Come & get it! SEFS Apparel!

Affordable? YES

Super Stylish? YES

Swing by Michelle’s office in Anderson Hall room 130 to grab your SEFS apparel before it’s too late! 

 IMG_0835

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When it Comes to Climate Change, We Should Start Small, Fail Fast, and Dream Big

http://www.huffingtonpost.com/ef-education-first/when-it-comes-to-climate_b_9994172.html

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Two innovation practicum courses fall quarter

 

 

HIC-EIC combo-FINAL.pdf

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GWSS Special Topics Courses This Autumn

GWSS 290 A, Black Gender: Manhood and Womanhood in the African American Community, MTWThF 11:30-12:20, SLN 15672, Professor Bettina Judd

This course engages the complexities of racial and gender identities within Black communities. We question the concepts of manhood and womanhood and their intersection with racial constructs as categories of personhood through the critical lens of Africana/African American Studies and Gender, Women’s and Sexuality Studies. We will discuss how gender in the U.S. is mediated by race by focusing on intra-community or “insider” everyday conversations about race and gender within Black communities. This class makes use of popular culture, current events, and emphasizes the importance of creating a democratic learning community.

 

GWSS 290 B, Black Feminist Geographies, MTWThF 10:3-11:20, SLN 15673, Professor Kemi Adeyemi

This course explores how theorizations of geographic space are embedded in black feminist deconstructions of race, gender, sexuality, and power. Images, ideas, and assumptions about race, gender, and sexuality are enmeshed with how we think, feel, and move about the landscapes we move through—and black people, black women, and black queer people are often made to be a threatening presences that “need” to be policed, contained, and, more often than not, completely excised from the landscape. The ongoing, rampant killings of black people who exist across the spectrum of gender and sexuality tell us as much. As black feminists write to expose and rewrite the logics of white hegemony that make these killings possible, they do so by interrogating the strategies of territorialization (of land of bodies and of minds) that have become the hallmark of the white, heteronormative, western world. This course subsequently mines black feminist thinking about space, affect, and the body as geographic modes of being—as physical and metaphorical sites that can be inhabited—that offer unique and creative sites of resistance where black subjects (re)claim their rights to the world that surrounds them.

 

GWSS 290 E, Environmental Feminisms and Queer Ecologies, TTh 10:30-12:20, SLN 22841, Instructor Lauren O’Laughlin

This course incorporates lenses of Environmental Studies, Feminist Studies, and Queer Theory. We will trace the genealogy of Ecofeminisms,, Feminist Environmentalisms, and Queerecologies and will analyze academic Ecofeminist texts and popular representations of environmental protection to understand how racism, colonialism, sexism, and transphobias shape our environments and our discussions of protecting it.

 

GWSS 390, Gender Media, and New Technologies: Collaborations in Feminism and Technology, TTh 12:30-2:20, SLN 15690, Professor Cricket Keating

This course will explore the relationship between technology, social media, and movements for gender, racial, and sexual justice. In particular, we will examine feminist theories of technology and social change, ways that activists have used technology to build coalitions and unite people across diverse contexts, and links between the “do it yourself” approach to social movement and the open-source ethics in technology cultures. Course topics include: the impact of technology on identity and subjectivity, technological activism, and the transformative potentials of new technologies. The course itself is a part of a cutting-edge experiment in education, culture, and technology. It is a “nodal” course within a Distributed Online Collaborative Course (DOCC). Students in this node of the DOCC will engage in their course of study alongside, and in dialogue with, other undergraduate and graduate students participating in the DOCC around the world.

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Tribal Internship Opportunity with the NPLCC

NPLCC Seeks Tribal Climate Change Management Intern

In partnership with the Affiliated Tribes of Northwest Indians (ATNI) and Indian Affairs Northwest, the North Pacific Landscape Conservation Cooperative (NPLCC) is pleased to announce a tribal climate change management internship opportunity working in our Olympia, WA office.

In addition to the NPLCC position, there are 5 other tribal climate change research and management opportunities with ATNI and Bureau of Indian Affairs in Oregon and Washington. These paid internships will last 13 weeks over the summer months and candidates must currently be enrolled in graduate or undergraduate degree programs. Candidates will be considered from a range of academic backgrounds including public affairs, social policy, legal, engineering, environmental science, environmental management, or similar degree.

The intern selected to work with the NPLCC will assist in collaboration with area Tribes and First Nations to understand and adapt to our changing environment. Specific tasks include:

  • Planning and support of a regional Tribe/First Nation Committee gathering
  • Assisting NPLCC Science/Traditional Ecological Knowledge and Communication staff and subcommittees in improving how we connect with our Tribe and First Nation partners
  • Develop strategies that improve coordination between the NPLCC and other forums that engage tribes on climate-related topics
  • And much more!

This partnership offers the NPLCC a great opportunity to strengthen our engagement with Tribes and First Nations and we look forward to choosing a dynamic applicant.

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Space Available in Intensive Summer Language courses

There are still spots available in these Intensive Summer foreign language courses. There are both Undergraduate and Graduate Sections offered.

MODHEB 105 Intensive Elementary Modern Hebrew (15)
Intensive study of grammar, with oral and written drill and reading of simple texts. (Cannot be taken for credit if MODEHB 101, MODHEB 102, MODHEB 103 taken.)

PRSAN 105 Intensive Elementary Persian (15)
Intensive study of grammar with oral and written drills and reading of simple texts. Cannot be taken for credit if PRSAN 101, PRSAN 102, PRSAN 103 previously taken.

TKISH 105 Intensive Elementary Turkish (15)
Introduces modern Turkish. Focuses on pronunciation and conversation; grammar and composition; and graded reading. Uses Latin characters throughout. Cannot be taken for credit if credit earned in TKISH 101, TKISH 102, and TKISH 103.

ARAB 205 Intensive Intermediate Arabic (15)

VLPA Explores aspects of Arab culture and emphasizes all skills of language acquisition: listening, speaking, reading, and writing. Students also learn more about Arab society in general and about features of Arab culture that influence the use of the language in daily life. Focuses on developing communication skills. Cannot be taken for credit if ARAB 201, ARAB 202, ARAB 203 taken for credit. Prerequisite: either ARAB 103 or ARAB 105.

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City of Portland Parks & Recreation Urban Forestry Division is seeking a Botanic Specialist II: Forestry

http://tinyurl.com/UFBSII.

CITY OF PORTLAND invites applications for the position of: Botanic Specialist II: Forestry

SALARY: $28.39 – $36.21 Hourly

OPENING DATE: 05/23/16

CLOSING DATE: 06/13/16 04:30 PM

THE POSITION: This recruitment will remain open until 75 applications have been received or until the posted closing date, June 13, 2016, whichever comes first. Applications received after the 75 application limit has been reached will not be included in this recruitment process.

The City of Portland’s Bureau of Parks & Recreation Urban Forestry Division (PP&R) is seeking a Botanic Specialist II – Forestry. The position will under general supervision, develop and manage tree programs and projects in support of Portland’s Urban Forestry Management Plan, including tree inventory, tree planting projects, stewardship programs, and research/citizen science projects. The Botanic Specialist II – Forestry is integral to sustainable management of Portland’s urban forest. The position assesses impacts of policy, regulation, and programs on Portland’s urban forest, and develops strategies and programs to improve the health, quantity, and quality of the city’s trees. This position is the staff expert on reporting and data, and provides analysis and writes reports on tree canopy, permit activities, and annual reports using a variety of database and software such as ArcGIS. This is a lead staff position, and the candidate will train, lead, and organize other staff and volunteers.

The Botanic Specialist II – Forestry will also perform project management duties, including developing and tracking budgets, procuring and managing contracts, monitoring and communicating project status. The position provides oversight and directs and coordinates the work of contractors, volunteers and other project staff. In addition, the position will provide urban forestry program support including assisting in the development of policies and procedures, assessing program effectiveness, and incorporating changes to meet goals. The

Botanic Specialist II – Forestry collaborates closely with the community and participates regionally on urban forestry technical issues. Exercising tact and diplomacy in dealing with difficult or sensitive situations and people is an important ability.

The following minimum qualifications are required:

  1. Knowledge and experience with biology and ecology of urban trees and ecosystem management.
  2. Ability and experience collecting, maintaining, and analyzing data, evaluating alternatives, and making sound recommendations.
  3. Ability and experience training, organizing and supervising paid and volunteer workers possessing a wide variety of skills.
  4. Experience with GIS software related to urban forestry data management and analysis.
  5. Ability and experience preparing accurate and complete technical documents such as permit applications, project status reports, technical reports, and ordinances.
  6. Knowledge and experience with basic principles of public outreach and involvement.

 

THE RECRUITMENT PROCESS:

An evaluation of each applicant’s training and experience, as demonstrated in their cover letter and resume weighted 100%. Do not attach materials not requested. Only candidates who meet the minimum qualifications will be placed on an equally ranked eligible list. You have 14 days from the notice of the examination results to let us know if you disagree with your results.

Application Instructions

Applicants must submit a cover letter and professional résumé online, specifically focused on your qualifications for this position as identified in the “To Qualify” section of this announcement. Your résumé and cover letter will be the basis for our evaluation of your qualifications for this position. Incomplete or inappropriate information may result in disqualification.

  • Your cover letter should include details describing your education, training and/or experience, and where obtained which clearly reflects your qualifications for each of the numbered items in the “To Qualify” section of this announcement.
  • Your résumé should support the details described in the cover letter.
  • Your résumé and cover letter should be no more than a total of four (4) pages combined.

 

Questions?

 

 

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Summer Course: URBDP 498 | Cities of the Global South

URBDP 498B/598B: CITIES OF THE GLOBAL SOUTH

Summer Full Term 3 Credits MW 10:20-11:20

Since 2009, for the first time in the known history of the human race, the global urban population has overtaken rural population, and this trend is likely to continue for at least the next four decades. In this time, while the world population is set to grow by 2.3 billion, urban population is set grow by 2.9 billion and most of this growth will take place in the cities of the global South. With this urban growth will come a shift in practices and processes of living, and a further accelerated urbanization. The rate of urbanization is and will continue to be the fastest in the least urbanized areas of the world. Since the end of the twentieth century, a majority of the world’s largest urban agglomerations are located outside the global North, in the global South. However while being similar, cities in the global South are also varied in their experiences with consequences and patterns of urbanization.

This course aims to embrace the complexity and ambiguity that is the city in the Global South and help students become familiar with its numerous urbanities and urbanisms. Drawing on conflicting contributions and profiling divergent debates, this course will address but not be limited to the following topics:

  • The history of urbanization and the city in Global South
  • The Global South City and Colonialism
  • Population growth, demographic shifts, changes in the built environment;
  • Globalization and the new socio-economic dynamics in the Global South;
  • The Global World-Class city paradigm
  • The rise of the new urban middle class
  • Informal settlements and urbanism;
  • Urban political formations, and practices;
  • Everyday life and differences in urban environments in the Global South;
  • Climate Change and its impact on cities of the Global South

This will be a mid-level course appropriate for students with no background in Global South studies, as well as for those seeking to better understand the region’s urban environments and landscape in the context of recent globalization and rapid historical changes.

For details and questions, contact Susmita Rishi (Sush) : srishi@uw.edu

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FISH 450 Salmonid Life History and Behavior – Autumn 2016

Are you still looking for a course in Autumn 2016? Do you have a keen interest in salmon or trout and a basic understanding of biology/ecology? We still have room in FISH 450A… Read on for more details!

FISH 450: Salmonid Life History and Behavior (Everything you ever wanted to know about salmon, but were afraid to ask)
5cr, NW, Seniors only but juniors may contact Prof. Tom Quinn, tquinn for permission to enroll

MWF 1030-1120; T 930-1120

This course covers the behavior, ecology, evolution, and conservation of salmon and trout and their freshwater and marine habitats. These fishes are of paramount importance to ecosystems around the Pacific Rim, and their conservation affects many human activities, including but not limited to forestry, agriculture, hydroelectric dams, dredging and operation of ports, and urban development. A thorough understanding of the basic biology of the fishes allows us to consider how we affect them.

The 5-credit section has field trips to stream and lake habitats, and associated labs, and the main assignment is a research paper and team oral presentation. The 3-credit section is primarily for students who already have field experience with salmon and trout, and the main assignment is an original research paper.

 

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Summer social work electives available

Soc W 573A Child Welfare Permanency

SLN: 13434
Open to grad students

Instructor: Gerilyn Myers

Mondays, 6-9pm SWS 305A

The class will focus on introducing the students to Public Child Welfare and will cover disparity and disproportionality in public child welfare, child abuse and neglect, permanency, Commercially Sexually Exploited Children and the dependency process.

 

Soc W 598B – DSM V and Public Child Welfare Services

SLN: 13436
Open to seniors and grad students; other students by instructor’s permission.

Instructor: Carmela Washington-Harvey
Dates: Fridays—June 24, July 8, July 29 and August, 12, 2016 during 9:30 am—4:30 pm in SWS B14

This course will focus on understanding the use of DSM V as a diagnostic tool in mental health status and parenting evaluations in Child Welfare cases. These evaluations are generally sought or court ordered in dependency cases where there is a question as to the parent or custodial guardian’s capacity to parent children who have been subject to child abuse or neglect. Intended course outcomes include: refining critical thinking and understanding of all elements of diagnostic assessment and diagnosis as it relates to child welfare and custody decisions in dependency cases. Examine and expand understanding of the definition of Culture in Diagnosis as defined in the DSM-V and related implications in parenting and mental health status evaluations. Explore the methodological challenges in this work across gender and ethnic communities. Group exercises, case studies, literature reviews, presentations, and, if appropriate, film will be used to compliment class instruction!

Course Objectives include:

  • Identification of key elements that would necessitate requesting a parenting, psychological or mental status evaluation
  • Examination of current trends in diagnosis of mental illness, child abuse, and related factors in but not limited to Child Welfare cases
  • Develop a general working knowledge of the use of diagnosis in mental health evaluations
  • How to critique court ordered evaluations and information received from mental health providers (i.e. omissions, lack of clarity)
  • Discuss the factors (i.e., individual bias) that may influence evaluation process

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CHID Courses Open SUMMER & AUTUMN

 

CHID FALL 16

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Today (5/25): SEFS Year-End Celebration!

Today’s the day for our SEFS Year-End Celebration, coming up from 4:30 to 6:30 p.m. in the Forest Club Room (right after the seminar down the hall in Anderson 223)!

All students, staff, faculty, friends and family are invited, and in case I haven’t stressed it enough, we’re going to have a delicious catered spread of small plates, another epic wine tasting (and also beer), the most creative and diverse Silent Auction we’ve had in ages, and loads of positive energy as we celebrate the near end of another academic year.

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June 15 Event | How to Get Published in Academic Journals

How to Get Published in Academic Journals

WEDNESDAY, JUNE 15, 2016, 12:30 TO 1:45 P.M.(DOORS OPEN FOR NETWORKING AT 12 P.M.) UW HEALTH SCIENCES, ROOM T747

Wondering about the best approach to getting published in academic journals? Been turned down, and thinking about revising and resubmitting?
Publishing in academic journals contributes to the valuable exchange of ideas and is a critical component of any researcher’s career. However, writing for academic journals is highly competitive and can often be a mysterious process.
In this ITHS event, Dr. John Amory will leverage his experience as an Associate Editor and Editorial Board Member andfrom the publication of 120 peer-reviewed articles to offer an overview of the process and provide valuable tips on how to get published. His presentation will cover a range of topics, including: how to select an appropriate journal, navigate the publication process, avoid common mistakes, and respond to reviewer feedback. By attending, you will specifically learn:

* How to decide where to submit your article
* What qualities editors look for in an article
* What happens after you submit an article to a journal
* How to respond to reviewers to increase your chance of acceptance * What to do if your article is rejected

Dr. John Amory is a Professor and Section Head of General Medicine at the University of Washington. He is also the Director of the ITHS KL2 Multidisciplinary Clinical Research Career Development Program. Networking, a light lunch, and refreshments begin at 12 p.m.

LOCATION
University of Washington Health Sciences Room T747
1959 NE Pacific St.
Seattle, WA 98195

REGISTRATION
There is no cost to attend this event, but seating is limited. Register today to reserve your spot (http://iths.cmail20.com/t/i-l-hllkhkk-iyujtyuyj-t/)

 

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Paid Research Opportunity for Underrepresented Students

Supporting Undergraduate Research Experiences in Environmental Health (SURE-EH)

You read about environmental health problems every day:  diseases spread through unsafe drinking water, cancer-causing toxins, poor air quality leading to respiratory disease, deadly foodborne illness outbreaks.  Have you ever thought about being part of the solution to these problems?  In environmental health science, you can, by studying the link between the environment and human health.

The National Institute of Environmental Health Sciences (NIEHS), one of the largest research agencies dedicated to improving human health, has a funded opportunity for underrepresented students at UW to conduct environmental health science-related research alongside faculty in the School of Public Health. This new program, Supporting Undergraduate Research Experiences in Environmental Health (SURE-EH) is now accepting applications from underrepresented UW students.

 

Underrepresented students are those who come from a low income household, are first generation college students, or are a member of a group that is underrepresented in graduate education (African American, American Indian, Alaskan Native, Hispanic/Latino or Native Hawaiian, Native Pacific Islander).

SURE-EH provides a meaningful opportunity to work with experienced faculty on a research project addressing the relationship between environmental exposures and human health. Work alongside faculty as a paid student researcher for up to 2 years, full-time during summer and part-time during the academic year.

Read about the research that current SURE-EH are conducting here: http://deohs.washington.edu/current-sure-eh-trainees

SURE-EH will provide academic opportunities to complement the research experience, including course recommendations, seminars, workshops, and research symposia. These educational opportunities will enhance your breadth and depth of the SURE-EH’s environmental health science training, and help you become a leader in the field of environmental health sciences.

The application (including instructions and eligibility information) is online here (https://catalyst.uw.edu/webq/survey/tsterry/301204).

Questions? Please contact: Trina Sterry, sure@uw.edu206-543-4207

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Preparing for Graduate School – GRDSCH 200

GRDSCH 200, Preparing for Graduate Education. 2 Credits
CR/NC class
Just one day per week: Monday 1:10-3:20
Summer Quarter – full term

They offer this all year-round, but in the summer quarter especially it gives students a tremendous head start on the graduate school application process that will otherwise hit them with a big THUD come the start of autumn quarter!

The course is perfect for graduating seniors who know they want to consider graduate school in the future. It will set them up to fully understand the application process, and ultimately make decisions about how to approach what they want to do. It is also great for the graduating senior who is unsure of what graduate school entails and whether they should consider it in their future. Especially if they are not sure of what they might end up doing when they graduate! Seniors and juniors thinking ahead will also benefit from the class. Included is discussion and work on preparing an effective application.

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School of Public Health Undergraduate Symposium

We are pleased to invite you to the third annual School of Public Health Undergraduate Symposium on Thursday, May 26, 2016 from 4 – 6 pm in the UW South Campus Center.

The Undergraduate Symposium is a chance for students from across the School’s undergraduate majors and minors to demonstrate how they have applied the knowledge and skills gained in the classroom to address public health problems through research, internship, and capstone experiences.

The Symposium also provides a forum for current students, prospective students, faculty, and the community to discuss current topics in public health.

We hope you’ll join us for this exciting event which will include poster presentations and a reception. Your RSVP is appreciated.

 

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ARCTIC 200: Introduction to the Arctic Studies

Fall 2016 Course

ARCTIC 200: Introduction to the Arctic Studies

T & Th 2:30-4:20 | MEB 248 | 3 credits (I&S) | SNL 10442 | *Core course for Arctic Studies Minor

Interested in learning about the Arctic and rising issues in the region? Enroll in ARCTIC 200: Introduction to the Arctic Studies!

The Arctic is one of the most dynamic and interesting regions of the world to study today! It is the world’s air conditioner, yet it is warming at twice the rate of the rest of the planet. Many Arctic indigenous peoples have gone from being nomadic hunters to internet users in just one generation. Meanwhile, geopolitics in the Arctic intensifies. Russia has planted a flag at the North Pole. China, with a fifth of the world’s population, demands rights to Arctic energy. This course will introduce you to the history of the Arctic, Indigenous political mobilization, international relations, and climate change issues occurring in the Arctic today.

See attached flyer for more information.

2016 ARCTIC 200 Flyer.pdf

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A volunteer opportunity for the Fall

What are you doing this summer? Are you traveling with friends? Did you receive that internship you wanted? Or maybe you decided that you were just going to relax all summer?

Well, while you contemplate your summer, why don’t you sign up to tutor in the fall?

Seattle MESA is looking for students to provide STEM focused tutoring to high school and middle school students during the 2016-17 school year. If you are interested please contact Joffrey Hooks at mtutoruw to get more information or to request an add code.

www.seattlemesa.org

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Vacancy announcement for Coconino NF Fish Biologist

The Coconino National Forest is advertising our GS-0482-11 Forest Fish Biologist position. We are advertising this position using the demonstration authority to reach the broadest pool of interested applicants. The Coconino National Forest contains important aquatic habitat. Of the National Forests within the Southwestern Region, the Coconino ranks among the top for miles of stream habitat and acres of lakes. Of the 36 extant native fish species in Arizona, the Coconino contains populations of 16 species. We have a great opportunity to build a forest program with a solid partner community. The vacancy announcement opened May 20th and will close in ten days.

For additional information on this vacancy, contact John Buehler at: 928-527-3440.

Here’s the link for theGS-482-11 Fish Biologist position on the Coconino NF.

https://www.usajobs.gov/GetJob/ViewDetails/439608600/

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2016-2017 Telling Our Stories: Neah Bay

 

Be a part of an exciting year-long project working with Native youth in Neah Bay! Pipeline is recruiting now for members of the 2016-2017 team!

Are you interested in immersing yourself in the beauty and richness of the Makah culture? Do you love working with elementary school students? Do you want a deep, engaging, non-traditional learning experience in Washington State?

If you answered yes to any of the above questions, consider applying for the “Telling Our Stories: Neah Bay” project via a partnership between the UW’s Pipeline Project and Neah Bay Elementary School. During the 2016-2017 school year, a small group of UW students will take part in a year-long project with students from this Native community. Using oral histories, digital storytelling, and photography, UW students will learn about the rich history and culture of the Makah people while mentoring 5th-6th grade students to create a digital storytelling project to celebrate their own Native culture.

Note that this project will require a 3-quarter commitment as well as a 2 week partnership experience during September in Neah Bay. Students will travel to Neah Bay during one of these weeks. There will be a weekly seminar during autumn, winter, and spring quarters that all students will attend. Students will also travel to Neah Bay during Spring Break.

There are no fees (besides tuition) for this amazing opportunity, and students will earn up to 12 EDUC401 credits. Applications and resumes are due on Catalyst Tuesday May 31, 2016 at 5:00pm. The application questions are attached to this email.

Want more information? Please see this website for more! You can also check out the Telling our Stories event hosted by this year’s amazing Neah Bay team (flier will be attached)!

2016-2017ParticipantapplicationTellingourStories.docx

Telling Our Stories Celebration 2016.pdf

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Tomorrow (5/25): SEFS Seminar Series, 3:30-4:20 p.m.!

For Week 9 of the SEFS Seminar Series tomorrow, we are excited to welcome Dr. Kathleen Wolf, a research social scientist here at SEFS!

What: “Nature’s Rx in Cities – Economic Value … and Who Should Care”

When: Wednesday, May 25, 3:30-4:20 p.m.

Where: Anderson 223

Kathy is a key collaborator with the U.S. Forest Service Pacific Northwest Research Station, working with a research team focused on urban natural resources stewardship. Her studies are based on the principles of environmental psychology; her professional mission is to discover, understand and communicate human behavior and benefits, as people experience nature in cities and towns. She is also interested in how scientific information can be integrated into local government policy and planning.

Tomorrow’s seminar is a wonderful prelude to the SEFS Year-End Celebration, which kicks off down the hall in the Forest Club Room at 4:30 p.m.!

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