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Andrew J. Schneller

Associate Professor and Chair of Environmental Studies and Sciences  

Office: Billie Tisch Center for Integrated Sciences 210G
Phone: 518-580-8192
Email: aschnell@skidmore.edu

Education:

• Ph.D. Environmental Studies, The University of Arizona, Tucson, 2008.  Teaching, Learning and Sociocultural Studies 鈥� Focus on Environmental Learning.  School of Natural Resources and the Environment 鈥� Focus on Environmental Policy
• MPA Environmental Policy, Indiana University, Bloomington, Indiana, 1997.  School of Public and Environmental Affairs 鈥� Focus on Environmental Policy and Law
• BA Environmental Studies, University of Arizona, Tucson, 1995.  Department of Geography and Regional Development 

Courses:

• Scribner Seminar: "SSP Environmental Advocacy Bottcamp: A Toolbox for Saving the World"
• ES 100 Environmental Concerns in Perspective
• ES 221 Sustainable Development
• ES 252 Environmental Justice
• ES 305 Environmental Education
• ES 306 US Public Lands and Oceans: Policy, Law, Management and Current Events
• ES 352 Humanities Action Lab: Environmental Justice and Climate Change in the Capital Region
• ES 374 Research Capstone: Design and Methods
• ES 375 Research Capstone: Data Collection, Analysis, and Communication

Publications: 

*denotes student co-author

• Schneller, A.J., Lacy, G., Kellogg, S., Pettigrew, S., Denny, C., & *Bardin, I. (2023). , Journal of Environmental Education
• Schneller, A.J., *Hannan, S., *Bah, H., *Livecchi, S., & Pettigrew, S. (2022). Local Environment: The International Journal of Justice and Sustainability
• Schneller, A.J., Lacy, G., Kellogg, S., Pettigrew, S., Denny, C., *Feldman-Schwartz, G., *Beard, I., *Rhodes, A., *Wilson Radcliffe, B., *Erickson, A., & *Bardin, I. (2022).  .
• Atalan-Helicke, N., Schneller, A.J., *Gonzalez, C., *Lois, C., & *Alemayehu Mebrate, H. (2021).    . pp. 163-182.
• Schneller, A.J., *Binzen G., *Cameron, C., *Vogel, S.T., & *Bardin, I. (2020).    Journal of Park and Recreation Administration. Pp.
• Schneller, A.J., Smemo, K., *Mangan, E., *Munisteri, C., *Hobbs, C., & *Mackay, H. (2020).   . Risk, Hazards, and Crisis in Public Policy. 11(4), 377-410
• Schneller, A.J., Harrison, L.M., *Adelman, J. & *Post, S. (2019).  . Applied Environmental Education and Communication. 20(1), 19-33.
• Schneller, A.J. & *Coburn, S. (2017) Journal of Sustainable Tourism. 26(5), 832-851.
• Schneller, A.J. (2016) In L. Byrne (Ed.) Learner-centered teaching activities for environmental and sustainability studies. Springer Books.
• Schneller, A.J., Schofield, C., *Frank, J., *Hollister, E., & *Mamuszka, L. (2015) Applied Environmental Education and Communication. 14(4), 256- 265.
• Schneller, A.J., Casta帽eda Fern谩ndez de Lara, V., Salinas Zavala, C.A., & Mej铆a Rebollo, A. (2014) Hidrobiologica. 1(24), 11-21.
• Schneller, A.J. & *Irizarry, A. (2014) Journal of Ocean and Coastal Management. 89, 100-111.
• Schneller, A.J., Johnson, B.J., & Bogner, F.X. (2013)     Environmental Education Research. 21(1), 61-75.
• Schneller, A.J. & Baum, P.A. (2011).   Voluntas: International Journal of Voluntary and Nonprofit Organizations. 22(2), 250-282.
• *Senko, J., Schneller, A.J., Nichols, W.J., Ollervides, F., & Solis, J., (2011).     Journal of Ocean & Coastal Management. 54(2), 148-157.
• Schneller, A.J., *Irizarry, A. & Peckham, S.H., (2011). . State of the World鈥檚 Sea Turtles. 6(15).
• Schneller, A.J. (2008). Environmental Education Research. 14(3), 291-307.
• Schneller, A.J. (2007). Experiential environmental learning: A Case study of innovative pedagogy in Baja California Sur, Mexico. Accepted as a dissertation, University of Arizona.
• Schneller, A.J. (2007). In. P. Robbins (Ed.), Encyclopedia of Environment and Society. Sage Publications:
• (1:1-2)
• (1:264-65)
• (2:499-501)
• (2: 653-655)
• (3:1195-97)
• (5:1787-88)
• (5:1960-61)
• (5:1972-73)

Peer-reviewed public scholarship:

• Faculty Director, (2019). Peer reviewed public scholarship for International exhibition partnership between 麻豆传媒网站 and the Humanities Action Lab at Rutgers University
• *Beard, I., *Wilson, A. & Schneller, A.J. (2021).  
• *Lienert, K., *Plotnick, J. & Schneller, A.J. (2021).  .
• *Payne, R., *Plotnick, J., & Schneller, A.J. (2021).  
• *Heston, B., *Plotnick, J. & Schneller, A.J. (2021). . Environmental Justice Atlas.
• *Duff, J., *Plotnick, J. & Schneller, A.J. (2021). . Environmental Justice Atlas.
• *Fishman, E., *Wilson, A. & Schneller, A.J. (2021).  . Environmental Justice Atlas
• *Plotnick, J. & Schneller, A.J. (2021). . Environmental Justice Atlas.
• *Berardino, M., *Wilson, A. & Schneller, A.J. (2021).   Environmental Justice Atlas.
• *Heath, L., *Wilson, A. & Schneller, A.J. (2021).  . Environmental Justice Atlas.
• *Livecchi, S., *Plotnick, J. & Schneller, A.J. (2021). . Environmental Justice Atlas.
• *Hooglund, N., *Wilson, A., *Plotnick, J., & Schneller, A.J. (2021).   Environmental Justice Atlas.
• *Brown, A., *Wilson, A., & Schneller, A.J. (2021).   Environmental Justice Atlas.
• *Jacoski, E., *Plotnick, J., & Schneller, A.J. (2021)  . Environmental Justice Atlas.
• *Klosterman, I., & Schneller, A.J. (2020). Environmental Justice Atlas.
• *Feldman-Schwartz, G. & Schneller, A.J. (2020).  . Environmental Justice Atlas.
• *Karl, P., & Schneller, A.J. (2020).  . Environmental Justice Atlas.
• *Chase, E., *Nizamuddin, S., *Wilson, A., & Schneller, A.J. (2020).   Environmental Justice Atlas.
• *Gukiesen, I. & Schneller, A.J. (2020). Environmental Justice Atlas.
• *Gordon, S., *Nizamuddin, S, *Wilson, A. & Schneller, A.J. (2020).   Environmental Justice Atlas.
• *Leong, J. & Schneller, A.J. (2020). Environmental Justice Atlas.
• *Levey, F. & Schneller, A.J. (2020).   Environmental Justice Atlas.
• *Goodell, T. & Schneller, A.J. (2019). . Environmental Justice Atlas.
• *Glaser, O. & Schneller, A.J. (2019).   Environmental Justice Atlas.
• *Chambers, C. & Schneller, A.J. (2019). Environmental Justice Atlas.
• *Cocchi, M.S. & Schneller, A.J. (2019). Environmental Justice Atlas.
• *Berson, O. & Schneller, A.J. (2019). Environmental Justice Atlas.
• *Silverman, A. & Schneller, A.J. (2019). . Environmental Justice Atlas. 

Contribution and associations:

• EcoEducadores Verde y Azul, Todos Santos, B.C.S., M茅xico 鈥� Board member
• International Union for Conservation of Nature 鈥� Commission on Strategic Communication and Education 鈥� Active member and contributor
• Environmental Education Research - Current and active referee
• Voluntas: International Journal of Voluntary and Nonprofit Organizations - Current and active referee

Teaching philosophy:

I have acquired a breadth of environmental knowledge, grounded in an academic foundation in environmental education and policy, and supported by professional and field-based research and teaching experiences in both the United States and Latin America. My educational endeavors are designed to be interdisciplinary in nature as I seek to acquire a broader understanding of how scholarship, pedagogy, field-based research, and policy can effectively intersect. This set of competencies has provided me with the tools and perspectives to instruct and mentor students, and engage them in evidenced based, inspirational, meaningful, and experiential environmental learning. My students report that they value this approach, as it contributes to both their environmental understandings and guides them toward changes in their affective and behavioral domains.

I am interested in working with students, faculty, and public and private stakeholders in assessing and designing solutions to local, national, and international environmental issues. I have a dedicated interest in working with students in the field, internationally, and on travel assignments throughout Latin America.

My instruction includes advancing an understanding of the value of dedication to service to the community as well as educating for eco-justice and community. This approach is perhaps most compatible with C.A. Bowers鈥� position that community-centered traditions provide an alternative to efforts 鈥渢hat are now overshooting the long-term sustaining capacity of the environment.鈥� Bower鈥檚 recommendations for the promotion of an eco-justice curriculum imply that we, as instructors, have a greater set of responsibilities as professionals and thus must work more intensively and thoughtfully to act as mediators who affect and incorporate the learner, the community, and the environment. This teaching philosophy first requires reflection and acknowledgment of the dominant social paradigm that promotes hyperindividuality and a hyperconsumer culture. It is important therefore to understand where in the curriculum education reproduces language and practice that facilitates the culturally and environmentally destructive patterns of the dominant social paradigm, and to address these issues accordingly.