Student and Alumni Spotlight

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

In 2023-2024, I was a research assistant for SEAS Associate Professor Ray De Young helping to organize the inaugural Argus Farm Stop Conference. I also helped do some qualitative analysis and interview coding on 40+ interviews with local farmers for one of the conference sessions.

In 2024, I was a reDirect Summer Fellow with the City of Ann Arbor/Office of Sustainability and Innovation providing consulting services to their energy team. I created a guide for residents to help them navigate and more easily understand the City of Ann Arbor’s Home Energy Advisor and Home Energy Rebate programs using the Supportive Environments for Effectiveness (SEE) framework. SEE helps people build mental models, feel competent by increasing procedural knowledge, and to take meaningful action in the world.

In 2024, I was a Graduate Student Instructor for EAS 546 Herbaceous Flora and Ecosystems. 

In 2024 and 2025, I served as a project co-sponsor for ENVIR 391 Sustainability and the Campus working with teams of four undergraduate students to manage projects related to hosting mending events on campus (2024) and researching community-focused volunteer efforts and leading a community restoration workday at the SEAS-owned St. Pierre Wetland (2025).

In 2024-2025, I volunteered with Oudolf Garden Detroit, which led to me being asked to serve as the lead volunteer to steward their native wet meadow.

In 2024-2025, I was a natural areas volunteer with Matthaei Botanical Gardens and Nichols Arboretum (MBGNA) helping to steward and manage the natural area wetlands and forests at Matthaei and the Arb. This volunteer work contributed to me being hired for Summer 2025 on their natural areas stewardship team. I’m helping to steward the natural area wetlands and uplands at both the botanical gardens and the arboretum.

In 2025, I’m serving as a seasonal horticulturalist with Washtenaw County Parks helping to maintain native plant beds in county parks.

In 2025, I was a research assistant for SEAS Professor of Practice and Engagement Mike Shriberg, conducting and analyzing qualitative interviews for his Center for Research on Learning and Teaching grant to more formally assess the current SEAS master’s theme capstone offering.

From 2023-2025, I was a mending event co-organizer. In 2023, a group of students in Professor De Young’s Conservation Behavior Seminar hosted a mending event as a small experiment that led to us hosting dozens more mending events. I also gave a mending workshop at the Ann Arbor Public Library and presented a lecture at their 2025 Fiber Arts Expo. These mending events now have a formal place within the SEAS-sponsored student organization, Trash Club, and will continue into the future.

I am also a 2025 member of The Stewardship Network Fund fundraising working group, which focuses on building a framework to raise a substantial amount of money to support perpetual natural area stewardship work across the U.S.

What type of capstone experience are you working on? 

I chose to participate in a theme-based master’s capstone project in the Conservation & Restoration theme with Dr. Sheila Schueller. I was part of a team of six students who worked with SEAS to develop a site stewardship plan for the UM-owned and SEAS-managed St. Pierre Wetland. Our project was a mega-master’s project since we built on the work from a team that restarted the efforts at the St. Pierre wetland from 2022 – 23. I wrote the Context and History chapter of the stewardship plan, and contributed to starting to analyze the site hydrology and the needed infrastructure upgrades to improve site access. I also worked to increase community engagement at the wetland through:

• networking with area land managers,
• conducting qualitative interviews with local natural area stewards for my EAS 559 Interviewing & Qualitative Data Analysis project,
• co-leading a group of ENVIRON 391 students to host an invasive plant removal workday,
• building a media kit in EAS 677.056 Media & Strategic Communications to promote the wetland, and
• creating a place-based educational module in EDUC 547 Place-based Sustainability Education to establish a model plan for instructors to bring their field lab classes to the St. Pierre Wetland.

Which classes were most beneficial during your program? 

One of the main reasons I enrolled at SEAS was to take classes with SEAS Associate Professor Ray De Young about human behavior and the environment and localization. EAS 560 Behavior and the Environment along with EAS 561 Psychology of Environmental Stewardship created such a strong foundation for me in the behavior space within BEC. I also took two seminars with him that really helped me dig deeper into the same subjects: EAS 661 Conservation Behavior and EAS 568 Reconnection and Revitalization, which was co-taught by SEAS Associate Professor Tom Princen. Princen’s solo-taught seminar, EAS 565 Principles of Transition, allowed me to dig into two seminar environmental books, Braiding Sweetgrass and Nature’s Metropolis. I also wanted plenty of field experience while at SEAS so I took as many field-based classes as I could. EAS 546 Herbaceous Flora and Ecosystems with SEAS Lecturer Mike Kost was life-changing, and sparked my interest in botany and natural areas. EAS 447 Forest Ecology with SEAS Adjunct Lecturer Stella Cousins allowed me to explore forested environments. The trio of EAS 559 Interviewing and Qualitative Analysis, EAS 677.002 Media and Strategic Communications, and EDUC 547 Place-based Sustainability Education were all project-based, which allowed me to do additional work on my master’s capstone project within the context of these classes. I have enjoyed the coursework so much at SEAS that I have decided to stay for a fifth semester and take EAS 430 Soil Ecology (field-based labs) and EAS 533 Negotiation Skills with SEAS Professor Steve Yaffee, which he has taught for years and students love for the practical applications beyond SEAS.

How did you find community and get involved at SEAS?

I started building my SEAS community shortly after I was admitted to the program. I attended Admitted Students Day and met several of my fellow students (now friends) there. The three of us started a summer reading group related to EAS 560. I also attended SEAS orientation at the U-M Bio Station. Once classes started I made a point to talk with people who were sitting around me, going to office hours, and setting up study and reading groups for most of my classes. I also explored different clubs and attended their events. Volunteering at Matthaei Botanical Gardens and co-leading mending events also helped me to broaden my community connections. In general, I made an effort to say yes when I was invited to events and presentations, and I showed up once I committed to attending. I needed to do this to build community since I live over an hour away from campus.

How has Career Services been useful to you or helped you during your time in the SEAS program? 

Career Services has been a great resource for me during my time at SEAS. Their workshops are excellent, as are the alumni and employer chats. I connected with two BEC alumni during the summer before I started at SEAS, and I have kept up the practice of connecting with alumni throughout my time here. The resources that Career Services has created for resumes, conducting interviews, doing research, and building my personal environmental brand have been outstanding. One-on-one meetings have also been very helpful. More than anything, I know how much the Career Services team cares about students.

What advice would you share with prospective or current SEAS students?

Understand and accept that your master’s program will go by in a blink. Take classes, show up, and do the work, but also engage with your professors, attend events and conferences, and use your time here to connect with others and build your network. Say yes often, show up, and try new things. Explore and do small experiments every day.

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

Last summer, I was a fellow with the U-M Graham Sustainability Institute’s Catalyst Leadership Circle Fellowship, where I collaborated with Traverse City Light & Power, a municipal electric utility in Traverse City, Michigan, to design a residential energy coaching program for local households. The program functions as a one-stop solution, with dedicated energy coaches serving as trusted advisors. As the project lead during the 10-week fellowship, I had the exciting opportunity to scope the program from the ground up—conducting outreach to energy efficiency program managers to gather best practices and insights.

As part of the project deliverables, I developed a residential energy coaching program template to help municipal utilities design their own tailored coaching programs, a coaching guidebook to ensure residents have access to up-to-date resources, and a communication strategies pamphlet for use by energy coaches. These tools have also been designed to be adopted and replicated by communities across Michigan.

After the fellowship, I was also invited by my project client to present the project to the City of Traverse City Council. It was incredibly empowering to witness how these deliverables come to fruition and begin making a real impact on both my client and the communities they serve.

(You can view the project details and deliverables here.)

What type of capstone experience are you working on?

I am currently working on a theme-based capstone project in climate and energy titled “Supporting Energy Sovereignty Through Technical Analysis and Community Participation in Moloka‘i, Hawai’i.” Our client is the Moloka‘i Clean Energy Hui (MCEH), a coalition of community-focused groups, including Hoʻāhu Energy Cooperative Moloka‘i and Sustainable Moloka‘i. 

As a team of six graduate students, we are supporting MCEH’s efforts to advance sustainable energy and energy sovereignty while honoring the island’s cultural values and aloha ‘āina (love for the land). My specific role focuses on curating a data analysis and visualization tool that supports more transparent, collaborative, and community-driven decision making for future energy planning. This tool has also been integrated into an interactive, live dashboard developed by MCEH to dynamically map community input—including feedback, interests, and demographic data—in ongoing support of the Moloka‘i Community Energy Resilience Action Plan, which guides the island-wide planning process to increase renewable energy deployment.

During our time on the island, we participated in Kahua (foundation-building) workshops, volunteered locally, and held conversations with community leaders—an extraordinary experience that taught us the importance of respect, trust, and deep listening in community engagement work, far beyond what can be learned in the classroom.

Which classes were most beneficial during your program? 

One of the most beneficial classes I took at SEAS was EAS 562 Environmental Policy, Politics, and Organizations. As an international student without a policy background, it was incredibly helpful to explore U.S. environmental policy through case studies and learn how to write succinct policy memos while critically analyzing stakeholders and their values in environmental controversies.

Outside of SEAS, I took the Environmental Law and Policy class at Michigan Law School—by far one of the toughest classes I have ever taken. Despite the dense technical readings and cold calls during class, it gave me a strong foundation in key federal environmental laws like the Clean Air Act, Clean Water Act, National Environmental Policy Act, and Resources Conservation and Recovery Act. It also motivated me to reflect more deeply on whether the national legal system genuinely protects vulnerable populations.

How did you find community and get involved at SEAS?

I was fortunate to find my community early on during the U-M Biological Station—almost every friendship began at the volleyball court, including meeting my EJ track leaders even before arriving in the United States. I also found meaningful connections with like-minded, passionate peers through SEAS Student Government, which allowed me to help advocate for transformative learning experiences on behalf of the student body. And honestly, just being present in the Dana Commons makes a huge difference—you’d be surprised how often you bump into faculty, staff, and fellow students. It’s the heart of SEAS—a great place to work, unwind, and build community.

How has Career Services been useful to you or helped you during your time in the SEAS program? 

Career Services has been incredibly helpful during my internship and job search process. We regularly receive monthly newsletters from the Career Services Coordinators with updates on upcoming workshops, job opportunities, and useful tools like career planning templates. I was also fortunate to participate in the Formal Mentorship Program, where I was paired with a SEAS alumna (a huge shoutout to Karen DeGannes!), who has been supporting me every step of the way while navigating my early professional journey, ranging from reviewing my resume, refining my career goals, and expanding my professional network. I also really appreciated the chance to connect with other SEAS alumni through coffee chats. The alumni community is so approachable and friendly, which made those conversations feel welcoming rather than overwhelming.

What advice would you share with prospective or current SEAS students?

As an international student, I came to SEAS with doubts and a sense of impostor syndrome, often questioning whether I was doing enough to belong. Graduate school can be overwhelming, but if I could time travel back to my first year, I would learn more about my peers and be more open to opportunities beyond my academic specializations. Thanks to friends at SEAS looking out for me, I did not miss the chance to apply for the Catalyst Leadership Circle Fellowship and to become part of the 2024-2025 Ross Leadership Academy (RLA) Cohort. My advice is to not be afraid to explore. It is often the unexpected opportunities, both on and off campus, that shape your journey the most.

What type of capstone experience are you working on?

I worked on a traditional capstone project for RMI under the guidance of SEAS Professor Gregory Keoleian. My team conducted a techno-economic analysis of green hydrogen applications in India’s power sector, which will be used by RMI to inform their work with the Indian government on developing the green hydrogen ecosystem in India. My specific role in the project was to conduct an economic analysis of different modes of transport that can be used for moving hydrogen from production to demand centers.

Which classes were most beneficial during your program? 

I really enjoyed EAS 570 Environmental Economics and EAS 575 Climate Economic and Policy, as these classes were crucial to my understanding of the economic drivers behind climate change. I learned about the limitations of classical economics in addressing the true cost of using fossil fuels, and pros and cons of solutions like carbon tax and cap and trade systems. I also enjoyed EAS 610 Advance Life Cycle Analysis, which equipped me with a comprehensive tool to evaluate the environmental impact of anything imaginable.

How did you find community and get involved at SEAS?

The friends I made during SEAS orientation remain the closest set of people to me even now. I would recommend all incoming students attend orientation as much as possible. I have also been actively involved in EPP as a track leader, which has helped me connect more closely with my class and contribute to their experience at SEAS. Additionally, being an international student, I have always tried to be a resource for international students in navigating challenges that come with a new culture and academic environment.

How has Career Services been useful to you or helped you during your time in the SEAS program?

I have found the alumni sessions and coffee chats organized by Career Services to be very helpful in connecting with alumni and learning more about the organizations they work for. Career Services were also a great resource and partner for me as a track leader as they supported me in putting together events for EPP students. SEAS career services have always been very responsive to my needs and I would encourage incoming students to proactively utilize their expertise in career guidance and counselling.

What advice would you share with prospective or current SEAS students?

SEAS offers a diverse and expansive education—there's so much you can do that it might feel overwhelming at times. I would advise incoming students to be very intentional about how they would like to utilize their time in school. Talk to as many current students as you can to gather information on the available opportunities and chart a course that suits your interests and career goals. I can assure you will have the best time of your life at SEAS, and I hope you will make the most of it!

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

While in graduate school, I interned with Happy Planet Running, which is a zero waste event company. We go to different races/events and collect the waste generated by the event. We sort the waste (recycling, compost, etc.) and mitigate what goes to the landfill. During most of the events I've worked, less than 1% of the generated waste ends up going to landfill! I am really passionate about the zero waste movement and this has been an excellent opportunity to learn more about landfill mitigation.  

What type of capstone experience are you working on? 

I am working on a theme-based project in the conservation and restoration theme course with SEAS Lecturer Sheila Schueller. I am working alongside a team of five other students and Nature & Nurture Farm and Mike Levine, based in Dexter, Michigan. We are looking at how working landscapes can actively support biodiversity. For our project, we completed an ecological assessment on the natural areas around Nature & Nurture Farm. We did flora, fauna and vernal pool assessments, and recorded site history. With the information from these assessments, we wrote a site management plan with recommendations for ecological stewardship on-site.

Which classes were most beneficial during your program?

I think Ecology 509 and Herbaceous Flora have been the most beneficial courses during my program. Ecology 509 is a really fundamental class and it provided me with an excellent basis/background in ecology needed for most other ESM-based courses. Sheila Schueller, the instructor for the fall season of the class, does an excellent job of providing a foundation in a number of ecological topics.

Herbaceous Flora is my favorite class I have taken at SEAS. I loved everything about this class and wish I could take it again! Mike Kost, course instructor, does an excellent job teaching the course and the lab. He is such an incredible source of knowledge and getting to learn from him was a pleasure. Aside from the amazing lectures, the class also had super fun lab sections. At first, it seemed like five-hour labs were going to be too long and exhausting but they were so much fun! I loved getting to go out to different sites and look at different plants and ecosystems. 

How did you find community and get involved at SEAS?

I think the U-M Bio Station was a fantastic opportunity to meet new people. I met some of my closest friends at the Bio Station during orientation week. After that, I think just getting to spend time in the Dana Commons is an excellent opportunity, as it allows all SEAS students to congregate in one place and meet with and collaborate with one another. 

How has Career Services been useful to you or helped you during your time in the SEAS program? 

Career Services has been helpful in the job search, particularly in the review of cover letters and resumes. Cindy Richard was a great help when doing cover letters and resumes! Further, the alumni coffee chats that Career Services helps to facilitate is a great opportunity to meet alumni and learn about different positions in the environmental field. 

What advice would you share with prospective or current SEAS students?

Take classes that interest you, even if they are not part of your concentration/focus of study. You might find something that you didn't know you were passionate about! Do not be afraid to step outside your comfort zone; you come to school to learn and you should take as much information in as you can during your time at SEAS. 

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

The summer after my first year at SEAS, I interned for NOAA at the Great Lakes Environmental Research Laboratory. I learned how to use NOAA’s Science on a Sphere software, an educational platform that projects climatic, physical, and environmental data on a flatscreen display. I developed a self-guided digital tour showcasing Great Lakes meteotsunami data collected by NOAA buoys deployed in Lake Michigan. This allowed me to practice combining my data visualization and storytelling skills, which I believe are two valuable skills every data scientist should have in their toolbelt.

What type of capstone experience are you working on? 

For my master’s project, my team, comprised of five other SEAS students, partnered with the Michigan Department of Natural Resources, The Nature Conservancy Michigan, and the U-M Water Center to develop actionable policy recommendations for the state of Michigan to integrate into the Michigan the Beautiful initiative. As the spatial analyst, my role has involved mapping existing areas of protection in Michigan’s Great Lakes and conducting a proximity analysis on where these areas could be expanded. Additionally, I've been tasked to create an ArcGIS StoryMap to summarize and present our report's findings to a non-academic audience. As someone with no background in environmental policy, it’s been a humbling experience learning from my peers who have more experience in this field.

Which classes were most beneficial during your program? 

My favorite SEAS course has been EAS 648 Geovisualization, taught by SEAS Assistant Professor Derek Van Berkel. In class we learned how to communicate environmental data to diverse audiences in a compelling way. The course emphasized using open-source software, intentionally allowing me to apply the skills from his class to my future work setting—regardless of available subscriptions. For my final project, my partner and I developed an interactive Shiny web app using R to help users find the nearest cooling center to any given location within the Chicago Metropolitan Area. This was a fun way to combine my data skills with environmental justice and public health.

How did you find community and get involved at SEAS?

I struggled with finding a sense of community during my first year at SEAS, especially within the GDS specialization. I only knew other first-year GDS students from Admitted Students Day and from taking classes together, but most of our interactions wouldn’t extend beyond the classroom. Thus, I intentionally pursued a leadership position as a GDS co-track leader. This year my co-leader, Sean Skinner, and I have been sending out a monthly newsletter featuring a GDS faculty member and two current GDS students. We also aim to organize two social events each month to build connections and strengthen relationships between first- and second-year students. My role as track leader has taught me the importance of building community by facilitating connections between faculty, first years, and second-year students, while also reinforcing the importance of creating inclusive spaces for others so they, too, can feel a sense of belonging.

How has the Career Services office been useful to you or helped you during your time at SEAS?

I’ve utilized Career Services to review my resume, CV, and cover letters, and they’ve provided valuable feedback on my personal statements for scholarship and fellowship applications. Career Services also hosted a LinkedIn workshop specifically for GDS students, which was super informative.

What advice would you share with prospective or current SEAS students?

From the beginning, meeting students during orientation at the U-M Bio Station, it felt like everyone around me had a niche “thing” they were passionate about. I remember feeling intimidated because I didn’t have that same sense of direction, but I’ve since learned to use that uncertainty as an opportunity to learn from my peers. Take the time in grad school to ask questions, listen to others, and get excited about what excites them. You might be surprised at what resonates with you!

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

There are two: The C-SED Lab and an internship with my advisor, Lisa DuRussel

The Center for Socially Engaged Design has a prototyping lab on North Campus, housed within Mechanical Engineering. I've always been a strong believer in breaking down silos and working across disciplines, and this was an opportunity to work with students from all over the school on their creative projects. I facilitated trainings on a variety of tools like table saws, planers, routers, and bandsaws, and helped students access 3D printers, CNC embroidery machines, tools for shaping cardboard and foam, as well as other materials. This winter, I helped a team put together tanks and growing beds for an aquaponics project for Matthaei Botanical Gardens. This experience really hammered home for me how important it is for me to be working with my hands, face-to-face with other people.

Last summer, I arranged a summer internship with my advisor, SEAS Assistant Professor of Practice Lisa DuRussel, who had a variety of different projects in Michigan, hitting on many of the major themes of our program. I helped her update a masterplan for the City of Hudson, create visualizations to analyze signage for a park in Manchester, and prepare a planting plan for the public art-infused project: Detroit Vacant Land. I also had the opportunity to assist a feasibility study for the City of Dearborn to research nature-based solutions to address air pollution in the city's southend neighborhood. This neighborhood experiences high rates of asthma and other health concerns due to high airborne particulate matter from surrounding industry. Our team also included Associate Dean for Research and Creative Practice and Professor of Architecture Kathy Velikov, and Associate Professor of Architecture and Urban and Regional Planning María Arquero de Alarcón, and it was fantastic to work with them and the City of Dearborn team to combine research and design to explore how a vegetated buffer could ameliorate these major community health concerns.  

What type of capstone experience are you working on? 

I decided to pursue an independent practicum, exploring the possibilities of an artificial floating wetland in the Rouge River. I wanted to combine research with hands-on prototyping, leveraging my resources and connections in the C-SED lab. I reached out to Friends of the Rouge, who were very excited about the idea, and provided me with excellent insights and additional connections to U-M-Dearborn’s Environmental Interpretive Center and the Detroit Center. Through my project, I really got to understand the history of interventions that have made the Rouge River what it is today, including some milestone investments and projects that have helped me understand how to actualize steps towards major conservation goals. 

Which classes were most beneficial during your program?

Woody Plants! This was by far my favorite class. I loved meeting people from all different tracks, walking around in the woods with them, and really getting to know the local trees, shrubs and vines. I truly believe that when you know plants, what they do, what their environment is and needs are, you care about them. It is my goal to share plant knowledge with my clients and colleagues to reattune our collective care to the environment.

This semester, I took on way too much and added two electives: Indigenous Rights with SEAS Professor Kyle White and an urban planning elective in Taubman. Both were incredible experiences that connected me with brilliant minds, important concepts, and new ways of thinking about my work. They both helped me see how legal documents, regulations, maps, masterplans, and more interface with real people, and find ways to elevate the stories of marginalized people who are experiencing the negative impacts of them. 

The Landscape Architecture program is getting a bit of an overhaul right now, and the classes that I took may be fundamentally different for up and coming students in the program. That said, I loved learning the nuts and bolts of landscape architecture: I wish we had Site Engineering every semester, and I loved the site walks with Stan Jones for Materials and Methods. His Landscape Architecture History class: Sustainable Sites was also really critical for getting a broader sense of what is possible in the field. For me, a strong design depends on an understanding of how things actually work: the hydrology, the way things are put together, the way plants behave, and how people have done things before. The visualizations are all in service to that.  

How did you find community and get involved at SEAS?

I am a non-traditional student—I came back to school 14 years after graduating from undergrad—and I live a good commute off campus, so getting involved in the classic on-campus ways really didn't work for me. To boot, the Landscape Architecture program can really keep us glued to our work in the studio. So for me, it was field trips and site visits outside of the classroom that helped me connect more deeply to my colleagues in the program. I also definitely made time for the seasonal MLA track potlucks and even planned a couple of bowling outings. Sometimes it's just being in the trenches together on a tough assignment that builds the best rapport. 

How has Career Services been useful to you or helped you during your time in the SEAS program? 

So many stars for SEAS/PITE Career Services! I participated in every workshop that I could, and got some great feedback on my resume more than once. Careers with Peers was also incredible. Every time I applied for something, having a second pair of eyes on my cover letter was really helpful. It was also helpful to role play with other students during the salary negotiation workshop; it really pulled the curtain back on an intimidating topic, and left me feeling very confident about bringing it up with potential employers. For me, even though I had been working for over a decade before I returned to school, I knew that I could use some help phrasing my resume in a way that made my talents shine. I also really valued the opportunity to hop on Zoom calls with representatives from firms from around the country. Sometimes there would be a panel of three or so people from different places, and we could ask about the field or their personal philosophies. Sometimes we would connect one-on-one to get feedback on a project. There are so many different opportunities available, and I recommend taking advantage of all of them. Even if you already feel like you know enough about a topic, there is always a new takeaway, or an opportunity to share what you know with someone else.  

What advice would you share with prospective or current SEAS students?

The external pressures on this journey are real, and can feel really intense. Make sure to take some time for self-reflection, in order to really synthesize everything that's coming at you. And there's always going to be a trade off, no matter what you decide to do. If you decide to take only the critical classes, you'll be able to give them more of your attention, and you might need that. If you decide to broaden your experiences by taking more classes, you'll be exposed to so much more, but you won't be able to give them your all. Be strategic, and be compassionate with what you have (or don't have) capacity for. 

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

During my time at SEAS, I had the opportunity to work as a project intern for the Office of Campus Sustainability on the Scope 3 Emissions Project. This project involved assessing U-M’s Scope 3 data and developing strategies to reduce indirect emissions campuswide, with the ultimate goal of achieving carbon neutrality. I was responsible for the outreach and coordination of open houses across the Ann Arbor, Flint, and Dearborn campuses, as well as creating educational materials and analyzing feedback data. This information was used to inform future planning for the university's carbon neutrality goals.

What type of capstone experience are you working on? 

I participated in an energy-themed project, collaborating with Hoahu Energy Cooperative Moloka‘i and Sustainable Moloka‘i. Our team worked to support energy sovereignty through technical analysis and community participation. We spent a month on the island, engaging with community members to understand their energy needs and facilitate informed decision making regarding energy planning. We provided them with resources such as life cycle analysis, an energy metrics rubric, and more to empower them in making informed energy planning decisions.

Which classes were most beneficial during your program?

EAS 557 Industrial Ecology was particularly beneficial, as it taught me skills such as life cycle analysis and GHG emissions calculations. These skills were invaluable for my project and are essential in any sustainability work environment. Another impactful class was EAS 560 Behavior and Environment, which helped me understand inherent behaviors and the steps needed for behavior change.

How did you find community and get involved at SEAS?

I found a sense of community during orientation at the U-M Biological Station and also by spending time in the Dana Building. It’s actually harder not to make friends at SEAS because everyone is in similar courses and shares common interests.

How has Career Services been useful to you or helped you during your time in the SEAS program? 

The resume guide on the website was incredibly helpful when updating my resume, providing examples and tips that made my resume competitive for internships. Counseling sessions also provided a second look at my application before submission, giving me peace of mind.

What advice would you share with prospective or current SEAS students?

I would encourage prospective students to step out of their comfort zones and take classes they might not have considered before. This openness will enrich your experience and broaden your horizons. 

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

Yes, I interned with Powertrust as an MBA consultant. I co-led the team and explained the Renewable Energy Credits (RECs) to my team. Then, we researched RECs at an international level across various developing nations and how they can be traded through an international credit system.

What type of capstone experience are you working on? 

For my master's capstone, I worked on a group practicum project in partnership with Hoʻāhu Energy Cooperative Moloka‘i and Sustainable Moloka‘i. My primary contributions centered on conducting a life cycle assessment of two community-based solar energy projects, using SimaPro software to model their cradle-to-grave environmental impacts.

Additionally, I participated deeply in community engagement, spending a month on Moloka‘i volunteering with local organizations, facilitating energy conversations with residents, and integrating Indigenous knowledge and values into our project deliverables. This experience emphasized ethical collaboration, environmental stewardship, and the importance of community-led energy planning.

Which classes were most beneficial for you during your program?

Honestly, it is hard to point to just one class, as every course broadened my perspective on the intersections of energy, environment, and politics. However, two classes stood out as especially influential.

URP 620 Energy Planning taught by U-M Associate Professor of Practice Sarah Mills provided a strong foundation in how energy systems are shaped by planning processes, regulatory frameworks, and community engagement. It enhanced my understanding of policy-driven energy transitions and gave me skills in analyzing land use, permitting, and public participation related to renewable energy development.

EAS 525 Energy Justice taught by SEAS Associate Professor Tony Reames deepened my awareness of how energy systems can either reinforce or challenge existing social inequities. Through this course, I developed a critical lens for evaluating energy projects based on fairness, inclusivity, and long-term community benefits. It strengthened my commitment to centering justice in sustainability and energy work.

Both classes significantly shaped my approach to research, stakeholder engagement, and real-world project implementation.

How did you find community and get involved at SEAS?

At SEAS, I found community through collaborative projects, student groups, and mentorship opportunities. I highly suggest that everyone attend the social events curated by SEAS and the University; they allowed me to talk to my seniors and make friends. By talking to people of different nationalities at such an event, I found many friends who were as passionate about sustainability as me. Also, I made friends for a lifetime through my capstone project.

How has Career Services been useful to you or helped you during your time in the SEAS program? 

Career Services has been amazing and incredibly supportive throughout my time in the program. I strongly encourage every student to reach out to them—whether for academic concerns, financial challenges, job searching, or even mental health support. They always listen carefully and either provide a direct solution or guide you to the right resources. Their willingness to support students holistically made a big difference in helping me navigate both my professional development and personal well-being during my time at SEAS.

What advice would you share with prospective or current SEAS students?

Make the most of your two years—time flies by faster than you expect! I encourage students to reach out to friends, professors, and Career Services whenever they are struggling or need support. Don’t be shy about asking for help or exploring new opportunities. Take advantage of the research projects, travel funding, conferences, and all the incredible resources available at SEAS. Everyone here truly wants you to succeed, and building those connections will make your experience even more rewarding.  

Could you share your internship/work experience? Where did you intern/work and what type of work did you do?

I haven't had any internship experiences yet, as I've been busy planning and executing my experiment on Michigan croplands, but I am interested in taking advantage of the Rackham Doctoral Intern Fellowship during the remainder of my time in the program.

What area of study or research have you focused on throughout your time studying? Please share about your work and/or role?

Throughout my PhD studies, I have focused on agricultural sustainability, and specifically on research that highlights opportunities to recycle and store nutrients in healthy soils rather than relying on chemical applications for crop success in the Midwest. I am part of a team working on the sustainable application of urine-derived fertilizers on Michigan croplands, and I am also running an experiment using cattle to graze overwintering cover crops between a corn, soy, wheat rotation.

Which classes were most beneficial for you during your program? 

Soil Ecology, Woody plants, and Natural Resource Statistics are three courses that were impactful for me! Learning about Michigan's ecosystems, glacial history, and forest ecology has helped me develop research questions relevant to our context here in Michigan, and the statistics courses offered at SEAS are great for interpreting that data.

How did you find community and get involved as a PitE student?

My classes had a lot of great people in them, many of which are now my closest friends! I also spent time running, hiking, and foraging, and bringing along friends from classes to join me in those activities. There are plenty of great clubs and organizations spanning everything from ecological restoration to the intersection of art and the environment.

How has Career Services been useful to you or helped you during your time in the SEAS program? 

I haven't used career services much, as I am still in the earlier stage of my PhD, but I plan to take advantage of their expertise as I approach graduation in two years. 

What advice would you share with prospective or current SEAS students?

I would advise you to start broad in your interests and classes early on; try new things, attend seminars and lectures, and see what makes your brain turn fast! Once you find an area that really interests you, SEAS offers many opportunities to hone your skills and become an expert in your area of study.