Review in Council on Undergraduate Research Quarterly 34.3 (2014): 48. Rev. of Successful Strategies for Teaching Undergraduate Research, eds, Deyrup and Bloom.
“It is really about the learning that students need ... It is in the first years of college that students need to develop their information literacy and library research skills for use in their later projects” (48).
“’The Interdependence of the Peoples and Nations of the Earth,’” Phi Kappa Phi Forum—Professors Professing: Higher Education Speaks Out 84.4 (2004): 36-37.
“We are helping to educate and form young people who will be living their adult lives as world citizens interacting with many friends, acquaintances, coworkers, and family members from diverse geographic, ethnic, cultural, and religious backgrounds ... committed to the welfare of all peoples” (37).
“Walking with the Land,” South Dakota Review 38.1 (2000): 59-82.
“The journey that is a person’s life in this world involves many challenges and experiences as we wend our ways from birth to death ... This story is the story of intentionality and faith, of movement by choice, of learning to walk with the land” (62, 79).
“Liberatory and Integrative Storytelling.” Adventures of the Spirit, ed. Perrakis. Ohio State University Press, 2007. 241-269.
“Our responsibilities now remain to learn how to listen to stories ... that enable us to enter and become active co-participants in the transforming, empowering, and healing stories of the world” (264).
“’There are Balances and Harmonies Always Shifting; Always Necessary to Maintain,’” with Edith Baker, Organization and Environment 18.2 (2005): 213-228.
“Health and balance ... are dependent on the extent to which humans live with a consciousness of the interrelatedness of all aspects of our respective worlds ... The web of life is built upon cycles, and spring always follows winter” (214, 226).
“Geographies of Belonging,” Toward a Literary Ecology: Places and Spaces, eds. Waldron and Friedman. Scarecrow Press, 2013. 21-39.
“Language and story ... fuse persons within shared story and, thereby, with place ... This is not art for art’s sake, but art and literature that are crucial for individual, community, and ecological survival and well-being” (36, 37).
“The Conversive Imagination: Storytelling and Descriptive Transformations,” Bulletin of the Society for Descriptive Psychology 30 (March, 2005): 2, 15-17.
“The heuristic model of a circle presumes that each point on that circle is of equal importance, even though there are meaningful differences among different points on a circle ... In traditional storytelling, what are at the center are love and relationship and connectedness and community” (16).
“Learning to Listen to Stories,” Short Stories in the Classroom, eds. Hamilton and Kratzke. National Council of Teachers of English, 1999. 153-161.
“This means not only reading these stories, but listening to them, and listening to them with the open minds and understanding hearts expected of listener-readers. In this way, we are involved much more deeply ... This process is truly encompassing, a fact that explains why storytelling and conversive reading are transforming activities for listeners and listener-readers” (160-161).