Schusler's research focuses on citizen participation and stakeholder engagement in environmental management. For example, she investigated social learning among stakeholders involved in a participatory planning process that took place against the backdrop of controversy over natural resource management in New York's East Ontario Basin. She has also documented the practices of educators who engage youth in local environmental action (e.g. habitat restoration, community gardening, policy analysis) and the outcomes of these experiences for young people. Her current research involves examining how participation and learning influence the sustainability of local communities.
No Jargon Podcast
In the News
Seeks to understand motivators and barriers to Latinos' environmental engagement through semi-structured interviews with Latinos participating in environmental projects and organizations in the greater Chicago area. Describes four key themes that emerged from the interview data: meanings of terminology, experiences as Latinos in the environmental movement, barriers to Latino participation, and opportunities to increase Latino involvement. Discusses outreach strategies —including reframing environmental messaging around core terms and dismantling structural barriers to participation— that environmental organizations may wish to consider in their efforts to promote diversity and inclusion.
Finds that a 10% increase in tree canopy is associated with a 10.3% decrease in battery rate and a 11.3% decrease in assault, robbery, and narcotics. Discovers no correlation between percent park acreage and most crime types.
Argues that when environmental education enables children and youth to contribute to improving urban environments, it can not only increase cities' sustainability and resilience but also foster young people's personal growth. Finds that participatory action research, peer education, and youth civic engagement are three educational approaches that can lead to positive change for both urban environments and the youth living within them.
Seeks insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the United States.
Explores the practices of teachers, non-formal science educators, community organizers, program managers, and other educators facilitating youth environmental actions, as well as the experiences of some of the youth involved. Discovers strong parallels with theory and empirical research in the youth development literature suggesting environmental action is a valuable context for positive youth development.