Directors & Staff

EECOM is governed by a volunteer Board of Directors. In accordance with our by-laws, an election must be held to replace those Board members whose term expires in the current year; the incumbent members may stand for re-election. Participation on the Board of Directors is one of the ways to help shape EECOM’s contribution to environmental learning in Canada and to engage in meaningful dialogue with our colleagues across the country. Board members are expected to participate in teleconferences as required, to contribute to the work of EECOM committees, and to attend an annual Board retreat. To serve on the Board, a candidate must be a full EECOM member in good standing, and must be at least 18 years of age.

2021-2022 Board of Directors

Adam Young, Chair (Saskatchewan)

Adam Young is a teacher originally from Saskatchewan, now living in Ottawa, on the unceded territories of the Algonquin nation. Working with Scouts Canada, he leads the organization’s STEM programming and the creation of a new Scouts-wide environmental initiative. In his graduate work, Adam helped lead school board and ENGO recruitment as part of data collection for the Sustainability and Education Policy Network (SEPN) at the University of Saskatchewan. A French Immersion and English teacher, his previous work has included leading climate change and energy educational programming for the Canada Science and Technology Museum, teaching place-based education courses for student teachers, and classroom teaching. Working with Swedish environmental educators, he returns yearly to Scandinavia, and organizes experiential learning for English language learners at Wynchemna camps in Calgary and Vancouver.

Adam’s current interests: Green school certification; climate change adaptation and mitigation; education for sustainable development; Sweden-Canada comparative education; interdisciplinary and multidisciplinary teaching; English language learners; teacher education; curriculum studies.

Shannon Harding, Vice-Chair (Nova Scotia)

Shannon Harding studied both Education and Environmental and Resource Science at Trent University, but credits her passion for the environment to outdoor exploration as a child, as well as some inspiring educators she met along the way. Shannon has previously worked in the field of Environmental Education as a classroom teacher, a college vice-principal, and as the education manager of a natural science centre. Currently, as Director of Programs at Clean Foundation, she spends her time designing, developing and evaluating strategies and programming to engage children and youth while also overseeing all of Clean’s waste and water initiatives. Shannon lives in the traditional lands of the Mi’kmaq and works in the traditional lands of the Mi’kmaq, Walastoqiyik, and Peskotomuhkati.

Shannon’s current interests: Climate education; ocean literacy; behaviour change; education policy and practice; board governance; experiential/inquiry/place-based education; education for sustainability; learning competencies; governance; green school certification; teacher education; cross-curricular approaches to teaching and learning.

Bruce Ford, Past Chair (British Columbia)

Bruce Ford respectfully lives, works, plays, and learns on the traditional and unceded homeland of the xʷməθkʷəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ (Tsleil-Waututh) Nations. Bruce is the Sustainability Education Coordinator for Metro Vancouver. He works collaboratively with many K-12 students, teachers, and community partners to support and inspire increased engagement with place-based sustainability topics in schools, classrooms, and communities. His work entails creating and delivering of K-12 teaching and learning resource materials and strategies via school programs, field trips, teacher professional development, and youth leadership development programs. In BC, Bruce has acted as Chair of Professional Development for the BCTF‘s Environmental Educators’ Provincial Specialist Association (EEPSA) since 2006.

Haley Higdon, Secretary (Ontario)

Haley Higdon is a guest on Turtle Island and is the Program Director for Natural Curiosity at the Dr. Eric Jackman Institute of Child Study, OISE/University of Toronto. She has her BEd and MA in Child Study and Education and has spent the last three years working as the managing editor for the development and creation of Natural Curiosity 2nd Edition: The Importance of Indigenous Perspectives in Children’s Environmental Inquiry. She lives and works in Toronto, which is the territory of the Wendat and Petun First Nations, the Seneca, and most recently, the Mississaugas of the Credit River. The territory was the subject of the Dish with One Spoon Wampum Belt Covenant, an agreement between the Haudenosaunee Confederacy and Confederacy of the Anishinaabe and allied nations to peaceably share and care for the resources around the Great Lakes. Haley is a passionate environmentalist who also has a blog, 50 Shades of Green, where she provides suggestions and tips to help people go green!

Haley’s current interests: Learning at the intersection of Indigenous perspectives and environmental inquiry in classroom education and beyond; zero waste; sustainable living.

Jason Armstrong, Treasurer (Ontario)

Jason Armstrong currently resides in the unceded territory of the Algonquin Nation and the traditional homeland of the Haudenosauneega, Anishinabewaki, Huron-Wendat, and Omàmiwininiwak peoples. Jason is the manager of the Let’s Talk Energy initiative at the Canada Science and Technology Museum. He has worked in museums for more than 15 years as a guide, school educator, interpretative planner, and project manager.

Jason is naturally curious and loves learning, so working in a museum setting is a wonderful place that keeps him stimulated. Working on the Let’s Talk Energy project has been an amazing experience for Jason. Energy is such an interesting topic that has many elements and off-shoots, including economy, environment, sustainability, development, technology, and politics, that it continues to fascinate Jason! More recently, Jason has also been leading projects related to the science of sustainability, as well as ocean literacy.

When not at work, Jason likes to canoe and hike in the woods around the Ottawa/Gatineau area. Jason is also an avid reader and enthusiastic board game player, and loves to cook for friends and family.

Jason’s current interests: Non-formal education; energy literacy; climate change science; climate change adaptation and mitigation; ocean science and literacy; outdoor education; astronomy; space; evolution; exhibition development.

Barret Miller, Director (Manitoba)

Barret Miller has studied Psychology and Forestry, and grew up playing and learning in the bush around Pinawa, Manitoba. Working at a summer camp gave him a taste for learning outdoors and through environmental education. Barret’s enthusiasm for and love of nature led him to work at FortWhyte Alive, an environmental education organization in southwest Winnipeg, where he has been an educator for 11 years. At FortWhyte, Barret is a “professional Manitoban,” helping connect visitors to the natural and cultural history of the Red River Valley and to explore their personal roles in environmental and cultural reconciliation. He works with educators to ensure all kids have a chance to play and learn outside. He also sometimes guides canoe excursions in Northern Saskatchewan, just for fun!

Barret is from Treaty 3 Territory, but lives in Treaty 1 Territory and the homeland of the Métis Nation.

Barret’s current interests: Scouts Canada leader and environmental education/outdoor skills advisor; sustainable tourism and wilderness travel; integrating Forest School philosophies into the public school system; creating immersive and thought-provoking encounters with the natural world for children and adults; local small-scale sustainable beer-brewing on open fires!

Kathryn Wagner, Director (Alberta)

Kathryn Wagner is the Program Director for Inside Education, an Alberta-based environmental education charity. Based in Moh’kins’tsis/Calgary on Treaty 7 territory, traditional lands of the Blackfoot confederacy, including Siksika, Piikani, and Kainai, the Tsuut’ina Nation, Stoney Nakoda First Nations, and Métis Region 3; Kathryn is dedicated to supporting teachers, inspiring students and creating a province of informed stewards of the environment and our natural resources.

Kathryn earned a B.Sc. and a B.Ed. from the University of Alberta. She has 15 years of experience working in environmental education and the social profit sector. Her roles include: working with her colleagues at Inside Education to develop youth education summits, teacher professional development, classroom resources and school-based programs; she is a judge for the Alberta Emerald Awards, serves on the City of Calgary’s Mayors Safety Expo Committee, and is the community and school liaison for the Hawkwood Community Association and Hawkwood School Council.

Kathryn is an enthusiastic educator that has structured her work around the 4 C’s: creativity, curiosity, critical thinking, and collaboration. She is also the official bedtime story reader for two kids, and enjoys spending time exploring the outdoors with them and her husband Michael.

Kathryn’s current interests: Enhancing curriculum through experiential learning that features multiple perspectives, issues and innovations, careers, and stewardship; natural resources education (energy/forest/water/agriculture), supporting school-based and student-led environmental projects; impact evaluation for non-profits.

Laura Sims, Director (Manitoba)

Laura Sims is from the prairies, residing in Winnipeg in Treaty 1 territory which is the traditional territory of the Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene Peoples, and the homeland of the Métis Nation. She is an associate professor in the Faculty of EducationUniversité de Saint-Boniface. She teaches courses related to cultural diversity in education, integrating Indigenous perspectives into education, and education for sustainability. In her research, she specializes in education for sustainability in formal and non-formal learning contexts. In formal contexts, she looks at education for sustainability in pre-service teacher education in Canada. In non-formal contexts, she works with small-scale farmers in Latin America to understand the learning process involved in transitioning from conventional farming practices to more sustainable ones. Laura taught high school for 10 years in Winnipeg and in the Dominican Republic. For three years, she managed a Canadian International Development Agency environmental agro-conservation project in Central America. Laura loves actively playing outside in all seasons, particularly enjoying wilderness camping, skating on the river trail, cross-country skiing, and cycling. She works, lives, and plays in English, French, and Spanish. Laura values EECOM’s ability to bring together passionate individuals from all different educational contexts in the spirit of sharing to advance environmental and sustainability education.

Laura’s current interests: Environmental and sustainability education in pre-service teacher programmes; Indigenous education; community-based participatory processes; learning for sustainability amongst small-scale farmers in Latin America.

Marie-Élaine Desmarais, Director (Manitoba)

Marie-Élaine Desmarais is an assistant professor at the Université de Saint-Boniface. Her current research focuses on well-being in school and Universal Design for Learning. She is a regular researcher and head of the Voices of Young People and Their Families team at the International Laboratory on Inclusive Education (LISIS). She is also a co-researcher in the research network on promoting research on well-being and success (RÉVERBÈRE). For Marie-Élaine, environmental education plays an important role in well-being and wellness because it helps children to learn in a different way. She has been a friend of EECOM since 2017.

Marie-Élaine’s current interests: Long walks with her dog; getting people outdoors; increasing EECOM’s bilingual offerings.

Patrick Robertson, Director (British Columbia)

Honoured to live on the unceded, ancestral and traditional territory of the Musqueam, Squamish and Tsleil-Waututh peoples in Vancouver, Patrick Robertson leads an educational consulting firm, Syncollab Strategies, is a teacher educator in the Faculty of Education at The University of British Columbia (UBC), and a Fellow in the UBC Sustainability Initiative. He is currently co-leading the new Education for Sustainability teacher education cohort at UBC. Through his professional pursuits, Patrick builds networks, works to transform educational policy and practice, and has broad and sustained experience in community engagement, professional development and project management with a wide variety of local, provincial and national partners and clients. In addition to his work with EECOM, he is also a director of various community organizations focused on sustainability, social justice, climate, STEAM, literacy and educational transformation, including the Green Learning Canada Foundation, Environmental and Sustainability Education (ESE) in Pre-Service Teacher Education, and the BC Classrooms to Communities (C2C) Education Network.

Paul Elliott, Director (Ontario)

Paul Elliott (PhD) is a professor in the School of Education at Trent University in Peterborough, Ontario, where he works with Bachelor of Education and Master of Education students. Paul is originally from England, but has enjoyed making Peterborough his home since 2007 and respectfully acknowledges it is located on the treaty and traditional territory of the Mississauga Anishinaabeg. Trent University offers gratitude to First Peoples for their care for, and teachings about, the earth and our relations. May we honour those teachings.. He co-founded an extra-curricular Eco-Mentorship Certificate Program for those particularly keen to address environmental issues in their teaching. Paul encourages collaborative learning, student-student discourse, and a holistic approach to learning that breaks down traditional academic barriers. Paul works with fellow-teacher educators to promote environmental and sustainability education in teacher education. He has published on a diverse range of topics including environmental education, science education, classroom communication, and ecology (of bats and beetles), and is passionate about the need to convince people to adopt a biocentric world-view. He believes EECOM provides a wonderful opportunity to connect with like-minded people from across the country, helping us to be keen, enthused and hopeful.

Paul’s current interests: Environmental and sustainability education preparation for student teachers; scientific literacy; wellbeing and sustainability; biodiversity education.

Remy Rodden, Director (Yukon)

Remy Rodden is based in Whitehorse on the traditional territory of the Kwanlin Dün First Nation and Ta’an Kwäch’än Council. He is the Manager of Environmental Education and Youth Programs for the Government of Yukon, and founder and current executive member of the Environmental Education Association of the Yukon. He leads and oversees popular wilderness-based experiential youth programs and supports environmental literacy in schools and community. Remy also happens to have a natural talent for singing and songwriting, and his performances and recordings have garnered international attention (and at EECOM conferences!).

Remy’s current interests: Use of music for environmental education (see; getting people into the outdoors; increasing EECOM’s bilingual offerings; networking; climate change education; polar and ocean awareness.

Timothy Straka, Director (Québec)

Timothy Straka is an experienced pragmatic and creative educator, designer, program manager, analyst, evaluator, and advisor who co-creates learning experiences with people of all ages. Committed to environmental, intercultural, place-based, and community-connected education, Tim’s research and professional practice are focused on education for sustainability.

Certified to teach in British Columbia, Ontario, and Québec, Tim has taught primary, secondary, and post-secondary learners experientially across North America and in Central Europe, the Arctic, and Antarctica. He enjoys trail running, skiing, paddling, swimming, biking, hucking Frisbees and back-country travel. Tim enthusiastically supports EECOM’s efforts to grow as an increasingly diverse and inclusive pan-Canadian learning network. He lives with his family on unceded Algonquin Anishnaabeg territory.

Tim’s current interests: Sustainability; habit; education policy and practice; environmental/intercultural/place-based/inquiry-based/community-connected/(trans)formative/transdisciplinary/adaptive/outdoor/experiential education; education for sustainability; educative experiences; intentional learning communities; learning competencies; professional learning programs; value propositions; co-development; network development; team building.

2021-2022 Staff

Coming soon!