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2014 Leadership Team

Leadership Team for the Contested Spaces seminar sponsored by the SAIL Program.
On-site portion in the Pikes Peak region of Colorado on June 20-30, 2014.

The 2014 SAIL leadership team provided the intellectual leadership for the seminar during its residency at the Catamount Mountain Campus and worked with other participants to organize the seminar design and implement activities.


Howard Drossman has held appointments in the Chemistry Department, Environmental Program and Education Department at Colorado College where he directed the Environmental Program from 2000-2007. Howard's work in environmental science focuses on systems perspectives of ecology and biogeochemical cycling while his work in environmental education focuses on developing methods to assess whether interdisciplinary conceptions of stewardship promote students' abilities in mindfulness, reflective judgment and integral thinking. Howard is currently developing a Semester in Environmental Education (SEE) Program, a residential fall semester undergraduate program at the Catamount Mountain Campus dedicated to new approaches to assessing and improving outdoor environmental education programs for K-12 students.


Donna McMillan is the Chair of the St. Olaf Psychology Department where she has taught since 1994. Donna has long-standing interests in contemplative approaches to the environment. Donna's work in clinical psychology and environmental psychology addresses the intersection of stewardship from the perspectives of spirit and science. Donna has taught Ecopsychology as a visiting professor at Colorado College, and she teaches a St. Olaf College January-term off-campus course at Rocky Mountain National Park in Colorado focused on the psychological significance of the natural world. Her research explores subjective experience and meanings found in nature.


Jonathan Lee has devoted much of his career in the ACM — first at Knox College and then at Colorado College — to pursuing for himself and nurturing in his colleagues a devotion to student-centered teaching and learning. Central to his vision of education are wide-ranging class discussions and regular, intensive writing assignments that combine rigorous intellectual analysis with creative and personal reflection. Jonathan's work in philosophy looks at how the discipline helps frame connections and promotes dialogue across the different epistemological and cultural traditions. His interest in questions of education, grounded in history and culture, provides depth to the team's perspective on reflective judgment. More generally, his work focuses on the role of subjectivity and its relation to the social, the scientific, and the spiritual domains.