Assistant Professor, Education Policy, Organization and Leadership
330 Education Building
1310 S 6th St.
(UIUC Campus Mail) Champaign, IL 61820
PhD, Agricultural and Biological Engineering, University of Illinois Urbana-Champaign
M.Ed., Physics Teaching and Learning, University of Minnesota Twin Cities
B.S., Astrophysics, University of Minnesota Twin Cities
Dr. Lindgren’s work focuses on youth-oriented Sustainability Education, including Environmental Education and Education for Sustainable Development, and its impact on decision-making in the home, both in the United States and abroad. Her work is situated in topics of household energy and sustainable agriculture. She examines youth and their ability to affect change in their homes and communities through purposeful sustainability education programming in formal and informal settings. Internationally, her work is focused on the introduction of efficient cookstoves and sustainable agriculture practices in resource-limited settings and the role that education and youth play in strengthening community resilience. Domestically, she examines environmental education programming that addresses access and equity, as a way to connect youth and their households to their local environments. Dr. Lindgren is affiliated faculty in the department of Agriculture and Biological Engineering and the Technology Entrepreneurship Center in the Grainger College of Engineering, as well as the Women and Gender in Global Perspectives program.
Alrawashdeh, G. S., Lindgren, S., Reyes, M., & Pisey, S. (2022). Developing Youth’s Capacities as Active Partners in Achieving Sustainable Global Food Security through Education. Environmental Sciences Proceedings, 15(1). link >
Alrawashdeh, G. S., Lindgren, S., Reyes, M., & Pisey, S. (2022). Engaging youth at school to advance sustainable agriculture and inspire future farming: evidence from Cambodia. Journal of Agricultural Education and Extension. link >
Lindgren, S. A., Alrawashdeh, G. S., Vaughn-Guy, C., & Keding, V. (2022). Youth environmental sustainability education and practices at home: Longitudinal evidence from Namibia.
Jahnke, K., & Lindgren, S. (2021). You Teach Us: Peer teaching in the engineering classroom. ASEE Annual Conference and Exposition, Conference Proceedings.
Lindgren, S. A. (2021). Cookstove implementation and education for sustainable development: A review of the field and proposed research agenda. Renewable and Sustainable Energy Reviews, 146, . link >
Lindgren, S. A., Morris, K., & Price, A. (2021). Designing environmental storylines to achieve the complementary aims of environmental and science education through science and engineering practices. Journal of Environmental Education, 52(4), 239-255. link >
Lindgren, S. A. (2021). Sustainability Education For Namibian Youth to Advance Efficient Cookstoves And Energy Development. Consilience: The Journal of Sustainable Development, (24), 1-12.
Lindgren, S. A. (2020). A broader definition of cookstove stakeholder: The inclusion of youth and education in sustainable energy development. Proceedings of the 2020 International Conference on Sustainable Development.
Lindgren, S. A. (2020). Clean cooking for all? A critical review of behavior, stakeholder engagement, and adoption for the global diffusion of improved cookstoves. Energy Research and Social Science, 68, . link >
Lindgren, S., Sebestik, J., & Valocchi, A. J. (2016). Using an aquifer simulation to investigate relationships between ground water, human activity, and drought (P12 Resource Exchange). ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June. link >
Sebestik, J., & Lindgren, S. (2016). Using stickers and copper tape to prototype and explore electrical circuits (P12 Resource Exchange). Paper presented at 123rd ASEE Annual Conference and Exposition, New Orleans, United States.
Hu, Y., Valocchi, A. J., Lindgren, S. A., Ramos, E. A., & Byrd, R. A. (2015). Groundwater Modeling with MODFLOW as a Web Application. GroundWater, 53(6), 834-835. link >
EPOL 316: Education and Social Justice (EPOL 316) Same as EPS 380. See EPS 380.
EPOL 380: Education and Social Justice (EPOL 380) Introduces students to key definitions, theories, and practices of justice in education. Using a combination of philosophical and political theory-based analyses of the features of justice: fairness, equity, representation, responsibility, and difference, among others, readings invite students to consider how education and schooling can help to nurture democratic ties and equity.
EPOL 421: Education for Global Environmental Sustainability (EPOL 421) Serves as an introduction to the field of Sustainability Education as an opportunity to promote social and environmental justice and "sustainability" in a globalized world. The course will cover a foundational understanding of the history, theoretical underpinnings, pedagogical approaches, and the practice of sustainability education, and related fields such as Education for Sustainable Development (ESD) and Environmental Education (EE), in terms of how they are conceptualized and implemented around the world. State and federal documents will be examined, as will global policy documents including UNESCO?s Education for Sustainable Development: A Roadmap, to better understand the purpose, design, and content of these fields and their impact on people, place, and planet. Meant to prompt curiosity and critical questioning about learning and instruction in formal and informal spaces. We will explore current definitions of sustainability, the role education plays in advancing a sustainable future, and how connections to place can promote stronger systems of education and justice. The course is organized thematically around topics such as the Rationale for Sustainability Education, Theories and Practices of Sustainability Education, Current Global and Local Policy Frameworks, and issues in Sustainability Education and Climate and Social Justice. 3 undergraduate hours. 4 graduate hours.
EPOL 490: Special Study and Investigation (EPOL 490) Offers opportunity for an individual to study, on or off campus, selected problems, trends, and new developments in education or to conduct specialized investigations for the improvement of instructional programs.
EPOL 524: Education and Human Rights (EPOL 524) Introduces students to varieties of definitions of citizenship - ranging from nation-specific practices and obligations to human rights-based global citizenship - and their relationship to globalized education and public problem solving. Readings include canonical texts on political organization and responsibilities as well as contemporary theories discussing transnational, global, and cosmopolitan citizenship. Also covers the challenges and promises of diversity, statelessness and non-citizenship participation, particularly in educational concerns but also more broadly.
EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.
EPS 380: Education and Social Justice (EPS 380) Same as EPOL 380. See EPOL 380.
EPS 529: Education and Human Rights (EPS 529) Introduces students to varieties of definitions of citizenship - ranging from nation-specific practices and obligations to human rights-based global citizenship - and their relationship to globalized education and public problem solving. Readings include canonical texts on political organization and responsibilities as well as contemporary theories discussing transnational, global, and cosmopolitan citizenship. Also covers the challenges and promises of diversity, statelessness and non-citizenship participation, particularly in educational concerns but also more broadly. Same as EPOL 524. 4 graduate hours. No professional credit.
EPS 590: Advanced Graduate Seminar (EPS 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.
ERAM 581: Evaluation with Applied Survey Design I (ERAM 581) The initial course in a three-part course sequence that introduces the theories, methods, and applications of surveys for educational and social programs through student projects. The survey is an essential tool for researchers in the social sciences and in many applied professional fields, such as education, public health, and marketing. In the context of student projects, we will examine the major planning tasks necessary for conducting surveys, including problem formulation, study design, questionnaire and interview design, pretesting, sampling, interviewer training and field management, and code development. We will focus throughout on issues of design, refinement, and ethics in research that crosses boundaries of nationality, class, gender, language, and ethnicity.
ERAM 583: Evaluation with Applied Survey Design III (ERAM 583) Intended for students who have completed ERAM?581 & ERAM?582, and/or have completed independent data collection using survey instruments. Previous knowledge of survey data collection methods and an original data set is a prerequisite for taking this course. This module will focus on applied data processing and analysis including data editing, imputation, weighting, and considerations for reporting data from complex sample surveys. Emphasis will be on the practical application of data analysis procedures in Stata, a statistical software application with the capability to account for survey design, to applied research problems. This online course will be open to both on-campus and online students. This course will make use of the STATA statistical platform which can either be purchased individually or used freely in campus computer labs, where available. 4 graduate hours. No professional credit.