I am Professor of Psychology and former Director of Environmental Studies at the University of St. Thomas in St. Paul, MN, where I have taught since 1996.  I received a B.S. in psychology from the University of Iowa in 1990 and a Ph.D. in social psychology from the University of Minnesota in 1997. Presently, I serve as President of the Society for Environmental, Population, and Conservation Psychology, Division 34 of the American Psychological Association.

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I enthusiastically advocate curricular integration of psychology and environmental education. I am first author of the textbook Psychology for Sustainability (4e) and of a web site of resources for instructors who wish to integrate environmentally related content into their psychology courses: www.teachgreenpsych.com.


Britain A. Scott, Ph.D.


Curriculum Vita


Selected Publications

Selected Conference Presentations & Talks

Original Courses I've Designed


Selected Publications

Scott, B. A., Amel, E. L., Koger, S. K., & Manning, C. M. (2016). Psychology for sustainability (4th ed.). New York: Routledge.

Scott, B. A., Amel, E. L., & Manning, C. M. (2014). In and of the wilderness: Ecological connection through Participation in Nature. Ecopsychology, 6, 81-91.

Scott, B. A., & Koger, S. M. (2014). Psychology and environmental sustainability: What's good for the planet is good for us. In W. Weiten, D. Dunn, and E. Y. Hammer, Psychology applied to modern life: Adjustment in the 21st century (9th ed.). Belmont, CA: Wadsworth.

Scott, B. A., & Koger, S. M. (2013) The psychology of environmental sustainability. In W. Weiten, Psychology: Themes and variations (9th ed., Briefer Version). Belmont, CA: Wadsworth.

Koger, S. M. & Scott, B.A. (2012). Teaching environmentally focused psychology [guest editorial]. Ecopsychology, 4, 77-80.

Scott, B. A. (2010). Babes and the woods: Women's objectification and the feminine beauty ideal as ecological hazards. Ecopsychology, 2, 147-158.

Scott, B. A. (2010). Thoughts on the first special issue of Ecopsychology [Editorial]. Ecopsychology, 2, 125-127.

Koger, S. M., & Scott, B. A. (2010). Embedding sustainability into psychology teaching. University of York: York, UK: The Higher Education Academy Psychology Network.

Amel, E. L., Manning, C. M., & Scott, B. A. (2009). Mindfulness and sustainable behavior. Pondering attention and awareness as a means for increasing green behavior. Ecopsychology, 1, 14-25.

Koger, S. & Scott, B. A. (2007). Psychology and environmental sustainability: A call for integration. Teaching of Psychology, 34(1), 10-18.

Scott, B. A. & Koger, S.M. (2006). Teaching psychology for sustainability: A manual of resources. Office of Teaching Resources in Psychology. Electronic publication at www.teachgreenpsych.com.


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Selected Conference Presentations & Talks

Scott, B. A. (2014, March). There are no environmental problems. Invited talk for the 9th Annual Midwestern Conference on Professional Psychology, Mankato, MN.

Scott, B. A. (2011, August). Teaching psychology for sustainability. In A. T. Brook (Chair), Greening your classes: Incorporating environmental sustainability across the psychology curriculum. Symposium at the annual convention of the American Psychological Association, Washington, DC.

Scott, B. A., Amel, E. L., & Manning, C. M. (2011, April). Why I’m a concerned citizen, but not an environmental activist. Presentation at the Society for Human Ecology meeting, Las Vegas, NV.

Scott, B. A. (2010, November). Getting psyched for sustainability. Keynote address for the Tri-State Undergraduate Psychology Conference, Loras College, Dubuque, IA.

Scott, B. A., Beck, K., Graff, D., & McClellan, A. (2010, Feburary). Embodied for the earth: Women’s self-objectification and the feminine beauty ideal as ecological hazards. Paper presented at the Association for Women in Psychology meeting, Portland.

Scott, B. A. (2009, November). Teaching psychology for sustainability: The why and how of greening your psychology course. Keynote address at the Iowa Teachers of Psychology conference, Pella, IA.

Scott, B. A., Amel, E., & Manning, C. (2008, August). Man vs. wild: Measuring ecological connectedness as Participation in Nature.  Presentation in session on “Methodological Challenges in Ecopsychological Research” at the annual meeting of the American Psychological Association, Boston, MA.


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Original Special Topics Courses I Have Designed


This seminar tackles the timely and relevant topics of why, how, and what we eat. Drawing from scholarship in psychology, nutrition, and environmental science we explore topics such as:

  • how our disordered relationship with food is promoted by misinformation about nutrition and the diet industry
  • how to eat according to our biological design
  • the negative health, environmental, and social justice implications of the industrialized food industry
  • sourcing food responsibly: the meanings of organic, local, sustainable
  • gardening and foraging for wild foods
  • Restoring our connection to our food: mindful eating, the slow food movement

The course utilizes a combination of classroom discussion and experiential activities that include shopping at a natural foods coop and/or farmer’s market, volunteering at a local food shelf, visiting a community garden, going on a local foraging expedition,  and preparing a slow food meal (and eating it!).

* team-taught with a colleague from Health & Human Performance 



Women IN Their Bodies*

In our culture, many women learn to live outside their bodies, not in them.  Traditional feminine socialization impedes the development of bodily skill and physical self-confidence in girls and women because its dominant message is that female bodies are valuable for their form, not their function.  In this seminar we discuss theory and research on the psychological ramifications of women’s bodily objectification, such as chronic body shame and appearance anxiety.  We look at cultural and structural barriers to women developing their physical potential, historically and in the present.   We explore the paradox between femininity and strength through critical thinking about topics such as women’s competitive bodybuilding and the heterosexual objectification of women athletes in popular media.  We address the psychological and physical benefits of women living in their bodies, utilizing a combination of classroom discussion and experiential activities such as rock climbing, skiing, martial arts, and weight lifting.

* team-taught with a colleague from Health & Human Performance 




Theodore Roszak (1992) said "Psychology needs ecology and ecology needs psychology." The field of psychology cannot continue to ignore the ecological context of human life, and environmentalists need psychologists to help them understand human behavior-- the root cause of all so-calleed "environmental" problems. This course explores the discipline of Ecopsychology. Topics include the psychological implications of the human disconnect from nature, therapeutic approaches toward healing that disconnect, and methods and benefits of staying connected in a contemporary urban context. In this course we spend our spring break engaged in experiential activities at an environmental learning center.


Your Primal Mind: Evolutionary Psychology*

Evolutionary psychology addresses how human behavior and thought processes have been shaped and molded by natural and sexual selection. The roots of the evolutionary perspective in psychology date back to the late nineteenth century, when Charles Darwin’s cousin Sir Francis Galton first speculated about the heredity of human psychological traits and behavioral tendencies. It was not until the mid-1990s, however, that the evolutionary perspective began to gain a foothold in the mainstream discipline of psychology. Today it is embraced by some as a progressive and illuminating perspective that recognizes our animal natures—while others, who are unconvinced (or upset), by the notion that human behaviors have their roots in our biology, view it with skepticism and hostility. In this class, we address contemporary evolutionary psychology perspectives on the topics including: mate attraction and selection, sexual jealousy and sexual violence, altruism and helping behavior, spirituality and morality, and environmental behavior.

* team-taught with a colleague from Biology


Psychoanalysis and Feminism:

French, British, and American Perspectives*

In this study abroad course, we explore the intersection and divergence of the psychoanalysis and feminism. The extent to which Freudian theory and feminist theory are compatible or in opposition depends upon the historical and cultural context. In particular, French, British, and American feminists have had strikingly different reactions to psychoanalytic theory. In this course we adopt a historical perspective to illuminate how social conditions, political events, and cultural developments in the three countries influenced intellectual reaction to Freudian theory, and were also influenced by it.  While in Paris we visit several relevant sites including: the Hospital de la Salpêtrière, where Freud studied with Charcot in 1886; the Salvador Dali museum, to explore connections between psychoanalysis and Surrealist art of the 1920s-30s; and the Sorbonne University and Luxemborg Gardens, to experience the 1940s-50s world of French feminist philosopher, Simone de Beauvoir.  In London we visit sites including: the Museum of London, for an overview of women’s lives and political activism in the 18th, 19th, and early 20th centuries; the Bloomsbury district, home of British feminist Mary Wollstonecraft in the late eighteenth century and feminist author Virginia Woolf in the 1920s; and the last home of Sigmund Freud, to see his collection of artifacts and his famous analysis couch.

* team-taught with a colleague in Psychology

Spooks, Psychics, and Skeptics in the UK:

Psychological Science Investigates the Paranormal*

In this study abroad course we explore the history and current status of psychological investigations into the paranormal, while emphasizing skeptical inquiry and the scientific method. This course enlightens students about the prominent position of psychical research in the work of scientific psychology’s late nineteenth-century founders, encourages students to consider the methods contemporary psychologists use to investigate varieties of anomalous experience, educates students about fundamental cognitive processes that contribute to paranormal beliefs and experiences, and elucidates the current state of scientific findings about anomalous phenomena. Excursions include visits to ostensibly haunted sites such as Hampton Court Palace and the Edinburgh South Bridge Vaults, tours of cutting-edge laboratories at the Universities of London and Edinburgh, visits to the British Museum Enlightenment Gallery, a museum of magic, and Sigmund Freud’s last home, and day trips to the mystical village of Glastonbury and mysterious Loch Ness.

* team-taught with a colleague in Psychology

Other courses I teach regularly include: General Psychology, Social Psychology, Current Research Issues in Social Psychology Lab, Psychology of Women, and Psychology of Sustainability


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