Blg SBS West 70 Rm #282
Northern Arizona University
Sustainable Communities and First Year Seminar
Research and academic interests
My passion is to teach about issues of social and ecological importance, within local communities and places, and for societal and cultural transformation. My pedagogical approach utilizes various forms of active, experiential, and critical-reflexive learning designed to encourage growth within students and active engagement within the community.
My research interests are in eco-philosophy, socio-ecological justice, higher education, and scholar-activism. I utilize broad conceptions of education that examine its role as a socio-cultural institution. In particular, I take up ecofeminist and critical place-based theory in inquiries that look at the day-to-day experiences and relationships of individuals and communities within place.
Education and Sustainable Communities, Graduate Seminar
Visions of Sustainable Communities, Graduate Seminar
Global Contexts of Sustainable Communities, Graduate Seminar
Achieving Sustainable Communities, Graduate Capstone
What is Education For? First Year Seminar
Apps & Ads: Today’s Media Literacy, First Year Seminar
Public Art for Public Good, First Year Seminar
Trash Talk: Waste in Our World, First Year Seminar
Environmental Aesthetics, First Year Seminar
Critical Thinking: Frameworks, Methods & Challenges, Teacher education course
Land, Food and Community, Undergraduate community-based research
2013 - PhD in Education Studies, University of British Colombia
Emphasis in ecological philosophy and higher education
Partial MA in Resource Management and Environmental Studies, University of British Columbia
2004 - Bachelors of Interdisciplinary Studies (BIS), Summa Cum Laude, Arizona State University
Concentrations in Political Studies and Environmental Geography
Minor in Dance
Nurturing a very rich life with
two energetic boys, a caring partner, supportive community of family, friends,
and colleagues, Nora recently moved back to Arizona after nine years in
beautiful British Columbia. Her academic work is enhanced as much as possible
through her connection to the land - through backpacking, gardening, or simply
daydreaming. With a specific focus on teaching and supervision, Nora's work
allows her to express her ecological ethic through the inspiring and evolving
relationships she creates with students, colleagues, and community members.
Timmerman, N. (under book contract, manuscript complete Sept. 2017). Conspiring toward integrity in contradictory times: Stories for and by educators concerned with ecological & social (in)justice. (Re)Thinking Environmental Education Series. New York: Peter Lang Publishers.
Timmerman, N. (in press). Vulnerable, but not silent: Exploring discourses of fear surrounding NTT faculty. In Munene, I., Fole, J., & Renner, K. Prometheus unchained: Contextualizing and organizing contingent faculty to reclaim academic labor in universities. Lexington Books.
Timmerman, N. (forthcoming). (Eco)Portraiture: Storying research possibilities for and with the more-than-human. In Blenkinsop, S., Fettes, M., & Piersol, L. Ecoportraiture in education: Learning and storying with the more-than-human. Peter Lang.
Piersol, L, & Timmerman, N. (2017) Reimagining environmental education within academia: Storytelling and dialogue as lived ecofeminist politics. Journal of Environmental Education, 48(1), pp. 10-17.
Timmerman, N. (June, 2015). Public scholarship, democracy, and environmental education: Civil disobedience, collective organizing, and activism for the public good. American Educational Research Association (AERA) Environmental Education Special Interest Group 2016 Call for Proposals.
Timmerman, N. & Ostertag, J. (2011). Too many monkeys jumping in their heads: Animal lessons within young children’s media. Canadian Journal of Environmental Education, 16, 54-70.
Creeping Snowberry & Blenkinsop, S. (2010). “Why are those leaves red?” Making sense of the complex symbols: Ecosemiotics in education. The Trumpeter 26(3), pp. 50-60.
McKenzie, M., Russell, C., Fawcett, L., & Timmerman, N. (2010). Popular media, intersubjective learning, and cultural production. In R. Stevenson, & J. Dillon (Eds.), Environmental education: Learning, culture, and agency. Rotterdam, The Netherlands: Sense Publishers.
Timmerman, N., & Metcalfe, A. S. (2009). From policy to pedagogy: The implications of sustainability policy on sustainability pedagogy in higher education. Canadian Journal of Higher Education, 39(1), 45-60.
McKenzie, M., & Timmerman, N. (2008). The relationality of web-based hypermedia research: A working example in teacher education. In S. Springgay, R. Irwin, C. Leggo, & P. Gouzouasis (Eds.), Being with art/o/graphy. Rotterdam, The Netherlands: Sense Publishers.