Maureen P. Hogan traverses disciplines to better understand social justice issues and teacher empowerment in education. Trained for interdisciplinarity in graduate school, she has published in fields as diverse as literacy and technology, media literacy, ethnomathematics, rural masculinities, critical pedagogy, educational philosophy, neoliberalism, feminist and queer theory, research methodology, and Indigenous studies. She teaches education courses at the University of Alaska Fairbanks, and, drawing on her early career as an ELL teacher, is currently helping to develop a TESOL/bilingual endorsement. Having successfully chaired 50 M.Ed. students projects and theses, and on the committees of many more, Dr. Hogan is proud to say that teaching and mentoring is her greatest joy.  As a feminist in a highly feminized field, she believes that teachers should be treated as cultural workers and intellectuals, and that teachers' agency, creativity, and well-being is of critical importance to the flourishing of children and their schools.

Education & Training:

• University of Wyoming
  Doctor of Philosophy in Education, August 2011
  Concentrating in Curriculum and Instruction
  Dissertation Title: Exploring the Special Places of Preschool Children in the Home Environment
• Masters of Arts in Education, May 2008
  Master of Science in Environment & Natural Resources
  Minor American Indian Studies
  Plan B Project: Walk in Beauty not in Trash (A documentary film about the solid waste open-dumping issue on the Navajo Nation)
• Northern Arizona University
  Bachelor of Science in Elementary Education, May 2003
  Emphasis in Psychology; Summa Cum Laude

Research Interests:

• Young Children’s Place and Environmental Identity Development (EID)
• Engaging Young Children as Active Researchers
• Place-Based, Environmental, and Sustainability Education
• Indigenous Relations with Place
• Critical Pedagogy in Teacher Education

Selected Publications & Presentations:
See a complete list of citations

• Green, C. (2016). Sensory tours as a method for engaging children as active researchers: Exploring the use of wearable cameras in early childhood research. International Journal of Early Childhood, 48(3), 277-294. DOI :10.1007/s13158-016-0173-1.
• Green, C. (2016). Sensory tours by children. Green Teacher, 111, 7-9.
• Green, C., Kalvaitis, D., Worster, A. (2016). Recontextualizing psychosocial development in young children: A model of environmental identity development. Environmental Education Research, 22(7), 1025-1048. DOI: 0.1080/13504622.2015.1072136.
• Green, C. (2015). Towards young children as active researchers: A critical review of the methodologies and methods in early childhood environmental educationresearch. Journal of Environmental Education, 46(4), 207-229. DOI:10.1080/00958964.2015.1050345.
• Green, C. (2013). A sense of autonomy in young children’s special places. International Journal of Early Childhood Environmental Education, 1(1), 8-33.
• Green, C. (2012). Listening to children: Exploring intuitive strategies and interactive methods in a study of children's special places. International Journal of Early Childhood, 44(3), 269-285.

Professional Organization Memberships:

• North American Association for Environmental Education
• Reviewer: Environmental Education Research
• Consulting Editor: International Journal of Early Childhood Environmental Education (IJECEE)
• Transnational Dialogues (TND) in Research in Early Childhood Education for Sustainability (ECEfS)

Education & Training:

• B.A. in Humanities - University of Alaska Fairbanks, May 1992
• M.A. in Cross-Cultural Studies - University of Alaska Fairbanks, June 2010
• Ph.D. in Indigenous Studies - University of Alaska Fairbanks, December 2015

Research Interests:
Dr. Topkok’s research interest include multicultural and Indigenous education, decolonization and Indigenist methods and methodologies, working with communities to help them document their cultural heritages, and community well-being.

His previous and present research partners include:

• Alaska Rural Systemic Initiative
• Alaska Native Knowledge Network
• Center for Cross-Cultural Studies
• International Arctic Research Center
• WGBH Teachers Domain: Alaska Native Perspectives on Weather and Climate
• Passport to Knowledge POLAR-PALOOZA
• Alaska Centers for Ocean Sciences Education Excellence
• Smithsonian Arctic Studies Center
• UAF Festival of Native Arts
• Margaret A. Cargill Foundation - North Slope Borough School District
• Prince William Sound College – University of Alaska Anchorage

Selected Publications & Presentations:

Link to my publications

• Harrod, R., Williams, M., Breinig, J., Lind, S., Leonard, B., Twitchell, L., Topkok, S., Wilga, C., & Mitchell, R. (Editors). 2015 Alaska Native studies conference journal. Anchorage, AK: University of Alaska Anchorage. (pending)
•  Topkok, C. S. (2016). Iñupiat Ilitqusiat: Inner views of our Iñupiaq values. Fairbanks, AK: UA Press. (pending)
• Topkok, C. S., Freiburger, A., Barnhardt, R., Koskey, M., Brooks, C, & Stern, C. (Editors). 2014 Alaska Native studies conference journal. Fairbanks, AK: University of Alaska Fairbanks.
• Topkok, S. A., & Green, C. J. (2016). Following the Pathways of the Ancestors: Well-being through Iñupiaq Dance. In Indigenous Perspectives on Education for Well-Being in Canada.
• Barnhardt, R. & Topkok, S. A. (2016). Cultural orientation for new University of Alaska Southeast faculty. (Keynote Address). Juneau, AK: Sealaska Heritage Foundation.
• Topkok, S. A. (2016). Indigenous programs at the University of Alaska Fairbanks. (Presentation). World Indigenous Nations Higher Education Consortium Conference. Ōtaki, Aotearoa: Te Wānanga o Raukawa.
• Tuck, E., Topkok, S. A., & Mack, L. (2016). Indigenous methodologies. (Panel). Oahu, HI: Native American and Indigenous Studies Association Conference.
• Topkok, S. (2016). Contributing author for Nordicité. (Online). Retrieved from http://www.theatreincline.ca/nordicite/en/
• Hogan, M. P., & Topkok, C. S. (2015). Teaching Indigenous Methodology and an Iñupiaq Example. Decolonization, Indigeneity, Education and Society.
• Topkok, C. S. A. (2015). Iñupiat Ilitqusiat: Inner Views of Our Iñupiaq Values. Unpublished dissertation. Fairbanks, AK: University of Alaska Fairbanks.
• Topkok, S. A. (2014). An Iñupiaq methodology. (Presentation). Oahu, HI: World Indigenous Peoples’ Conference on Education.
• Topkok, S. (2014). Iñupiaq Well-Being. (Keynote Speech). Alaska Child Maltreatment Conference. Anchorage, AK: Alaska Children’s Alliance.
• Dublin, R., Sigman, M., Anderson, A., Barnhardt R., & Topkok, S. A. (2014). COSEE-AK Ocean Science Fairs Projects in Both Western Science and Traditional Native Knowledge. In Journal of Geoscience Education 62(166-176). Bellingham, WA: NAGT.
• Topkok, S. (2014). TedxClaremont Colleges. (Producer). Iñupiaq stories: Past, present, and future. Retrieved from http://tedxtalks.ted.com/video/Iñupiaq-Stories-Past-Present-an
• Topkok, S. (2014). Native Ways of Networking. In Multicultural Knowledge and the University. Alor Setar, Malaysia: Multiversity.
• Topkok, C. S. (2011). Humility. In Sharing Our Pathways: Native Perspectives on Education in Alaska. Fairbanks, AK: Alaska Native Knowledge Network.
• Topkok, C. S. (2010). Iñiqpaġmiut Iñupiat Quliaqtuaŋit: Iñupiat Urban Legends: An Analysis of Contemporary Iñupiat Living in an Urban Environment. Retrieved from http://ankn.uaf.edu/Curriculum/Masters_Projects/SeanTopkok/

Professional Organization Memberships:

• Electronic Cultural Atlas Initiative, Affiliate Member
• Native American and Indigenous Studies Association, Member
• UArctic Verdde Thematic Network, UAF Member
• Alaska Native Studies Council, UAF Member
• Chancellor’s Advisory Committee on Native Education, Chair
• Journal of Global Education and Research, Editorial Advisory Board Member
• World Indigenous Nations Higher Education Consortium, Alaska Executive Board Member
• World Indigenous Peoples’ Conference on Education, Alaska Delegate
• Phi Kappa Phi, Lifetime Member

Introduction:

One of the most challenging aspects in our humanness is coming to terms with our humanness.  Becoming a professional counselor is embarking on a journey to become aware of the humanness of self and others.  Professional counselors are the instrument in their counseling work.  Therefore, one of my central aims is to assist counselors-in-training (CITs) to develop into becoming a competent professional counselor.

It is my privilege to learn about and serve all Alaskans with their unique needs and wants related to counseling.  In particular, understanding how school counselors service in remote, rural, and urban areas of Alaska is a priority.  With greater understanding and curiosity, we seek to prepare CITs to meet those challenges and needs that school counselors work with every day. 

I look forward to working with each of our students and to encourage those who may see themselves marginalized to come, learn, and service. -James R. Morton, Jr., Ph.D., NCC

Teaching Focus:

• Clinical training: Skills, Internship and Field Practicum
• Group Theory and Practice
• School Counseling
• Research Methodologies

Education:

• Southern Illinois University Carbondale, Carbondale, IL: June 2017
  Doctor of Philosophy, Counsel Education and Supervision, CACREP-accredited
  Dissertation title: Supervisors' experience of resistance during online group supervision: A phenomenological case study

• University of Missouri St Luis, St Luis, MO: August 2013
  Master of Education in Counselor Education: Community Mental Health, CACREP-accredited

Education & Training:

• Doctorate of Philosophy, School of Human Services, Capella University, 2008
  Concentration: Social Work
• Master of Science in Social Work/Human Services, School of Human Services, Capella University, 2003
• Bachelor of Science in Child Development,University of Idaho, 1977
• Bachelor of Science in Education, University of Idaho, 1977.

Research Interests:

• Mental and Physical Health Effects of Climate Change
• Recruiting and Retaining Rural and Indigenous Students in to Higher Education

Selected Publications & Presentations:

Publications:

• Renes, S. (Ed.). (2017). Global voices in higher education. Retrieved from https://www.intechopen.com/books/global-voices-in-higher-education
• Driscoll, D., Barker, R., Johnston, J., Mitchell, E., & Renes, S. (2016). Unusual weather events associated with climate change in Alaska have adverse outcomes: Findings from a community based sentinel surveillance system. International Journal of Epidemiology, 44, 65-66. doi:10.1093/ije/dyv097.242
•  Driscoll, D., Mitchell, E., Barker, R., Johnston, J., & Renes, S. (2016). Adaptation in Alaska to assessing the health effects of climate change in Alaska.Climatic Change, 136(2), 1-12. doi: 10.​1007/​s10584-016-1687-0
• Renes, S. (2015). Increasing access to higher education through e-learning In B. Gradinarova (Ed.), E-Learning: Instructional design, organizational strategy and management.
• Renes, S. (2014). Amplifying Indigenous voices in the higher ed. classroom. Hybrid Pedagogy.  Retrieved from https://hybridpedagogy.org/amplifying-indigenous-voices/
• Driscoll, D. Sunbury, T., Johnston, & Renes, S. (2013). Employing a community-based sentinel surveillance system to assess the health effects of climate change in Alaska: Initial findings. International Journal of Circumpolar Health Studies, 72, 1-9. doi: http://dx.doi.org/10.3402/ijch.v72i0.21405
• Renes, S., & Strange, T. (2011). Using technology to enhance higher education. Innovative Higher Education, 36(3), 203-213. doi: 10.1007/s10755-010-9167-3

Presentations:

• Cognitive and Exploratory Learning in a Digital Age in Algrave, Portugal, in October 2017. Topic: I might not be as tech as you think: Collegiate print versus digital preferences.
• Maamwizing - Indigenous Conference at Laurentian University in Sudbury, Ontario, in November 2016. Session Co-Chair, Panel Discussion: Placing Alaska Native and Indigenous Knowledges in the Academy.
• Pathways into Health in Seattle, Washington in October 2015. Topic: Uniting and Sustaining Pathways into Health Professions: An Overview and Highlights Of Alaska’s Progress For “Growing Our Own” Sustainable, Culturally Attuned Behavioral Health Workforce.  
• National Indian Education Association in Anchorage, Alaska in September 2014. Topic: Reclaiming Indigenous Spaces In Higher Education:  Examining Recruitment, Retention, And Mentoring Of Alaska Native Students At The University of Alaska Fairbanks.
• American Geophysical Union Science Policy Conference in Washington DC, in June 2013. Topic: Community-Based Sentinel Surveillance and Preference Elicitation Inform Climate Change Adaptation in Rural and Frontier Communities in Alaska. 
• Native American and Indigenous Studies Association in Saskatoon, Saskatchewan, in June 2013. Topic: Indigenous Studies in Alaska: Interdisciplinary Initiatives in Research, Service and Pedagogy.
• The International Congress of Arctic Social Sciences Circumpolar Perspectives in Global Dialogue: Social Sciences Beyond the International Polar Year in Akureyri, Iceland, in June 2011. Topic: Expanding Access For Indigenous Students To The Behavioral Health Workforce Through Distance Education. 

Professional Organization Memberships:

• International Association of Eating Disorders Professionals
• Arctic Alliance for People
• National Association of Social Workers
• American Counseling Association

Education and Training:

• Ph.D. University of Alaska Fairbanks, 2017
  Cross-Cultural Education and Futures Studies
  Resilience and Adaptation Program Fellow
  Thesis: Compulsory Education and Resilience in Northern Alaska: The Role of Social Learning and Youth in Healthy Sustainable Communities
  IRB certificate, 2015
• Alaska Type B Administrative Certificate, 2017
• Alaska Professional Teacher Certificate, 2013, English, Grade 5-12
• M.F.A. University of Alaska Fairbanks, 2010, Creative Writing; Thesis: Analog Pop
• M.A. (with Distinction) California State University - Northridge, 2005
  Educational Leadership and Policy Studies.
  Thesis:English Language Learner Mainstreaming: A Qualitative Action Research Project Examining How Students’ Attitudes Affect Success
• California Certificate of Eligibility Administrative Services Credential, 2005
  State of California Commission on Teacher Credentialing
• California Professional Clear Single Subject Teaching Credential - English, University of California, Los Angeles and California State University-Dominguez Hills, 2002
  Writing and Cross-Cultural, Language, and Academic Development emphasis
• B.A. University of Southern California, 1995
  English/Creative Writing; Honors: Resident Honors/Thematic Option Program; Dean’s Scholar; Semester Abroad at Charles University in Prague, Czech Republic

Research Interests:

• Research Assistant, National Science Foundation - The Northern Alaska Scenarios Project (NASP): Envisioning Futures and Strategizing Pathways for Sustainable Healthy Communities, 2013-2016; $954,290. Participated in writing the grant and have been engaged as an RA during its entirety. Responsible for facilitation and coordination of the school districts of Northwest Arctic Borough and North Slope Borough for participation of students, teachers, and administrators in scenarios workshops and follow-up meetings. Certificate in Foresight Seminar,January 2015, University of Houston.
• Principal Investigator, Arctic Futures Makers Project, 2015-2016; $51,250. Designed, coordinated and facilitated two-day scenarios workshop with high school students from all ten villages of the Northwest Arctic Borough (NWAB), Alaska. Produced and presented reports, with student-participants, to the community and councils of Kotzebue and NWAB.
  
  In my Ph.D. research, I research the role of education in community resilience. Specifically, how different modes of learning and success can be facilitated in rural and largely Indigenous communities. Many varied factors impact students’ lives during the high school years so that success in schooling outcomes cannot be used as the sole educational predictor in assessing a community’s resilience. I am considering resilience as a community’s ability to rebound in the face of perturbations. In Alaska, as well as across the Arctic, changes related to climate and resource exploitation, as well as historical and present culture shifts and dynamics related to modernization, add to the pressures of remote communities. For such communities learning among youth is generally in two modes – one considered Indigenous and primarily grounded in knowledge of Iñupiaq (in my area of study) culture, languages, land, connectedness, and subsistence practices. The second is the Western mode of education that takes place in a public school system.  The dislocation of youth in communities has paralleled a decrease in high school graduation rates partly because these two modes of learning remain disconnected.  This context is further problematized by a rapidly changing climate in the North that challenges the knowledge of elders and others with traditional knowledge concerning the land and seascapes.
  
  In brief, my research is directed at understanding the role of rural schools in regional resilience in Arctic Alaska and more specifically:  (1) How do schools serve as a tool of governance and what does this mean for rural, largely Indigenous communities? (2) What would be the best method to help communities deliberate about the future of community resilience, in particular the role educational practices play? (3) How might communities draw on both Indigenous and Western modes of learning to plan for the future and create capacity for successful lives of the youth as integral parts of community resilience?
  
  My research has included qualitative interviewing and conducting scenarios development workshops, honing these skills and expertise through my work with the Northern Alaska Scenarios Project and the Arctic Futures Makers project. This development and refinement will likely continue in my role as a research contributor and scenarios development workshop coordinator with the recently funded NSF grant ($878,592) titled Public Participation in Scientific Research: Arctic Harvest (Arctic Berry Jam) with PI Katie Spellman and Co-PIs Deb Jones, Christa Mulder, and Elena Sparrow. My research includes working with the Inuit (Iñupiat) people in the Northwest Arctic and North Slope Boroughs of Alaska [geographically, Arctic Alaska] on the impacts of education and participation in futures thinking on community resilience. I think the connections and collaborations possible amongst Arctic communities could be impactful and lead to greater understanding and adaptation in educational systems, and therefore sustainability in circumpolar communities.

Selected Publications and Presentations:

• 2017 Journal Article (in preparation for American Educational Research Journal) “Arctic Futures Makers: Scenarios as a Deliberative Educational Practice for Rural High School Student Resilience.”
• 2017 Report, Contributing author. Lead authors Ben Preston and A.L. Lovecraft, Arctic Council, Arctic Monitoring and Assessment Program, Adaptation Actions in a Changing Arctic (AACA), regional (Bering/Beaufort/Chukchi) report, Chapter 8 “Scenarios.”
• 2017 Journal Article (Under Review, Sydney Environmental Institute) “Co-Producing Anticipatory Governance: Scenarios as Social Learning in Arctic Alaska “ A.L. Lovecraft, B. Blair, D. Cost, K. Hillmer-Pegram, R. Hum, H. Eicken, and M. Mueller-Stoffels.
• 2015 Journal Article (blind peer review) “The Role of Public Education in Governance for Resilience in a Rapidly Changing Arctic” Ecology and Society20(3):29, http://dx.doi.org/10.5751/ES-07757-200329
• 2012 Report to North Slope Borough School District “Feasibility of Alternative School Programing in Utqiaġvik, Point Hope, and Point Lay.” (2017 revised as “Designing Schools for Student Success: Alternative School Programing in Utqiagvik, Point Hope, and Point Lay” in preparation for Journal of American Indian Education).

Professional Organization Memberships:

• Alaska Evaluation Network    
• American Educational Research Association
• Association of Writers and Writing Programs
• Academy of American Poets
• Association for Supervision and Curriculum Development
• National Council for the Social Studies
• National Council of Teachers of English
• National Education Association and California Teachers’ Association
• National Writing Project
• Native American and Indigenous Studies Association