Dr. Sandra Scott, Professor of Teaching
“The best people to do research on teaching are the teachers themselves. We don’t often value that, the expertise we bring to teaching, but it’s there!”
Dr. Scott’s research follows a practitioner inquiry approach that embraces the notion of slow ecopedagogy (Payne & Wattchow, 2009). She is interested in the ways learners experience and interpret the world as they explore their knowing of science, aesthetics, ethics, and history. As a community of inquirers, Dr. Scott and her students share individual and collective “noticings” and “wonderings” through themes of place, advocacy, action, and developing an ethic of care for the Earth.
Read more about Dr. Sandra Scott.