About Us

MaryMary Wright   

Mary Wright, teaches courses in literacy education, language arts and adolescent literature. Her interest in sustainability education began as an English teacher, while engaging her students in studying Shakespeare through nature and arts-based inquiry. Since 2008, Mary has served as a representative for the College of Education and Professional Studies on the Sustainability Working Group. After attending a Sustainability Curriculum Leadership Workshop at Emory University, Mary helped to organize and co-lead the first Sustainability Across the Curriculum Workshop in 2011. In 2012 Mary founded the Sustainability Faculty Fellows Committee comprised of former faculty participants in the sustainability curriculum workshop,  now known as the "Kinnikinnic Project." Currently she is active in leading faculty participants to identify sustainability learning outcomes, and co-presented this process at the 2013 AASHE conference. Mary is also working to engage teacher candidates in creating sustainability curriculum for K-12 students.  In addition to her role as professor in the Teacher Education Department, Mary directs the University of Wisconsin River Falls Professional Development School Program. In her spare time, Mary enjoys reading, writing, and walking her Standard Poodle, Chloe Bear.

FlorenceFlorence Monsour

Florence Monsour, teaches courses in educational psychology of elementary education majors, and coordinates the Principal Licensure Program as well as the Director of Instruction licensure program. Florence also supervises student teachers and principal interns in the field. She was trained in the first Sustainability Across the Curriculum workshop in 2011, and since then has taken a leadership role co-chairing the Sustainability Faculty Fellows Committee. Florence co- led the second annual "Kinnikinnic Project" in 2012, and participates in the Sustainability Learning Outcomes subcommittee. She recently co-presented "The Kinnikinnic Project: Developing Sustainability Learning Outcomes in Higher Education" at the 2013 AASHE conference.   Currently, Florence is working on an action research project with a colleague in Teacher Education that seeks to engage teacher candidates to develop k-12 Sustainability curriculum. Florence is actively involved in volunteerism within her community.  

TimTim Holleran, Ph.D   

Tim Holleran, Ph.D.,  professor of elementary and middle-level education in the UW-River Falls College of Education and Professional Studies.    His experience includes several years as an elementary school teacher and as a counselor with young adolescents.    For the past 28 years he has taught undergraduate and graduate courses in elementary, middle-level and secondary education, as well as counselor education, at UW-River Falls.      Areas of scholarly interest include the effects of movement activities on brain development and nonviolence education.

LissaLissa Schneider-Rebozo   

Associate Professor of English and Director of Research, Scholarly and Creative Activity; Specialize in British and World Literature and Cinema in the Long 20th C.  Publications on Joseph Conrad, Alfred Hitchcock, Djuna Barnes, Louise Erdrich, Park Chan-wook, and others.  Favorite activities: Reading, Attending Live Theater, Kayaking.



GrettaGreta Gaard   

Greta Gaard's research and activism address the local and global intersections of gender, race, sexuality, species, and ecology.  Her book publications include International Perspectives in Feminist Ecocriticism (2013), Ecological Politics: Ecofeminists & the Greens (1998); Ecofeminism: Women, Animals, Nature (1993); Ecofeminist Literary Criticism (1998); and a book of creative nonfiction, The Nature of Home (2007)." 






HollyHolly Dolliver   

Holly teaches a wide variety of courses in both the soil science and geology programs on campus. Her recent research has included a Sustainability Incubator project to quantify the effects of long-term land use change in Pierce County on soil carbon and examine the potential for carbon sequestration.  Holly participated in the 2013 Kinni Project workshop where she developed case studies examining the environmental, economic, and social issues surrounding the use of mineral and energy resources for her general education GEOL 350: Geological Destinies of Nations course.  



DougDoug Margolis   

Dr. Margolis is a visiting assistant professor in the English Department's TESOL Program. He has also taught for the University of Minnesota, University of Hawaii, and for nine years at various universities in South Korea. He specializes in language testing, teaching methods, and second language acquisition.  






VeronicaVeronica Justen   

Assistant Professor of Crop Science I teach crop production, plant breeding and genetics courses.  I also advise the Student Alliance for Local and Sustainable Agriculture (SALSA).  I have a strong interest in promoting sustainable agricultural practices to our students including effective crop rotation, proper crop variety selection and value-added crop production.   






RuthRuth Baker   

Ruth considers herself a broadly trained physical geographer with specializations in weather and climate, natural disasters, water resources, biogeography, environmental policy, and global change. Ruth emphasizes the importance of human-environment interactions and sustainability throughout her courses and her own research on snowfall patterns in the Upper Midwestern US.   






GraceCGrace Coggio  GraceC

Grace Leinbach Coggio is an Assistant Professor of Communication Studies and teaches in the CSTA Department.  She received her Ph.D. in Rhetoric and Scientific and Technical Communication from the University of Minnesota in 2010 and her M.A. in Speech Communication from Pennsylvania State University. Professor Coggio's research interests include organizational technology transfer and intercultural communication via collaborative technologies (i.e. global virtual teams). She teaches advanced level courses in organizational, leadership, intercultural, and small group communication.  Her interest in incorporating sustainability across the curriculum stems from a deep conviction that all aspects of society must strive to reduce the negative impacts of consumption while continuing to develop our capacity for renewal.