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Skidmore College

Andrew J. Schneller, Ph.D.

Andrew SchnellerVisiting Assistant Professor of Environmental Studies and Sciences

Phone: 518.580.8192
Emailaschnell@skidmore.edu
Personal website here

EDUCATION

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

COURSES

  • ESS 100 Environmental Concerns in Perspective
  • ESS 221 Sustainable Development
  • ESS 305 Environmental Education
  • ESS 306 US Public Lands and Oceans: Policy, Law, Management and Current Events
  • ESS 374 Research Capstone: Design and Methods
  • ESS 375 Research Capstone: Data Collection, Analysis, and Communication

PUBLICATIONS

Published manuscripts- click here for PDF files of Dr. Schneller's published manuscripts

CONTRIBUTION AND ASSOCIATIONS

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

PRESENTATIONS

2011

  • 6th World Environmental Education Congress,  Brisbane, Australia.  Schneller, A.J., Johnson, B.J. & Bogner, F.X.  Using the Model of Ecological Values (2-MEV) to measure environmental attitudes in Mexico
  • 3rd Meeting of the Mexican Chapter of the AFS and the Mexican Fisheries Society Mazatlan, Mexico.  Schneller, A.J. & Castañeda Fernández de Lara, V.  Assessment of the artisanal fisheries sector in the Bahia Magdalena region of Baja California Sur, Mexico: Social capital, sustainability, and community empowerment.
  • 31st Annual Symposium on Sea Turtle Biology and Conservation.  San Diego, California, USA.  Schneller, A.J. & Baum, P.A.  The Emergence of Associational Life in México’s Wild West: Pioneering Civic Participation, Sea Turtle Conservation, and Environmental Awareness in Baja California Sur (research paper presentation)

2010

  • 5th International Symposium on Pacific Squid La Paz, Mexico.  Schneller, A.J., Castañeda Fernández de Lara, V., Salinas Zavala, C.A., & Mejía Rebollo, A.  Socio-economic characteristics of the uncommon Humboldt squid (Dosidicus gigas) fishery of 2010 in Bahia Magdalena, Baja California Sur, Mexico (research paper presentation)
  • Conference of the International Society for Third Sector Research.  Istanbul, Turkey.  Schneller, A.J. & Baum, P.A.  The Emergence of Associational Life in México’s Wild West: Pioneering Civic Participation, Sea Turtle Conservation, and Environmental Awareness in Baja California Sur (research paper presentation)
  • The 9th Annual Hawaii International Conference on the Social Sciences.  Waikiki, Hawaii, USA.  Schneller, A.J. & Irizarry, A.  Imaging Conservation: Sea Turtle Murals and Community Environmental Consciousness and Behaviours in Baja California Sur, Mexico  (research paper presentation)
  • 12th Annual Reunion of the Grupo Tortuguero. Loreto, B.C.S., México.  Schneller, A.J. & Baum, P.A.  Funding, Environmental Education, and Outreach Opportunities for Enhancing the Sea Turtle Conservation Movement in Baja California Sur, Mexico (research and White Paper presentation)

AWARDS

  • 2007 Erasmus Circle Scholar, The University Of Arizona

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’ position that community-centered traditions provide an alternative to efforts “that are now overshooting the long-term sustaining capacity of the environment.” Bower’s 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.