College of Education

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Samantha Lindgren

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
  • Assistant Professor, Women & Gender in Global Perspectives, University of Illinois, Urbana-Champaign
Education

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

Research & Service

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.

Publications

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 >

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, [111184].  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, [101539].  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.

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 >

Courses

Education and Social Justice (EPOL 316)

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. Synchronous attendance required. Canvas LMS.

Ed for Glbl EnvironmentSustain (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. Synchronous attendance required. Canvas LMS.

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.

Survey Methods (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. Synchronous attendance required. Moodle LMS.

Educ for Global Enviro Sustain (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.

Survey Methods (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. Synchronous attendance required. Moodle LMS. ONLINE STUDENT SECTION.

Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term.

Education and Social Justice (EPS 380)

Education and Human Rights (EPS 529)

Survey Methods (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.

Survey Methods (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. ONLINE STUDENT SECTION.

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.