Zach Schafer

Zach Schafer

  • Contact Information
  • My Story
  • Publications

Contact Information

TitlePost-Doctoral Resesarch Associate
Faculty RankPost-Doctoral Research Associate
Address515 South Hardin Hall
3310 Holdrege Street
Lincoln NE
68583–0708

East Campus
E-mailzschafer2@unl.edu
VitaeDownload file

 

My Story

In the past 10 decade I have spent my time studying science teaching and grief as both an academic and practitioner. My own grief story as a young person led me to seek understanding of my experience, which I initially found in my love for the outdoors. The natural world taught me to be present, observant and curious. Each of these traits then not only helped me to better understand my own lived experiences but became tools that provided me the foundation and drive I needed to be a good teacher, non-profit leader, and scientist. In my professional life I have worked with people young and old, working to find the place where teaching, leadership, and science meet the most vulnerable human experiences people live. In my efforts to translate theory into practice in various professional settings I have found a real passion for restorative practices and teaching from an inquiry perspective. These theoretical foundations along with literature across many fields expressed through teaching and learning in many contexts is reflected in my research below.

Selected Publications

Schafer, Z. C., (2025) "Wondrous Uncertainty: Transforming Student Educational Experiences Using Restorative Practices". Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 264.
Schafer, Z. C., & Scharmann, L. C. (2024). Reimagining Science as a Natural Tool for Connection: A Restorative Approach. The Science Teacher, 91(5), 71–76.Online
Schafer, Z. (2023). Heart-Stopping Rollercoasters: Restorative Practices, Motivation, and the Formation of a Science Identity. The Science Teacher. 90(5). Online
Schafer, Z. & Scharmann, L. (2022). Understanding "Death": Creating student opportunities for meaningful emotional expression in the science classroom. The Science Teacher. 90(1).Online
Schafer, Z. & Scharmann, L. (2021). Empowering Salieri – Extracting the “genius” in our students. The Science Teacher. 89(2). Online
Schafer, Z. and Trainin, G. (2023). Embracing uncertainty: A narrative case study on teacher-learner relationships through restorative justice practices in education. The International Journal of Restorative Justice. vol. 6Online