuary, and other partners.

River Rewilding: Engaging Students in Evaluating the Impacts of River Restoration on Ecosystems and Communities Brenda Perry, Kent Innovation High | Eileen Boekestein, Grand Valley Metropolitan Council STEM-Rich PBE | Classroom 2319 Engage students in the social, economic, historical, and biological impacts of humans on the Grand River through the lens of the Grand River revitalization effort. Presenters share how they developed and are implementing place-based lessons aligned with the Next Generation Science Standards, and specific lessons for middle school and high school students. These activities can be implemented alone or combined to create a unit. Many can be adapted to local watersheds.

23 PRESENTER BIOGRAPHIES

Zahraa Aljebori Logan Applebee by developing programs, connecting Education Specialist, Detroit AmeriCorps Green School ideas and people, providing members Zoological Society Coordinator, EcoWorks Detroit–Youth with resources and services, and [email protected] Energy Squad inspiring positive change. He is a City Zahraa develops and leads [email protected] of Flint resident, a 1991 graduate educational experiences for youth of Logan is a compassionate of Central Michigan University, and all ages at the Detroit Zoo. She also environmentalist whose technical married with two children. teaches off-site in various after-school environmental knowledge and settings. penchant for youth coaching help Darren Bagley steer the application of NOAA’s Educator, Michigan State University “climate resilience from the youth Extension Joanna Allerhand up” approach to the challenge of [email protected] Assistant Director, Groundswell/ climate change in the Detroit Public Center for Educational Partnerships at Schools Community District. Logan In early 1999, Darren started working Grand Valley State University is passionate about making technical at MSU Extension. He has answered [email protected] expertise more accessible and using questions about cannibalistic Joanna holds master’s degrees in his planning background to help cities squirrels, mountains of manure, and environmental science and public best serve their residents. hand grenade disposal. Darren has affairs from Indiana University and a put stinky lake mud on the faces bachelor’s degree from Northwestern of teenagers, tromped through University. She helps design Nathan Ayers swamps filled with carnivorous plants, teacher professional development, Director, We Are The Forest eaten bugs, and told poop jokes implement student-led environmental [email protected] to Michigan legislators. He helps stewardship projects, build Nathan is the founder of Chiwara with 4-H programs related to youth community partnerships, and manage Permaculture Research and leadership, civic engagement, and communications for Groundswell, Education, director of We Are The science. a regional hub of the Great Lakes Forest, and advisor to the University Stewardship Initiative. She fell in love of Michigan Permaculture Design Caroline Baillie with the outdoors as a child while Team. He has trained students and Waste for Life and Professor, gathering geodes in the woods of leaders across the United States University San Diego southern Indiana. in nature-based systems thinking [email protected] by encouraging K–12 schools, universities, and businesses to Caroline is Professor of Praxis in Molly Ames Baker integrate permaculture, biomimicry, Engineering and Social Justice Founder and Facilitator, TOPOnexus ecosystem services, and green at the University of San Diego, [email protected] infrastructure. cofounder of the not-for-profit Waste Molly inspires and supports students, For Life (Wasteforlife.org) and the teachers, administrators, and Engineering Social Justice and Peace community partners to take the leap Matt Bach network (esjp.org). Waste For Life’s into “Learn Local” with her A2A: Communications Director, Michigan recent program, “Standing People Awareness to Action approach. For Municipal League Together” (http://wasteforlife.org/ 30 years, Baker has connected people [email protected] spt/) adapts forest school pedagogy to place with cutting-edge pedagogy Matt worked as a reporter for several in support of grassroots community and high-quality field experiences at newspapers, including the Flint action and outdoor STEM learning. Colgate University, Harbor Springs Journal, the Livingston County Press A recent book is “Green Composites: Public Schools, North Central and the Daily News in Greenville, Waste and nature-based materials Michigan College, and the Petoskey and as a public relations manager for for a sustainable future” (Woodhead, Regional Chamber of Commerce. the Flint Area Convention & Visitors 2017). Baker believes that developing a skill Bureau. He joined the Michigan set, mindset, and heartset for place Municipal League in November of is essential to creating community 2009. As communications director he wherever you are. makes Michigan’s communities better

24 Pam Baker Bizzy (Elizabeth) Berg Arleatha Bryant Founder, Journeous Aquatic Invasive Species Outreach Educational Consultant, ED-U-K [email protected] Assistant, Illinois-Indiana Sea Grant/ Enterprises Pam is committed to creating Illinois Natural History Survey [email protected] connection and community at work. [email protected] Arleatha is a passionate advocate She founded Journeous after 20 years Since January, Bizzy has been working for placed-based stewardship as a healthcare executive. Before for the aquatic invasive species team education who has featured hands- Journeous, she was a principal with of Illinois-Indiana Sea Grant and the on activities in her instruction for Charles River Associates. She started Illinois Natural History Survey. She over 28 years. She holds a master’s her career at Johnson & Johnson educates the public about how to degree in curriculum and instruction and then worked at Genentech. Pam reduce the spread of invasive species and is a doctoral candidate in teacher holds a master’s degree in business and protect local ecosystems. Bizzy leadership. She recently presented administration from Thunderbird is also a master’s student in biology at the annual conference of the and a bachelor’s degree in political at Loyola University Chicago, where Michigan Alliance for Environmental science and Asian studies from she studies how microplastics move and Outdoor Education. Northwestern University. in streams. She is interested in environmental policy, justice, and conservation. Shannon Bucasas Christina Barkel Teacher, Wai’anae High School Garden Coordinator, Interlochen [email protected] Center for the Arts Eileen Boekestein Shannon teaches Hawai’ian studies at [email protected] Environmental Education Coordinator, Wai’anae High School, and a place- Christina manages the botanical lab, Grand Valley Metropolitan Council based approach to instruction comes garden, and orchard at Interlochen, [email protected] naturally to her. Shannon’s students and also helps teach the agricultural Eileen holds a bachelor’s degree in make regular excursions into their science class. Her background environmental biology, a master’s own communities, and she is equally includes many years of organic degree in environmental studies, committed to connecting them to vegetable farming for CSA and and an environmental educator statewide political advocacy groups, market, as well as working as an certification from the Michigan thereby providing young people with educator in school and community Alliance for Environmental and opportunities to study issues at both gardens across Michigan. Increasing Outdoor Education. She brings the statewide and local levels. food access and equity in the experience in formal and informal community is important to her. place-based stewardship education Christina loves growing and eating to her work with the Lower Grand Jessica Buckner all vegetables, especially garlic, peas, River Watershed Management Plan, Educator, Teach with Science carrots, and culinary herbs. the regional Public Education Plan for [email protected] stormwater permits, and other K–12 Jessica was drawn to education and community education initiatives. after spending time in social work Renee Bayer and realizing that at the core of Associate Director for Engagement, many issues society faces, the CREATE for STEM Institute at Rashell Bowerman answer is education. She is fueled by Michigan State University Education Consultant, Michigan intentionally teaching critical skills, [email protected] Department of Education such as risk-taking, collaboration, and Renee is the principal investigator [email protected] curiosity. She believes that place- of Health in Our Hands. Working With an emphasis in the areas of based instruction can empower with community-health-school instruction and intervention, Rashell’s learners to take on the incredible partnerships, she combines public position allows her to support challenges facing society. She also health and science education Michigan’s school districts as they believes in the power of passionate to address issues of health and strive to improve outcomes for all educators, who always do what is educational equity. students. She has taught at the right for students. university level and in the K–12 public education system.

25 Megan Burkhart Finland, Minnesota. She completed children’s developing understandings. Lead Education Instructor, her master’s degree at Prescott She completed the Teton Science John Ball Zoo College, focusing on understanding Schools graduate program in 2003. [email protected] how educators connect students Megan guides students, campers, to place. Since arriving at Teton Science Schools, Leslie has facilitated Nic Custer scouts, and others on wildlife Program Assistant, University of conservation adventures at the zoo. trainings for in-service teachers, and worked with the graduate program Michigan-Flint She is certified through the Michigan [email protected] Department of Natural Resources that involves pre-service teachers. to facilitate outdoor education As a graduate of the Innovation seminars, and she has been a partner Incubator, Nic offers a unique Malcolm Cottle in creating a number of STEM-based perspective when he interviews Collections Technician, Ruth Mott clients for this program. Nic owned programs now offered through John Foundation Ball Zoo. a publishing and editing business, [email protected] established a housing cooperative, Since 2016, Malcolm has overseen and serves on the board of a local Joan Chadde the curation and preservation of non-profit. As a researcher and Director, Center for Science & the artifact collection held by the writer, he produces marketing Environmental Outreach, Michigan foundation, and managed the public and communications materials for Technological University tours of Applewood Estate that are University Outreach. He also provides [email protected] led by volunteer docents. He has a business counseling and directs As part of her work at the university, bachelor’s degree in history from clients to resources and networking Joan has served as a member of the Alma College, a certificate in museum opportunities. Nic is finishing Lake Superior Stewardship Initiative’s management and curatorship from his master’s degree in business leadership team since 2008. She Fleming College, and is currently administration at his home institution. is lead author of the Michigan working on a master’ degree in public Environmental Education Curriculum administration at the University of Michigan-Flint. Tracy D’Augustino Support Water Quality Unit for middle Science Educator, Michigan State school and is currently coordinating University Extension a two-year project, “Creating Great Julie Crick [email protected] Lakes Stewards to Promote Clean Natural Resources Educator, Michigan Tracy is a self-proclaimed science Water and Healthy Urban Watersheds State University Extension in Detroit.” geek. Even better, she gets paid [email protected] by Michigan State University to be Julie works mainly in Roscommon a science geek and is an expert Kathy Chambliss County. She has experience in in engaging youth in science. She Teacher Professional Development developing educational offerings thinks that the most important part Coordinator, NorthBay Education Inc. for both youth and adult audiences, of teaching science is teaching about [email protected] including the Vernal Pool Monitoring its process. Recognized in 2018 Kathy’s formal education in Program and the Eyes on the Forest as the Michigan Science Teachers science, education, sustainability, Sentinel Tree Monitoring Program. Association’s Informal Educator of contemplative practices, and She also promotes the Forest to Fish the Year, Tracy feels the best part of wilderness travel experiences inform campaign, and enjoys helping people science involves asking and answering and inspire her teachings. make connections between terrestrial questions. When youth ask questions and aquatic ecosystems. and are excited to find the answers, we all win! Donacal Clemons Student, Eastern Michigan University Elizabeth P. Cunningham [email protected] Assistant Professor of Mathematics Tara DenHerder Education, University of Michigan- Science Teacher, Traverse City Public Flint Schools Leslie Cook [email protected] [email protected] Senior Director, Teacher Learning Center at the Teton Science Schools Elizabeth is an assistant professor Tara is an award-winning middle [email protected] of mathematics education. Her school science teacher who interests include the use of learning specializes in STEM-rich place-based Leslie’s interests in science and progressions with teachers, formative education. She has participated in the getting kids outside led her to attend assessment in elementary school Grand Traverse Stewardship Initiative Wolf Ridge Environmental Learning mathematics classrooms, and how for three years. Center’s graduate program in pre-service teachers learn to notice 26 Abigail Diaz building partnerships within her education to prepare students for our Director of Education and Programs, community in order to create unique technology-driven society. Wisconsin Maritime Museum educational experiences that bring [email protected] people together in their parks. Jaime Frungillo Abigail has worked at 13 cultural Grants Program Specialist, institutions across four states. In Emily Finnell National Oceanic and Atmospheric addition to her work at the Wisconsin Great Lakes Senior Advisor and Administration Maritime Museum, she also serves on Strategist, Michigan Department [email protected] the Board of Directors of the Museum of Environment, Great Lakes, and Jaime works for NOAA’s Bay Education Roundtable. You can find Energy her at @AbsLovesMuseums. Watershed Education and Training [email protected] (B-WET) and Environmental Literacy Emily Finnell is proud of the mission programs. In this role, he supports Aviva Dorfman of the Department of Environment, the B-WET national evaluation and Associate Professor, University of Great Lakes, and Energy to protect communication priorities, and helps Michigan-Flint Michigan’s environment and public to administer grant competitions. [email protected] health by managing air, water, land, Previously, Jaime worked for the US Aviva coordinates the university’s and energy resources. She works Environmental Protection Agency offerings related to early childhood. in the Office of the Great Lakes, on the Trash Free Waters and Ocean She teaches courses on play, which works to protect and restore Dumping programs. Jaime has a curriculum, assessment in early Michigan’s waters. master’s degree in environmental childhood, and mathematical management from Duke University thinking. Her research interests and a bachelor’s degree in marine Laura Florence science from Boston University. focus primarily on teachers of young Curriculum Coach, Southeast children, in particular on professional Michigan Stewardship Coalition development, performance [email protected] Kay Fukuda assessment, documentation, and Laura is a curriculum coach who Specialist, University of Hawai’i facilitating and extending children’s [email protected] play in classrooms. focuses on Great Lakes and STEM education. She helps teachers expand Kay developed and directs two their Great Lakes literacy and connect place-based education programs on Ryan Feldbrugge to community partners with expertise the Wai’anae Coast of the island of Education Specialist, Lake Superior in Great Lakes science and education. O’ahu, Hawai’i: PALS (Place-Based National Estuarine Research Reserve Prior to joining the Coalition, she Afterschool Literacy Support) and [email protected] worked at the NOAA Great Lakes PLACES (Place-Based Learning Over the last four years, Ryan has Environmental Research Lab and and Community Engagement in supported teachers in their efforts Michigan Sea Grant doing research, School). The Wai’anae Coast is to take learning outside in the Lake outreach, and education. home to the largest concentration of Superior watershed. Using place- Native Hawai’ians in the state. The based and inquiry-based learning, PALS and PLACES programs focus Luke Freeman on connecting students to culture, he has put the Great Lakes Literacy Science Teacher, Au Gres-Sims High Principles to work across the place, and community. Both feature School strong collaborations with community curriculum for 45 teachers and nearly [email protected] 1,000 students. organizations. Luke earned a bachelor’s degree in biology and a minor in chemistry Nicole Ferguson at Emporia State University in Erin Gallay Park Naturalist, For-Mar Nature Kansas and holds a master’s Research Specialist, University of Preserve and Arboretum degree in secondary teaching from Wisconsin-Madison [email protected] Greenville University. He has studied [email protected] In her position with Genesee County endangered species in the mountains Erin is a practitioner and researcher of Parks and Recreation, Nicole has been of Oregon, sportfish in land-locked environmental civic engagement and a member of the For-Mar Nature lakes of Kansas, and water quality and place-based stewardship education Preserve and Arboretum team since aquatic communities in Illinois’ lakes. among youth. Her specific interests 2012. She is responsible for the daily Luke’s research background helps him include young people’s activism in operations, property development provide students with a portal into “the environmental commons” and and coordinating the development real-world science. He uses STEM- the development of interests in and and offering of on-site educational inspired lab activities, problem- dispositions toward STEM in under- programs. She prides herself on based learning, and place-based represented populations. 27 Megan Garcia Mark Gleason Blanc School District for 23 years. Teacher, Wai’anae High School Assistant Professor, Grand Valley She holds a bachelor’s in education [email protected] State University from the University of Michigan- Megan teaches English at Wai’anae [email protected] Flint, a master’s degree from High School. She was introduced Mark brings a wide range of work Marygrove College, and a degree to place-based teaching and experience to his classes. His in administration from Oakland learning through a University of professional background includes University. Hawai’i PLACES workshop. Prior being a National Park ranger, an to attempting to do place-based Outward Bound instructor, and a tall Neal Hegarty education during the regular ship sailor. He has worked in criminal Vice President of Programs, Charles instructional day, Ms. Garcia joined justice and at two public museums, Stewart Mott Foundation a place-based afterschool program. and has taught courses at six different [email protected] She wanted to feel more comfortable. institutions of higher education. He Last school year, she began her has offered or supervised classes in As vice president of programs, journey to integrate “place” as part of underwater robotics for over 40,000 Neal oversees the design and her regular instruction. K–12 students and continues to implementation of the foundation’s contribute to Alpena Community grant-making in four program College’s Marine Tech Program. Over areas. He has been an active and Meaghan Gass the past 15 years, he has become enthusiastic participant on many Sea Grant Extension Educator, an expert in the field of underwater committees and boards, both in Michigan State University Extension robotics. service to philanthropy as well as [email protected] in Mott’s hometown of Flint. Neal Meaghan serves coastal communities holds a bachelor’s degree in political surrounding Saginaw Bay in Lake Emily Gochis science from Texas Tech University Huron, working to apply science- MiSTEM Network Region 16 Director/ and a master’s degree in public policy based knowledge to address local Program Director, Lake Superior and administration from Michigan Great Lakes issues. Beginning in Stewardship Initiative State University. Before joining the 2018, her Sea Grant Extension efforts [email protected] foundation, he was assistant director involve biodiversity conservation, Emily serves Michigan’s Western of the Capital Area Literacy Coalition community resilience, sustainable Upper Peninsula communities through in Lansing, Michigan. coastal tourism, and Great Lakes her work with two regional centers, education and stewardship. Meaghan one affiliated with the MiSTEM Terri Hallesy serves on the Center for Great Network and the other with the Great Education Coordinator, Illinois- Lakes Literacy team and supports Lakes Stewardship Initiative. She Indiana Sea Grant place-based stewardship education has been in the education field for [email protected] regionally in the Saginaw Bay over 15 years, and is an experienced watershed. environmental educator, high school Terri leads efforts to improve Great teacher, curriculum developer, Lakes education in the region. and professional development From her office at the University Emily Gillain coordinator. Emily is a doctoral of Illinois Urbana-Champaign, she Educator, Teach with Science candidate at Michigan Technological works with teachers and Sea Grant [email protected] University, where her research specialists to design classroom For the past six years, Emily has been interests include place-based materials, curricula, and websites. searching for the meaning of quality professional learning experiences that In addition, she conducts educator education. She has found answers to improve literacy in earth science. workshops, presents at state and this question within her community of national conferences, and exhibits hard working, devoted peers. Emily with partner organizations, including appreciates that education is a career Terry Groves museums, zoos, and aquariums. that requires continuous research Lecturer of Economics, University of and reflection in order for teachers to Michigan-Flint grow and for students to thrive. Her [email protected] goal is to make the best research- Terry teaches in the Social Studies based practices in education available TCP program at the university. to her community so that all students Terry was the K-8th grade social can experience quality education. studies chair and taught 4th–8th grade social studies for the Grand

28 Noreen Heikes field guides for managing invasive making a difference in all the lives she Agrisciences and Science Teacher, plants, a mobile app for mapping touches. She has a bachelor’s degree Kalamazoo Regional Educational the occurrence of invasive plants, in design and environmental analysis Service Agency/Vicksburg High distribution maps, best treatment from Cornell University and a master’s School strategies, and many new partners degree in curriculum and instruction. [email protected] statewide. Noreen is a practicing veterinarian Daria Hyde who believes that true learning Kazuko Hiramatsu Conservation Planner/Zoologist, involves doing authentic tasks. She Associate Professor of Linguistics, Michigan Natural Features Inventory brings this outlook to her current University of Michigan-Flint [email protected] position as a full-time teacher of [email protected] career and technical education Since 1994, Daria has conducted (agrisciences) and biology, framing Kazuko co-teaches a community- surveys for rare species and worked content with real-world application. focused, first-year experience with partners to promote the Heikes uses project-based, place- course with partners from the protection of Michigan’s natural based educational opportunities as Urban Renaissance Center and Joy resources. She provides technical nearby as her school greenhouse Tabernacle in Flint. Her research support to governmental agencies, and garden and as far away as on the scholarship of teaching collaborates with the Mitchell’s Satyr South Africa to engage and inspire and learning focuses on the use Working Group, and helps local students. She won statewide awards of signature assignments, service communities understand and protect for excellence in education in 2016 learning, and reflective practice. She their natural assets. She helped to and 2019. helps edit the “Teaching Linguistics” initiate the Vernal Pool Monitoring section of the journal, Language. Program and supports citizen scientists, teachers, and students Darrell Hendrickson who collect data about Michigan’s Teacher, Washington Middle School Greg Hitzroth ecosystems. [email protected] Aquatic Invasive Species Outreach Specialist, Illinois-Indiana Sea Grant/ Darrell Hendrickson is the 7th grade Illinois Natural History Survey Robb Johnston science teacher in Calumet, Michigan, [email protected] West Michigan Regional Stewardship and has been involved in the Lake Organizer, Michigan Nature Superior Stewardship Initiative as Greg has been in his current job since the summer of 2012. He works with Association a team leader since its inception [email protected] in 2007. In promoting place-based the aquatic trade industry, hobbyists, education, he has incorporated scientists, and land managers to Robb oversees nature sanctuary integrated ecological principles in develop and disseminate educational stewardship activities in the western all aspects of his science classes materials that aim to prevent the Lower Peninsula for the Michigan while linking students to the place spread of aquatic invasive species Nature Association, with a specific in which they live. He and his wife in our environment. Greg holds a charge to connect Ludington-area enjoy camping, hiking, kayaking, and master’s degree in biology from schools to the Association’s Holly fishing. Northern Arizona University. Nature Sanctuary in Mason County. Previously, he worked in ecological restoration and volunteer outreach in Phyllis Higman Cindy Hunt both the public and private sector in Senior Conservation Scientist/ Chief Communications Officer, Ann Arbor. He taught English classes Botanist, Michigan Natural Features Journeous for children and adults in Japan, and Inventory [email protected] is an independently published author/ [email protected] Creating long-lasting community illustrator of three children’s picture Since joining the Michigan Natural requires people and partnership. books. Features Inventory in 1993, Phyllis After 30 years of service and has conducted research, training, partnership aimed at facilitating change through service to the Christine Kenney and education in conserving the Associate Professor of Education, biodiversity of Michigan’s native Peace Corps, public and private education, facilitating statewide University of Michigan-Flint plants and ecosystems, including [email protected] vernal pools. Her seminal work leadership training, and community on invasive phragmites resulted volunteering and coaching, Cindy’s Christine has been a member of in a strategy of early detection biggest motivator is creating strong the Education Department since and response, a framework and and empowered communities and 2012 and teaches classes in the

29 early childhood graduate and Barb Kinnunen-Skidmore Laurie Lane-Zucker undergraduate programs and the Retired JK/K Teacher, CLK (Calumet- Founder and CEO, Impact master’s in inclusion program. She Laurium-Keweenaw) Elementary/Lake Entrpreneur holds a doctorate in educational Superior Stewardship Initiative [email protected] studies from the University of [email protected] For nearly 30 years, Laurie has been Michigan. Her research interests Barb is a 2017 Michigan Alliance a recognized leader in sustainability, include examining instructional for Environmental and Outdoor environmental education, social strategies to foster motivation and Education award winner, a 10-year enterprise, and impact investing. studiousness in undergraduate and team leader for the Lake Superior He was the founding executive graduate students, and studying the Stewardship Initiative, and, after director of the international development and function of learning 32 years of service, a newly retired environmental organization, The communities in higher education early childhood educator. She has Orion Society, which publishes teaching contexts. specialized in weaving the goals Orion, an acclaimed magazine on of place-based education with her people, nature, and place. Laurie knowledge of best practices and is involved as a leader in three John Kern Director of Outreach and Community adopted standards. A key to her organizations: Impact Entrepreneur, Engagement, The Mill at Vicksburg effectiveness is the explicit emphasis a global, 20,000-member network [email protected] on utilizing students’ interests and of entrepreneurs, investors, scholars, voices in daily curriculum planning. and students; a center for social and After living elsewhere for 25 years, environmental innovation; and a John and his wife moved back to consulting company that works with Michigan in September 2015 to be Suzanne Knight blended value companies, impact fully immersed in the rehabilitation Associate Professor, University of investors, and academic institutions. of The Mill at Vicksburg. He has an Michigan-Flint extensive background across several [email protected] disciplines — primarily education Suzanne is a former classroom Claire Lannoye-Hall but also audio and video production, practitioner. Her primary interests Curator of Education, Detroit marketing promotions, and public are teacher learning and pre-service Zoological Society speaking. Born and raised in teacher education. Her recent work [email protected] Muskegon Heights, he holds degrees has focused on developing a teacher Claire supports a team of from Michigan State University and preparation program that is grounded professionals who create and offer Augsburg College in Minneapolis, in the principles of place-based engaging educational experiences for and has completed coursework education. In 2018, Suzanne’s home youth of all ages, teachers, and other toward a master’s degree at the institution awarded her the Provost professionals. University of Washington. Teaching Innovation Prize.

Yu Man Lee Keem King Veronica Konglim Conservation Scientist/Herpetologist, AmeriCorps Green Schools Doctoral Candidate, Eastern Michigan Michigan Natural Features Inventory Coordinator, EcoWorks Detroit–Youth University [email protected] Energy Squad [email protected] [email protected] Yu Man conducts field research to Veronica is a doctoral student assess the status of Michigan’s native Keem specializes in forging deep in educational studies with a species and ecosystems, particularly connection to the earth and land concentration in urban education. rare amphibians and reptiles, around him. He leverages his She is a former Fulbright scholar from and provides technical assistance passion for the land, compassion Cameroon. She holds a bachelor’s and education that advances the for his community, and experience degree in bilingual letters, French/ conservation of biodiversity. She as a Detroiter to facilitate climate English, translation and interpretation co-chairs the Michigan Vernal Pools education that helps high schoolers in from the University of Yaoundé 1, Partnership and helps coordinate the Detroit Public Schools Community and a master’s in teaching English the Vernal Pool Patrol, a community- District lead their communities’ to speakers of other languages based science program in which efforts toward climate resilience. from Eastern Michigan University. participants help map and monitor Keem grows food and medicinal Veronica is interested in the use of these important wetlands. herbs at the Redzone Garden on gardens as a teaching tool and as Detroit’s East Side. a space for school and community collaboration through the frameworks of place-based education, ecojustice education, and ecopedagogy.

30 Samantha Lichtenwald Ethan Lowenstein – Director, worked on numerous evaluations and Biological and Environmental Southeast Michigan Stewardship program-development efforts with Sciences Teacher, Bay-Arenac Coalition and Professor of Curriculum the environment as a common theme. Community High School and Instruction, Eastern Michigan She has consulted with the Great [email protected] University Lakes Stewardship Initiative since Samantha leads alternative high [email protected] 2007 and maintains an active practice school students’ explorations of Ethan has two decades of experience in STEM and environmental education science and nature, helping them in teacher professional development evaluation. appreciate that their actions both in moral, civic, and place-based directly and indirectly impact our education. In recognition of his Marti Martz environment and themselves. The work in teacher education and his Senior Coastal Outreach Specialist, majority of her curriculum is centered community impact, he received the Pennsylvania Sea Grant around Michigan, the Great Lakes, 2016 Michigan Campus Compact [email protected] and sustainability, with a focus on Champion of Engagement Award. interdisciplinary pedagogy. Her He was also awarded the 2015-16 Marti has developed and students engage in place-based John W. Porter Distinguished Chair in implemented award-winning outreach stewardship and project-based Urban Education at Eastern Michigan and education projects, both in her learning opportunities, working with University, a position designed to home state of Pennsylvania and local partners and organizations to expand the university’s role in urban across the Great Lakes basin. Through evaluate and provide solutions to school districts in Michigan, with the Center for Great Lakes Literacy, real-world issues. an emphasis on school-community she works with teachers and students partnerships. to build their understanding of Great Lakes issues and help them turn that Gabrielle Likavec knowledge into action. Co-Coordinator, Michigan Tracey Marchyok Geographic Alliance Lead Guide, Acton Academy Ann [email protected] Arbor Matthew McCullough [email protected] Director of Curriculum, Instruction, A teacher and born-again and Professional Development, environmentalist, Gabrielle serves Tracey is a dynamic person with over Kalamazoo Public Schools as a teacher consultant and co- 25 years of teaching experience mcculloughmg@ coordinator for the Michigan in a variety of settings, including kalamazoopublicschools.net Geographic Alliance, a network of independent schools, home schools, teachers and geographers who work public schools, unschooling, Matt is a state and national together to educate K–12 students childbirth doula, and outdoor presenter in the areas of curriculum, and teachers. education. A leader in stewardship assessment, and educational education and deep ecological technology and has worked closely learning, Tracey was named an with both the US Department Timothy Lorek “Outstanding Place-Based Educator of Education and the Michigan Community Outreach Coordinator, and Leader” by the Southeast Department of Education. Currently, Center for Latin American and Michigan Stewardship Coalition. he resides in Kalamazoo, where he Caribbean Studies at the University of She has worked on research vessels supports regional and district-wide Michigan on the Great Lakes and driven vans efforts to give students choice, voice, [email protected] on cross-country learning trips. The and ownership in their learning. Tim holds a doctorate in history from Great Lakes basin is her home. Yale University and has used place- Sara McDonnell based methods in his teaching at Program Manager, University of Yale, Brandeis University, and the Lisa Marckini-Polk Evaluator, Civic Research Services, Michigan-Flint University of Hartford. He is a scholar [email protected] of Colombia, food and agriculture, Inc. and Latin American environmental [email protected] Sara is a relationship builder who history. At the University of Michigan, Lisa earned a master’s degree in focuses on connecting university Tim is coordinating a K-12 teacher political science from Wayne State faculty and students to community training symposium, “Environmental University before entering the field of needs. She also serves as a convener, Justice from Flint to Cochabamba,” evaluation in 1999. She established facilitator, and technical advisor for scheduled for Spring 2020. Civic Research Services, Inc. in nonprofits around environmental January 2004 and since then has planning and public engagement.

31 Using her knowledge of local and Autumn Mitchell Chelsea Nester regional environmental issues and Education Programs Manager, Flint Program Director, Grand Traverse governmental processes, Sara has River Watershed Coalition Stewardship Initiative/Inland Seas cultivated a strong and diverse [email protected] Education Association network of community members and Autumn received her bachelor’s [email protected] leaders. She earned her bachelor’s degree in fisheries and wildlife from Chelsea, an outdoor educator by and master’s degrees from the Michigan State University and has training and a community organizer University of Michigan-Flint. spent the last 12 years administering by experience, loves being immersed programming in experiential, outdoor in her community and making long- education. Autumn has a strong term connections for the greatest Laura McLeman Associate Professor, University of passion for Michigan’s cultural and good for people and place. These Michigan-Flint natural history and loves to immerse loves make coordinating the Grand [email protected] herself in youth stewardship and Traverse Stewardship Initiative a great related curriculum design. job for her. She connects teachers Laura holds a doctorate in teaching with community resources and tools and teacher education from to implement student-led place- the University of Arizona. Her Gina Morris-Cicalo based projects across disciplines. areas of interest are secondary Teacher, Flint Community Schools When she’s not diving deep into mathematics teacher preparation, [email protected] formal place-based stewardship teacher professional development, Gina teaches ninth grade in the Flint education, Chelsea can be found and mathematics education of Community Schools. During 2018- in the Lake Leelanau watershed, underserved populations. 2019, she had the opportunity to following animal trails, smelling learn about and use Compose Our cottonwood buds, or cooking with World, a project-based curriculum her two sons. Amanda Milewski Assistant Research Scientist, that intertwines academic and character education. Gina and University of Michigan Mary Ellen Newport [email protected] her students partnered with the University of Michigan-Flint and the Director and Teacher, Interlochen Prior to joining the University of Mott-Warsh Gallery to complete Center for the Arts Michigan faculty, Amanda worked several place-based projects, [email protected] as a secondary mathematics teacher including a flexible-seating classroom Mary Ellen has been teaching at and a mathematics consultant for 21 at the Flint Southwestern Classical Interlochen Arts Academy for school districts. Her research focuses Academy. nine years, and has taught science on how innovative professional and cross- cultural studies at the development can help teachers secondary and collegiate level for to see and intervene in their own Paula Nas 25 years. With a doctoral degree in instructional practice, and how Director, Office of University evolutionary biology but no training particular instructional approaches Outreach, and Lecturer of Economics, in the arts, her work in STEAM can make a difference for students’ University of Michigan-Flint education was a reach for her opportunities to learn mathematics. [email protected] but her students have taught her Paula holds several positions within everything she needs to know. As a her home institution and has been a long-time meditator, she is interested Chris Miller lecturer of economics there for the in the role of the imagination at the Economic Development Coordinator, intersection of art and science. City of Adrian past 25 years. She holds a master’s [email protected] degree in economics from Michigan State University and a juris doctoral Chris speaks across the nation on degree from Wayne State University’s Rebecca Nielsen economic development strategies, Law School. Paula’s primary academic Education Specialist and Program including investment crowdfunding, fields of interest are law and Advisor, Southeast Michigan public-private partnerships, and the economics, microeconomic theory, Stewardship Coalition community capital movement. He and social entrepreneurship. [email protected] led the development of Michigan’s Rebecca is an education specialist investment crowdfunding law, and program advisor at the Southeast working with advocates across the Michigan Stewardship Coalition. She state and members of the Michigan plans and facilitates professional Legislature. learning and instructional support, and participates in strategic planning for the organization. She also serves on the Great Lakes Stewardship 32 Initiative’s evaluation team. Ohmae Jun-ichi company, Third Ridge Theatre, is the importance of having a well- Executive Director, ECOPLUS currently developing performance organized plan for executing [email protected] projects for private homes and third successful field experiences and has Ohmae Jun-ichi served as a spaces. trained teachers and volunteers on newspaper reporter for more than best practices for leading students 25 years. In 1995, he was tasked into the field. Courtney Prout with launching the first-ever attempt Environmental Education Outreach to dispatch Japanese news and Coordinator, For-Mar Nature Preserve Jori Reigle information from a web server and Arboretum Lecturer, University of Michigan-Flint located in the United States. His [email protected] [email protected] partner and his interest in the natural environment eventually led him to Courtney has worked at For-Mar Jori teaches community health become involved in place-based Nature Preserve and Arboretum for nursing at the University of Michigan- education. As the executive director four years. Earlier work experience Flint and has established many of ECOPLUS, he plays an important built her knowledge of early collaborations with local community role in the organization’s operation childhood education and latchkey service organizations. Funding from and also contributes his knowledge programs. She also worked as an the W.K. Kellogg Foundation has and skills to projects that involve Explorer Guide with the Michigan supported her recent, collaborative internet technology. Department of Natural Resources. work with Joy Tabernacle and the Connecting people of all ages and Urban Renaissance Center. Her stages to nature brings her “ultimate efforts, and those of her students, Brenda Perry joy “and she seizes opportunities to have helped develop the Civic Park Science Teacher, Kent Innovation do so whenever possible. Health and Wellness Program, which High/Kent Intermediate School inspires “mindfulness, yoga, running, District walking, and community health for [email protected] Ayesha Qazi all.” Teacher, Northside College Brenda is a biology facilitator at Kent Preparatory High School, Chicago Innovation High, a project-based Public Schools Bronwen Rice learning lab school on the campus [email protected] B-WET National Coordinator, of the Kent Intermediate School National Oceanic and Atmospheric District. She has a bachelor’s degree Ayesha is an Advanced Placement Environmental Science and Honors Administration in natural resources management, [email protected] and a master’s degree in educational Biology teacher and a doctoral studies. As a classroom teacher, she student in the Mathematics & Science Bronwen coordinates NOAA’s B-WET works with students to foster curiosity Education program at the University program, which awards grants on a and a love of all things science. As of Illinois at Chicago. She is also competitive basis to fund meaningful a result, her students engage with an affiliate of the Field Museum watershed educational experiences in scientific problems in their own of Natural History and currently schools throughout the United States. communities and the world around collaborates with scientists at that Bronwen holds a master’s degree them. institution, at the University of Florida, in marine resource management and at the University of California- from Oregon State University and Davis. bachelor’s degree in biology from Jen Plants New College of Florida. Faculty Associate, University of Wisconsin-Madison Betsy Quail [email protected] Conservation Educator, Evanston/ Jane Rice Skokie School District 65 Science Educator, Michigan State Jen is a faculty associate at the [email protected] University University of Wisconsin-Madison, [email protected] where she teaches playwriting, critical Betsy has 15 years of experience race theory, and community-based facilitating urban conservation Jane Rice has worked with over theatre-making. She is the Greater education throughout Chicagoland. 1,000 pre-service and in-service Midwest Regional Vice President She has led 1st–8th graders in habitat teachers, focusing on the science for the Literary Managers and restoration, watershed studies, and knowledge needed to address Dramaturgs of the Americas, and a numerous experiential learning human impacts on the environment. founding artist of the London-based activities aimed at providing them She integrates her background in No Feedback, an immersive theatrical with a personal connection and human physiology with her current event that combines human rights deeper understanding of the local work in earth and environmental research and physical theatre. Jen’s environment. Betsy understands sciences through projects focused on

33 sustainable agricultural systems and Renee Saba degree from Michigan State school-based nutrition programs. In Education and Events Coordinator, University and a master’s degree her presentation, Jane shows how Ruth Mott Foundation in biology from the University her Know-Care-Do approach can [email protected] of Alabama. At Earth Force, she transform knowledge and concern Renee coordinates education and promotes program content creation into place-based action. events for the foundation. Much of and education research. her work centers on Applewood, built in 1916 by C.S. Mott as a family Rachel Rosner Jenna Scheub Teacher/Nature Educator/Climate home and gentleman’s farm. Today, Science Teacher, Interlochen Arts Reality Leader for the Climate Reality the estate is a vibrant community Academy Project resource open to all from May to [email protected] [email protected] October. In addition to her work there, Renee has planned and Jenna is an avid gardener and biology Rachel has been connecting young offered educational programs and teacher at Interlochen Arts Academy. people with nature in the Chicago events in the Flint area. She earned Before teaching, she collected area for over 30 years. As a classroom a bachelor’s degree in history from data about forests for the National teacher, a program naturalist, and Kalamazoo College and a master’s Park Service. She loves getting her a leader in countless nature-based degree in history, with a focus students outdoors to collect and programs and organizations, Rachel on museum education, from the analyze real world data. has a “Head, Heart and Hands” University of Colorado Denver. approach. She understands that the natural extension of connecting Megan Schrauben – Executive young people with nature is Leyla Sanker Director, State of Michigan MiSTEM empowering them to take care of Program Manager, University of Network the Earth. Knowing that children and Michigan-Flint [email protected] nature have the most at stake in the [email protected] Megan holds a bachelor’s in physics face of climate change, Rachel trained Leyla approaches her work from a and math education from the as a Climate Reality Leader. She is sustainable community perspective University of Michigan and a master’s eager to share her insights and call to and recognizes the importance of degree from Michigan Technological action with fellow educators. connecting people to the land, their University. She held a variety of communities, and each other. She internships before focusing her work uses her training and experience on K–12 education. She taught high Sarah Rubenstein in public participation, community school physics and math, directed Maritime Discovery Schools Project a regional math and science center, Director, Port Townsend Public engagement, organizational capacity building, urban planning, and natural and served as a consultant to the Schools Michigan Department of Education. [email protected] resources management to advance those efforts. She coordinates Megan provides staff support for Sarah directs a collaborative effort Discovering PLACE, the Flint-based the Governor’s MiSTEM Advisory between the Port Townsend Public hub of the Great Lakes Stewardship Council, serves on the board of the Schools and the Northwest Maritime Initiative. Leyla has a master’s degree Council of State Science Supervisors, Center that is transforming PreK–12th in environmental management from and is a member of the Governor’s grade public education through Duke University and bachelor’s 21st Century Talent Creation experiential and place-based degree from UM-Flint in resource Subcommittee. education. Sarah has lead the school planning and geographic information district through a five-year change systems. Brandon Schroeder process, during which all teachers Extension Educator, Michigan Sea implemented multiple place-based Grant/Michigan State University projects in all grades and subjects. Grace Edinger Extension She has a master’s degree in biology, Senior Manager of Strategic Projects, [email protected] and has worked as a math and Earth Force science teacher in Washington and [email protected] Brandon helps people in coastal communities in northeast Michigan California, a curriculum writer, and an Grace’s experience in leading instructional coach. use science-based knowledge to outreach programs and conducting address local Great Lakes issues. original research enables her to His efforts involve fisheries science, bring a suite of skills to program biodiversity conservation, sustainable development. She holds a bachelor’s coastal tourism, and Great Lakes

34 education. Brandon is a team with the Great Lakes. He has studied and works to align Next Generation member of the national Sea Grant lake sturgeon at the Black River Science Standards, the Michigan Education Network and the Center research facility for the past 20 years. Merit Curriculum, and the district’s for Great Lakes Literacy and provides Research at this site has been used academic expectations and goals. leadership for the 4-H Great Lakes to develop virtual and place-based Paula fosters a collegial, professional and Natural Resources Camp and “citizen science” opportunities for science community that provides all the Northeast Michigan Great Lakes K–12 students, educators, and the students with rigorous and relevant Stewardship Initiative, a regional general public that are focused on science experiences that involve a place-based education network. this charismatic species. variety of partnerships.

Ellen Schultz Lea Sevigny – Teacher and Trainer, Sandy Smith Associate Director for Education, Learning to Give Teacher, Nichols School Fairmount Water Works [email protected] [email protected] [email protected] Lea is a Learning to Give Ambassador Over her 22-year tenure, Sandy Ellen is the Associate Director of Trainer and a middle school educator. has designed and implemented Education for the Fairmount Water She focuses her professional learning a 7th grade science curriculum Works Interpretive Center, an on place-based education, the that introduces principles of outreach arm of the Philadelphia watershed, and creating a culture chemistry through the lens of water, Water Department. Over the past of life-long stewardship and giving. environmental resources, the Great decade, she has developed and At the heart of her course, “Natural Lakes, and western New York. She implemented watershed education Expressions,” are unique experiences has also created many innovative, programs related to water quality, in the natural world and ways to give interdisciplinary projects with her water systems, and watershed and serve in communities. Using colleagues at Nichols School. In issues. She currently manages a Learning to Give’s lessons, Lea helps addition, she collaborates with many curriculum project, “Understanding her students make a positive impact. organizations on education, outreach, the Urban Watershed,” that is being and professional development in implemented in partnership with the the Great Lakes region. She has a School District of Philadelphia. Neha Shah bachelor’s degree from Amherst Teacher, Burns Park Elementary College and a master’s degree in School, Ann Arbor Public Schools environmental engineering science Meag Schwartz [email protected] from the State University of New York Network Coordinator, Northeast Neha is an elementary educator at Buffalo. Michigan Great Lakes Stewardship and has taught in the Ann Arbor Initiative Public Schools for 14 years. She loves [email protected] teaching and has a deep passion Marly Spieser-Schneider Meag facilitates school-community for environmental education and Farmer, Community Farm of Ann partnerships that engage students advocacy. She believes that students Arbor in place-based stewardship have exceptional voices and she [email protected] education. She also contributes to focuses on empowering them as Marly is curious by nature and the Northeast Michigan Great Lakes solutionaries. Neha guides their dedicated to equity and awareness. Stewardship Initiative’s mission of learning by providing real, authentic Food, creativity, and social justice empowering youth to be valued experiences that integrate ecojustice, are passions of hers. She is currently partners in protecting the Great place-based, and community- based at the Community Farm of Ann Lakes and natural resources through centered education with the Arbor, where she works to grow food hands-on learning in and with their curriculum of a public school. and ideas to evolve individual and communities. She has a master’s communal health and consciousness. degree in environmental science To her, creating connections and from Indiana University and enjoys Paula Sizemore dedicating oneself to life-long growth photography, hiking, homebrewing, Science Department Head/Science is an integral part of revolution. She and teaching yoga. Teacher, Ypsilanti Community High recommends you read a book, eat School/AC Tech something fresh, and have a personal [email protected] dance party to your favorite song. Kim Scribner Paula supports administrators and Professor, Michigan State University leaders by facilitating and modeling [email protected] best practice pedagogy and Kim is an evolutionary ecologist who methodology for secondary science specializes in aquatic species and instruction. She facilitates monthly habitats, mainly those associated meetings to review student data 35 Angela Stamps Julie is especially thrilled to direct instruction and teacher preparation Program Coordinator, Kentakee programs that help inspire the next through her doctoral work at the Athletic & Social Clubs generation of conservationists. University of Virginia. Her research [email protected] describes how student-centered Angela is a Detroit native who practices, supported by place- Steve Styers was raised in Flint. For 17 years, based opportunities, leverage First Nations Educator purpose and authenticity in students’ she worked in Los Angeles as a [email protected] cosmetologist. While living there, development of effective writing and she became a bike commuter Steve is an experienced educator, communication. and founded Kentakee Athletic & having taught at all levels from Social Clubs. She returned to Flint elementary to university. He has Kristin Svoke in 2010 to start athletic clubs for also served for 15 years as an elementary school principal. Steve Teacher, Washington Middle School teens and educational programs [email protected] for underserved youth. Since 2012, has developed initiatives that Angela has offered cycling programs incorporate the concepts of “Land Kristin is a 7th grade language arts in Flint and the surrounding areas. as our first teacher” and “Animals teacher in Calumet, Michigan. She Her hobbies include biking, listening and plants have a sense of self, has been involved with the Lake to music, reading, volunteering, and family, community, and standards Superior Stewardship Initiative journaling. of behavior.” Common elements of since its beginning in 2007, and has Indigenous and Western worldviews incorporated place-based education are used to underpin these efforts. in her classroom through the lens Darin Stockdill of writing. Kristin also composes Design Coordinator, Center for a monthly column for a local Education Design, Evaluation, Emily Sunblade newspaper, and enjoys time in the and Research (CEDER), School Education Technician, Sleeping outdoors with her husband and three of Education at the University of Bear Dunes National Lakeshore and daughters. Michigan National Park Service [email protected] [email protected] Aisha Tahir Darin manages a range of projects Emily spent 10 years in Montessori classrooms and with organizations Student, Eastern Michigan University related to teacher learning and [email protected] curriculum design. Prior to this work, focused on protecting the he was the content area literacy environment. More recently, she Aisha is a senior at Eastern Michigan consultant at Oakland Schools, refreshed her snowshoeing skills by University. She hopes to be a teacher and before that spent 10 years as leading field trips at Mount Rainier who caters to the needs of her a secondary social studies teacher and playing with preschoolers at the students in a way that gets them in Detroit. For his doctoral degree Grand Traverse Conservation District. excited about their themselves, in education from the University of In her current job at Sleeping Bear learning, and life. She has had the Michigan, he focused on disciplinary Dunes, she observes that staff are pleasure of being in supportive and adolescent literacy. energized by programmatic additions spaces with individuals who strive to that feature inquiry-based, problem- do the same. Aisha appreciates how solving, data-driven decision-making, much that has helped her grow as a Julie Stoneman and practicing STEM skills through person and future educator. Director of Outreach and Education, place-based education – and having Michigan Nature Association fun in sand and snow! [email protected] Takano Takako Professor, Waseda University | Julie Stoneman honed her skills as an Jennifer Suriano ECOPLUS environmental educator and public Post-doctoral learner, University of [email protected] speaker through leadership positions Virginia Takano Takako practiced place-based with several regional and statewide [email protected] nonprofit organizations, including the education for over 25 years before Land Conservancy of West Michigan, After earning a master’s degree in she knew the concept. She met the Michigan Environmental Council, and environmental education, Jennifer term while working on her doctorate Heart of the Lakes. In her current role implemented place-based methods in Alaska. Her charity, ECOPLUS, at the Michigan Nature Association, in her own high school English promotes place-based education a statewide land conservancy that classroom. She continued to through research and practice in protects habitat for the state’s rare, explore place-based education as a Japanese communities. After her first threatened, and endangered species, framework for high-quality writing career as a newspaper writer, she has

36 completed many expeditions and border for 27 years. She now on HIV/AIDS, which recently hosted travels through natural environments designs and delivers vibrant learning the first statewide Youth HIV Summit. in the Amazon, the Arctic, Micronesia, experiences for students and fellow and other fascinating regions. teachers across the country. June served as Michigan Teacher of the Karoline Thorbecke Year and as an education specialist Research Assistant, University of Clare Tallon Ruen with NOAA in Washington, DC. She is Greifswald Pipes and Precipitation Educator, passionately committed to expanding [email protected] Evanston/Skokie School District 65 opportunities in the STEM fields for Karoline is a former teacher [email protected] underrepresented and underserved of German and English in a Since 2009, Clare has worked in students. comprehensive school in Hamburg. Evanston’s public school district to Her new position as a research get students out of their seats and assistant and doctoral student in connect them to the water cycle. Kristin TePas Greifswald allows her to connect her “Pipes and Precipitation” works within Outreach Specialist, Illinois-Indiana fascination for language education and adapts existing science curricula Sea Grant with her concern for the environment to include field trips. Through her [email protected] and her passion for teaching. work on this project, Clare has Kristin is a Sea Grant liaison in the US Karoline’s research interests focus on learned about collaborations with Environmental Protection Agency’s project- and inquiry-based learning, teachers and administrators and Great Lakes National Program place-based education, and genre the need to be adaptable through Office. She conducts workshops for learning in literacy education. changes, particularly those related educators, including “Shipboard to the Next Generation Science Science,” held annually on the R/V Standards. What hasn’t changed Lake Guardian. She also enjoys Emily Umbarger is the way that students light up creating opportunities to connect Instructor of Sustainable Agricultural when they are invited to wonder scientists on the ship with educators Science and Sustainability Manager, and explore, to propose ideas and and students through ship tours or Interlochen Arts Academy advance their own thinking. This is video chats. She coordinates “Limno [email protected] what motivates Clare. Loan,” which provides professional Emily, a graduate of Michigan State water quality monitoring equipment University, has spent the past 20 years to educators for use with their deeply invested in education. She Ben Talsma students. started the Sustainability Department Learning Solutions Specialist, Van at her school and introduced Andel Institute agricultural science to the curriculum. [email protected] Natasha Thomas-Jackson She’s been the primary investigator During 12 years in the classroom, Ben Genesee County Coordinator, for several projects, has raised more learned the power of project-based Michigan Organization on Adolescent than $300,000 in grant funding to learning and place-based education. Sexual Health support place-based learning at He started a STEAM program at his [email protected] Interlochen, and this year helped her school to show his students that they Natasha is a writer, administrator, school earn the US Department of are builders and makers and creators. advocate, and performance artist. Education’s Green Ribbon Award. Now, he is driven to share his passion She co-founded and directed RAISE Emily is a certified Master Gardener for using education to make the world IT UP! Youth Arts & Awareness, and aquaponics instructor. a better place. He works with teachers an award-winning organization to help them integrate their content promoting youth engagement, into powerful projects that have a real expression, and empowerment Jessica Vander Ark impact on their community. through performance, literary art, Program Manager, Groundswell/ and social activism. In 2018, she Grand Valley State University became Regional Organizing Director [email protected] June Teisan for NextGen Rising, the youth Jessica earned her bachelor’s degree STEM/STEAM Educator and voter mobilization arm of NextGen in group science and geology (with Education Specialist, Michigan America. In her current job, Natasha elementary and 6th-8th grade Teacher of the Year Network, and works with the Genesee Intermediate science certification) at Grand Valley Belle Isle Aquarium School District, Wellness Services, State University and has more than 15 [email protected] and others to improve sex education years of experience as an educator, June is a National Board-certified advisory boards and gender and coach, and green team leader. Prior teacher who brought science to life sexuality alliances. She also facilitates to joining Groundswell, a regional for students on Detroit’s northeast the Michigan Youth Advisory Council hub of the Great Lakes Stewardship

37 Initiative, she served as the director and integrated science. She is a Lloyd Wescoat of environmental education at place-based learner, a member of Lake Superior Stewardship Initiative the West Michigan Environmental Eastern Michigan University’s place- and Center for Science and Action Council. Jessica lives with her based learning community, and the Environmental Outreach, Michigan husband and children in Spring Lake. president of Students for Place-based Technological University Education. In 2017-18, she received [email protected] a Place-Based Education Fellowship Lloyd mentors school-community Jeff Vierra from Youth Driven Space. Hannah Teacher, Nanakuli High and teams and coordinates fundraising believes that true growth happens for the Lake Superior Stewardship Intermediate School in spaces that foster reciprocal [email protected] Initiative. Since 2008, she has learning between teachers and supported teachers, students, and students and embolden a diversity community partners across the of experience, thought, and being western Upper Peninsula as they Emily Vogelgesang through community-building and that implement place-based stewardship Environmental Education Coordinator, a teacher’s success lies not only in projects. Lloyd has a master’s degree Huron Pines mastery of material, but also in the in elementary education and a [email protected] capacity for care. background in service learning. She is Emily coordinates opportunities for also a program assistant and service learning coordinator at Michigan people throughout northern Michigan John Weiss to engage in the stewardship of Director of Strategic Initiatives, Technological University. natural resources. With a background Neutral Zone in ecological engineering and [email protected] a passion for empowering all Annie Whitlock generations to care for their local John has worked with diverse Associate Professor of Elementary resources, she works to increase populations of youth and with youth Education, University of Michigan- the understanding of how natural programs and schools for over 25 Flint systems are interconnected and years. He served as the executive [email protected] where humans can support those director of Neutral Zone and currently In addition to teaching courses in connections. Vogelgesang is a proud serves as its director of strategic elementary social studies methods leadership partner for the Northeast initiatives. John was a teacher in and integrated curriculum, Annie is Michigan Great Lakes Stewardship Ypsilanti and Willow Run Community the coordinator of the elementary Initiative. Schools, directed the adolescent education program at her institution. division of the HighScope Educational Her research centers on teaching Research Foundation, and was a social studies through civic Sarah Waters Peace Corps volunteer. John has lived engagement, place-based inquiry, Education Coordinator, Thunder Bay in Ypsilanti with his family for the past and the integration of language arts National Marine Sanctuary 24 years. and literature. She previously served [email protected] as the President of the Michigan Council for the Social Studies. Sarah Waters is a maritime Kate Welsh archaeologist and the current Associate Professor, University of education coordinator at NOAA’s Wyoming Mary Whitmore Thunder Bay National Marine [email protected] Sanctuary. She’s been with the Executive Director, Great Lakes marine sanctuary since 2008. Kate is a science educator with over Stewardship Initiative She contributes to its mission of 25 years of experience in both formal [email protected] protecting the Great Lakes and and informal education settings, After eight years as a field-based their rich maritime history through 15 of them in Wyoming. Her primary research biologist in Australia, Mary research, education, and resource research agenda and published served as resident ecologist and protection, with a goal of ensuring work focuses on collaboration, director of science education at the that future generations can enjoy equity, access, and social justice University of Michigan Biological these underwater resources. in education, with an emphasis Station. There she developed a on science education. During the program for international graduate 2018-19 academic year, Kate spent students, residential institutes Hanna Watters her sabbatical at the Teton Science for K–12 science teachers, and a Student, Eastern Michigan University Schools. regional center for science, math, and [email protected] environmental education. In 2007, Hanna’s major includes the Mary helped establish the Great disciplines of secondary education Lakes Stewardship Initiative and since

38 then has worked in its service. She experience at his home institution loves to be outdoors, teach people will clarify for them their call to the about birds, play music, and write. profession of social work. Todd is a She and her border collies tend a husband and a father of three. flock of sheep.

Maybritt Woodcock Jennifer Wisdom Research Assistant and Doctoral Family Physician Candidate, University of Greifswald [email protected] [email protected] Jennifer specializes in family Maybritt Woodcock is a lecturer medicine, with a focus on nature of English didactics and linguistics and nutrition’s impact on health. and pursues her doctoral degree in In addition to her clinical work, she English linguistics at the University has 10 years’ experience teaching of Greifswald, Germany. Her interest patients and medical students. She is in English didactics lies in education currently on sabbatical, traveling with for sustainable development and her family and working on a book intercultural communication. In about nature’s critical but overlooked her doctoral studies, she focuses role in health. Jennifer practices and on victims of human trafficking applies evidence-based science and and linguistic human rights from a passionately advocates for a lifestyle sociolinguistic perspective. If she approach to wellness. had the choice, she would type up her research work overlooking an Australian farm. Erica Wisniewski Science Teacher, Erie School District [email protected] Erica currently teaches advanced placement environmental science, honors chemistry, and honors freshwater and marine biology in Erie, Pennsylvania. She also advises the National Ocean Science Bowl Team and the Green Team. She is married with three young children.

Todd Womack Lecturer and Academic Advisor, University of Michigan-Flint [email protected] Todd has been an instructor at the University of Michigan-Flint for six years. His professional experience covers over 25 years of micro- and macro-practice in social work. He has a bachelor’s degree from St. Cloud State University and a master’s degree from Clark Atlanta University. Todd has high expectations of students because his goal is to prepare social workers for a practice that brings only their best to the therapeutic relationship with families. It is always his hope that students’

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