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Joan Hornig, M.F.A.
Department Chair, Elementary Education; Associate Professor and Fieldwork Coordinator
UAF School of Education
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.
- Mental and Physical Health Effects of Climate Change
- Recruiting and Retaining Rural and Indigenous Students in to Higher Education
Selected Publications & Presentations:
- 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
- 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 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