Teaching

Teaching Philosophy

Learning environmental science by doing environmental science.

My teaching emphasizes experiential, field-based learning that connects ecological concepts to the environmental challenges students encounter outside the classroom. Whether we're assessing a stream, visiting a wastewater treatment facility, discussing water management in the American West, or interpreting environmental data, I want students to understand not only how ecological systems function, but how scientific evidence can be used to make better environmental decisions. This mean that my classes go on a lot of field trips!

Environmental science is inherently interdisciplinary, applied, and place-based. I believe students learn it best when they have opportunities to move beyond the classroom and engage directly with the ecosystems, communities, infrastructure, and environmental problems they are studying.

My courses combine scientific foundations with field experiences, case studies, data analysis, writing, discussion, and problem-solving. I want students to become comfortable asking questions for which there may not be a single correct answer, evaluating evidence from multiple perspectives, and communicating scientific information clearly. Above all, my goal is to help students develop the confidence and skills to become thoughtful, curious, and capable environmental scientists and professionals.

Outdoor Classrooms

Some environmental concepts make much more sense when you can see, measure, and experience them.

Field experiences are integrated throughout my courses to connect classroom concepts with real environmental systems. Depending on the course, students may assess aquatic ecosystems, investigate environmental contamination, visit water and waste-management facilities, interact with environmental professionals, or explore how communities manage limited natural resources.

These experiences also introduce students to the diversity of careers available in environmental science and natural resource management. Meeting the people doing this work allows students to see how science, policy, engineering, conservation, and community needs intersect in professional environmental decision-making.

Research and teaching are closely connected in the Stoll Lab. Whenever possible, students work with real environmental data, methods, and questions rather than simplified examples created solely for the classroom.

Course projects can introduce students to techniques used in aquatic ecology and environmental monitoring, while capstone and independent research provide opportunities to take those skills further. Students may also contribute to projects developed alongside conservation organizations, agencies, and other community partners.

By connecting teaching with active research and environmental management, I hope students leave my courses understanding that science is not simply a collection of established facts—it is a process they can actively participate in.

NRM 330 — Environmental Pollution

An applied examination of the sources, transport, effects, and management of environmental pollutants. Students connect environmental chemistry and ecology with real-world pollution challenges through case studies, field experiences, scientific writing, and the development of pollution-management strategies. Course fulfills Supplemental Writing Skills requirement.

Photo from a field trip to the Rouge River Wolverine PFAS contamination site.

ENV 160 — Foundations of Environmental Science

An introduction to environmental science emphasizing the connections among ecological processes, human activities, and environmental decision-making. Students explore contemporary environmental challenges through lectures, laboratory activities, field experiences, data analysis, and interactions with environmental professionals.

Photo from a field trip to Holland's Wastewater Reclamation Facility.

HNR 280 — Water in the West

An immersive study-away course exploring the scientific, cultural, historical, and political dimensions of water in the American West. Students experience water-management challenges firsthand and visit Indigenous dwellings and culturally significant landscapes to learn how Indigenous peoples have adapted to and managed water scarcity across generations. Through shared travel, exploration, and learning, students also build meaningful relationships that often extend well beyond the course.

Photo from our first stop in Nebraska to learn about sustainable agriculural practices in the Ogalalla Aquifer area.

NRM 377 & NRM 495 — Natural Resource Management Capstone

The capstone sequence guides students from developing a feasible natural-resource research or management question through project implementation, analysis, interpretation, and professional communication. Students are encouraged to work on authentic environmental problems and collaborate with external organizations when those partnerships strengthen their projects.

Photo from a stream assessment on Rice Creek, data could be used for a capstone project.

Broadening How We Understand Environmental Systems

Western scientific approaches are one way of understanding environmental systems. Through collaboration with Indigenous Knowledge holders and colleagues across disciplines, I am working to thoughtfully incorporate Indigenous Ways of Knowing and Indigenous Ecological Knowledge into environmental science education.

This work emphasizes relationship-building, reciprocity, and learning directly from Indigenous Knowledge holders rather than simply incorporating Indigenous perspectives into existing Western scientific frameworks.

As these collaborations develop, the goal is to provide students with opportunities to consider how different knowledge systems can deepen our understanding of environmental change, stewardship, restoration, and relationships with freshwater and terrestrial ecosystems.

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