People

As the first Director of Education for a long-standing membership driven non-profit, I have opportunity to learn from our diverse program leaders and members every day. Our mission to preserve, protect, and restore is present in all of our citizen science projects and especially in our outreach to public school teachers in a collaborative project between Loudoun Wildlife Conservancy and Loudoun Co. Public Schools. The Peterson Young Naturalist journaling program brings teachers and students to the outdoors and to the idea that nature can be our teacher and our classroom.

4th-year doctoral candidate in the Department of Disability and Psychoeducational Studies (DPS) at the U of A. My research explores the advancements of increased accessibility, program inclusion, and equitable practices within EE educational opportunities for historically marginalized communities.

I have a background in freshwater fisheries management and outdoor education. I recently shifted to teaching full time in a higher ed institution. My courses include environmental education for natural resources students, ichthyology, principles of ecology, and marine ecology.

Passionate about the environment, education, and social innovation. I am dedicated to driving meaningful change through community engagement, collaboration, and leadership in conservation efforts.

Biologist with a Master's in Environmental Education, specializing in sustainability consulting in collaboration with national and international organizations. Have held public positions in environmental education within government agencies. Fellow of the Mesoamerican Reef Leadership Program of the Mexican Fund for the Conservation of Nature. Accredited with the Environmental Registry for developing Solid Waste Management Plans. University and Master's Degree Lecturer. Former Licensee for TEDxCancún and TEDx Ambassador for Mexico.

I am currently an AmeriCorps member serving with the Environmental Education Leadership Corps in Kentucky. I serve at the Louisville Nature Center where we provide educational programming for kids and adults of all ages with our forest preschool, summer camps, field trips, outreach, and guided hikes. 

For 50+ years, we have been guiding youth, adults and elders through life transitions, restoring rites of passage and building multi-generational community.

Cheron H. Davis, Ph.D. is an associate professor of reading education at Florida Agricultural and Mechanical University. Recognized as one of the top 25 leading women in higher education by Diverse: Issues in Higher Education and as Florida Project Learning Tree’s Educator of the Year, Dr. Davis is a practitioner at heart and maintains healthy, robust relationships with classroom teachers throughout the U.S.

Dr. Davis's initiative, ECO-READ (Empowering Conservation through Observation, Reading Education, Application, & Discovery), integrates STEM and literacy education with a focus on environmental education within HBCU teacher preparation programs. ECO-READ aims to enhance both teaching practices and environmental literacy among preservice teachers by bridging the gap between environmental education and literacy.

Dr. Davis’s research investigates the complex intersections of literacy, identity, and pedagogy within HBCUs. Grounded in critical literacy theory and sociocultural frameworks, her scholarship examines the belief systems, self-efficacy, and reflective practices of preservice teachers in early literacy and interdisciplinary contexts. Her current projects integrate environmental and reading education through the Eco-Read initiative, a federally supported effort to explore how ecological literacy experiences shape teacher preparation and student engagement in STEM-rich environments. Dr. Davis examines the mechanisms by which culturally responsive pedagogy, disciplinary literacy, and social justice–oriented teacher education converge to foster equitable reading outcomes. Her research agenda advances a transformative vision for literacy teacher preparation, particularly within HBCU ecosystems, emphasizing sustainable models of instruction that bridge the cognitive, cultural, and environmental dimensions of learning.