Student and Alumni Spotlight

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

During the summer of 2025, I worked with the City of Ann Arbor on its Sustainable Food Framework through the reDirect Foundation. In this role, I collaborated closely with the Sustainable Food Coordinator in the Office of Sustainability and Innovations to support the implementation of equitable and climate-conscious food procurement standards.

I applied the SEE Framework, an environmental psychology-based approach that focuses on how environments shape behavior and uses small, iterative “experiments” to drive meaningful change, to design a 25-page Sustainable Food Purchasing Guide, along with a streamlined one-page resource. These tools were created to help staff incorporate workforce, equity, climate and environmental criteria into everyday purchasing decisions. Read more about it here!

What type of capstone experience are you working on? 

I worked on a traditional capstone project with the Ann Arbor Hands-On Museum and the Leslie Science & Nature Center. Our team conducted a sustainability and emissions analysis to help both organizations better understand their environmental footprint and identify opportunities for improvement.

We developed a baseline by assessing Scope 1, Scope 2, and partial Scope 3 emissions using operational data from both organizations. Based on this analysis, we provided recommendations to reduce emissions and support more sustainable practices, while also identifying opportunities to expand environmental education programming.

My role focused on calculating waste-related emissions as part of the Scope 3 analysis and developing actionable recommendations. I also contributed to the exhibit and education component of the project by evaluating current exhibits, proposing updates and suggesting new exhibit ideas that incorporate sustainable materials and lifecycle thinking, with a focus on circular economy principles.

Which classes were most beneficial during your first year?

The course with Associate Professor Heidi Hausermann on Environmental Racism, Health and Pathways to Justice was one of the most thought-provoking classes I’ve taken at SEAS. It pushed me to engage deeply with topics that are often overlooked or avoided, particularly how systemic inequities in the U.S. shape environmental health outcomes. The course not only built my understanding of environmental justice but also emphasized pathways toward accountability and change.

Behavior and Environment with Associate Professor Ray De Young was also incredibly impactful. It helped me better understand how people perceive and interact with their environments, and how behavior change can be effectively encouraged. His course on the Psychology of Environmental Stewardship further strengthened this foundation, giving me practical frameworks and tools that I’ve applied in internships and projects, particularly in designing interventions that promote sustainable behavior.

How did you find community and get involved at SEAS?

I found a community at SEAS through both leadership and shared experiences. Serving as a BEC Track Leader allowed me to build meaningful connections with other students in the track and create a smaller, more supportive community within the larger SEAS cohort.

I also worked as an intern with Student Life Sustainability, where many of my coworkers were SEAS students. This created a natural sense of community in the workplace, where we connected not only professionally but also personally.

Also, being in classes with the same group of students during my first year helped foster close relationships. Over time, those connections extended beyond the classroom, where we spent time cooking, reading, and simply enjoying each other’s company.

How has the Student Center Career Services office been useful for you during your time at SEAS?

Career Services offers a multitude of resources that have been incredibly beneficial during my time at SEAS. I personally really enjoyed the BEC specialization emails we received each month, highlighting jobs, events, and opportunities available to us as students. The employer chats offered are also gems. They give us the chance to connect with professionals from around the world, helping guide us while also sharing their knowledge and experiences in an accessible way.

What advice would you share with first-year students at SEAS?

Never doubt yourself or your abilities. Each and every one of us has a purpose and didn't end up at SEAS by accident. Being a grad student definitely has moments when you doubt whether you belong, whether you know enough, and whether you'll make a difference. I'm here to say that you will. Surround yourself with people who encourage and uplift you, and don't be afraid to make connections because they will take you far.

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

In May 2026 - May 2027, I will hold an internship at the Southeast Michigan Council of Governments (SEMCOG) as a Transportation and Planning Intern.

What type of capstone experience are you working on? 

My team's traditional capstone project is partnered with HERO, a non-profit organization that funds climate advocates' work. Our main research question has been, "How does grassroots climate advocacy impact climate policy in the United Kingdom?” My role has included conducting outreach to members of Parliament and climate advocates, holding interviews, blinding and coding transcripts, and creating GIS maps based on climate protest data.

Which classes were most beneficial during your first year?

Urban Sustainability with Brandon Finn was foundational for my combined passions in EJ and urban planning. Additionally, Kyle Whyte’s classes on Indigenous rights and sustainability were transformational in shaping my view on the intersection of land back and urban planning.

How did you find community and get involved at SEAS?

I found my community and friendships mainly by hanging out in the Dana Commons almost every day and meeting new faces! Community forms naturally when we are all in the same space. Additionally, participating in Student Government and the Student Advisory Board shaped my role in SEAS.

How has the Student Center Career Services office been useful for you during your time at SEAS?

The LinkedIn Workshop was helpful, alongside weekly resume/job application workshops in the Commons.

What advice would you share with first-year students at SEAS?

Don’t be afraid to try out as much as possible. Your time here goes by fast, and every moment for connection, friendship, knowledge sharing and joy is critical to making your experience!

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

Last summer, I worked as a water policy intern at the Huron River Watershed Council (HRWC). My primary project was conducting an ordinance gap analysis for 20 municipalities in the Huron River Watershed to help inform HRWC's community engagement strategy.

What type of capstone experience are you working on?

My master's capstone project examined the socioeconomic impacts of changing Great Lakes ice cover. Our research was the first comprehensive look at how ice cover changes impact coastal communities in our region, and our clients were the Cooperative Institute for Great Lakes Research and Great Lakes Observing System. On this project, I supported stakeholder interviews, developed a regional survey, helped with report composition, and was our team's lead facilitator for client meetings.

Which classes were most beneficial during your first year?

Environmental Policy, Politics, and Organizations (EAS 562) was foundational in my curriculum at SEAS. This course helped build my skills in policy writing and analysis through an engaging case study structure. EAS 562 is a course that sticks with you, and I know I will apply the knowledge I gained for many years to come in my career. Additionally, Water Law (EAS 501/LAW 761) was one of my favorite courses in graduate school. This class was a challenging but exciting opportunity to apply my background in water resources research and newly developed policy skills to a legal context and deepen my knowledge.

How did you find community and get involved at SEAS?

Orientation at the Biostation was an amazing introduction to SEAS and is where I first met many of my friends! This past year, I was also one of the two Track Leaders for the EPP cohort, and I have loved setting up events to continue supporting the strong sense of community within the EPP specialization.

How has the Student Center Career Services office been useful for you during your time at SEAS?

Career Services was an important resource that helped me get funding for my summer internship with the HRWC. Without career services, I would not have had access to the Eunice Burns Fund for Water Policy Education, a scholarship fund meant to support unpaid internships, or been able to have such a great experience working at HRWC.

What advice would you share with first-year students at SEAS?

Focusing on skills development is one of the best ways to get the most out of what SEAS and the University of Michigan have to offer. When selecting courses, try to think specifically about what you want to take away from a course and how you see it fitting into your career goals. And have fun and get involved! It is pretty special to be able to work and build relationships within such a talented and passionate community, and it is something I will definitely miss after graduating from SEAS.

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

During Summer 2025, I interned in New York City as the Community Engagement Intern for the Waterfront Alliance (WA), a non-profit dedicated to ensuring resilient waterfronts, shorelines and coastlines for all NYC residents. During my time at WA, I provided substantial contributions to the Flushing Meadows Corona Park Climate Resiliency Project, which aims to advocate for recommendations that reduce flooding and other climate-related concerns in Queensbridge Park by restoring wetland habitat and improving park experience for visitors. I co-led multiple community engagement events in and around the park, where my colleagues and I chatted with visitors about their experiences in the park and any ideas they might've liked to see incorporated into the larger project proposal. I synthesized these discussions into an executive summary, which was sent to NYC Parks to inform future project concepts. 

Most notably, I co-led an ecological tour of the park, which emphasized the benefits that wetlands and other natural ecosystems can bring to park health. I helped to create multiple communications materials for the project, including event flyers and a plant ID sheet for visitors. At the end of my internship, I created a project management plan that detailed over 100 actionable items that should be taken to ensure the project’s continued success into the future.

What type of capstone experience are you working on?

I am currently finishing up my capstone with the Maryland-based Envision the Choptank, a coalition-building organization advocating for the continued health and sustainable use of the Choptank River. Our project is titled "Advancing Marsh Adaptation Projects in the Choptank River through Management Assessments and Landscape Change Visualization Products." The primary goal is to assist tidal marsh managers in the successful, targeted conservation and restoration of five key tidal marshes by conducting an assessment of the current management landscape and analyzing how these marshes have changed and may change in the future. 

Together, our team conducted a literature review of trends in tidal marsh health and management in the Choptank River and Chesapeake Bay, interviewed professionals to discuss common successes and challenges in tidal marsh management, and performed historical and predictive GIS analysis for the five key marshes in the Choptank River. I co-wrote the literature review and conducted all of the interviews with the wetland professionals.

Which classes were most beneficial during your first year?

Woody Plants and Forest Ecology were the most insightful and helpful classes I took during my first year at SEAS. Though each course had quite different pedagogical styles, both helped me quickly improve my ability to holistically evaluate an ecosystem. I gained valuable skills in plant identification, report writing and field techniques - all incredibly necessary tools to effectively manage an ecosystem. 

How did you find community and get involved at SEAS?

One of my favorite ways of getting involved in SEAS was by joining The Ecotones. The Ecotones are a musical performance group consisting of SEAS students, faculty and staff that performs at school events like the Winter Solstice Party and the Capstone Conference. Getting to make and perform music with my peers and colleagues was a wonderful way to get to know each other outside of the classroom, and I'll miss performing with them greatly. 

How has the Student Center Career Services office been useful for you during your time at SEAS?

Career Services hosts Alumni Coffee Chats several times a year, and with the University of Michigan having one of the largest alumni networks in the world, there are plenty of alumni to chat with! I've met with a few past SEAS graduates during my time here, and every single one has had unique, yet insightful advice on how to make the most of your time while here and how to best set yourself up for a future career post-grad.

What advice would you share with first-year students at SEAS?

My best piece of advice would be to get to know a professor or staff member and build a relationship with them. Every faculty and staff member has a wealth of knowledge on research, career development and personal improvement. They are the fabric that makes SEAS the program that it is.

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

I interned for the U.S. Department of Transportation Volpe Center in their environmental science and engineering division. My work was focused on National Environmental Policy Act compliance - I did a lot of GIS mapping, as well as other programmatic work (taking meeting notes, helping with scoping for new projects, troubleshooting GIS/data issues, improving existing processes). I also did a year-long fellowship with the National Forest Foundation, where I developed a monitoring framework for stream restoration projects in the Colorado River Basin, and was a GSI for EAS 531 Principles of GIS at SEAS during my last year of grad school.

What type of capstone experience are you working on? 

I did a theme-based capstone as part of SEAS Professor of Practice and Engagement Andy White's Indigenous-led Conservation and Climate Action theme course. Our client was the Buffalo Nations Grasslands Alliance (BNGA), a Native-led 501(c)(3) that supports conservation and sustainable livelihoods across the 16 Native Nations in the Northern Great Plains region of the United States.

We had a pretty big project. Collaborating with BNGA, we piloted two geospatial conservation tools at Rocky Boy’s Reservation in Montana: 1) A spatial-ecological connectivity tool for pronghorn, combining field data with landscape metrics to identify priority habitat areas, and 2) We assessed the detectability of American bison wallows using AI models applied to remotely sensed imagery. The final piece of our project was evaluating the North American Grasslands Conservation Act (NAGCA), a bill that would appropriate approximately $9.2 million annually to Native Nations and Tribal organizations. We identified strategies to finance NAGCA, as well as enhance the bill's chances of political support and adoption by the U.S. Congress.

My role in all of this was to manage the fieldwork. We spent five days in Montana over the summer of 2025 collecting ground-truth data for the pronghorn connectivity modeling component. I set up the data collection survey in ArcGIS Field Maps, led the development of our standard operating procedures, validated the field data, made maps and assisted with troubleshooting in the field.

Which classes were most beneficial during your first year?

The most beneficial classes for me in my first year were Principles of GIS, Remote Sensing, and GPS and Geospatial Field Technology. I did a lot of GIS and GPS work for my capstone fieldwork the summer after my first year, and so those classes were incredibly helpful in preparing me for that work. I had taken GIS in college, but decided to re-take it when I got to SEAS as a refresher, and it ended up being one of the best decisions I made while in grad school. GIS is central to a lot of the work I do, and re-taking it really helped cement those more theoretical concepts.

How did you find community and get involved at SEAS?

I found it helpful to go to events organized specifically for my track. Those events were a great way to meet other people studying the same topics as me. I also volunteered at the U-M Campus Farm and went to weekly potlucks at the Society of Les Voyageurs when I had time.

How has the Student Center Career Services office been useful for you during your time at SEAS?

SEAS Career Services really is a hidden gem. My capstone class had Career Services come in for a resume workshop where we focused on articulating our capstone-specific skills (project management, working in teams, working with Indigenous Peoples, etc.). That was super helpful, and a great resource for how to clean up my resume. The GDS track also hosted Career Services for a resume/portfolio event. This was fantastic - Career Services Coordinator Sydni Miller shared some GDS-specific resume tips, as well as a ton of portfolio resources. Every time I made it to a Career Services event, I left feeling inspired and excited about my job search.

What advice would you share with first-year students at SEAS?

First, I would recommend finding ways to get involved on campus - especially if you're commuting from outside of Ann Arbor. I was a commuter, and found it incredibly valuable to block out time for things like a volunteer shift at Campus Farm, a run with friends, or getting dinner with the grad student/young professionals group at my church. Getting involved, even if it's 1-2 hours/week, really helps build that sense of belonging when you live 20-30 minutes from campus.

My second recommendation might be common knowledge, but I really started to embrace my Google Calendar in grad school. I blocked out time for my classes, study/work time, lunch, working out, commuting, etc. For some folks, this might be overkill (I, too, thought that it was intense at first), but it 100% helped me stay organized and lowered my stress levels.

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

I interned with the Urban Agriculture program at the University of Michigan, working with four farms in the Detroit area and the Campus Farm. What made the experience special was getting to see the full cycle, from working the land and harvesting to distributing food directly to the community. It also gave me a firsthand look at how urban agriculture can be a meaningful solution to food deserts in cities like Detroit.

What type of capstone experience are you working on? 

I just concluded a traditional group capstone project with Meijer as our client, working in a team of four. Our goal was to develop a roadmap for the implementation of regenerative agriculture within their fresh produce supply chain. As a team, we analyzed data from growers to build our recommendations, and my role specifically focused on benchmarking and developing recommendations for how Meijer could better engage both producers and consumers. The recommendations are something I am really proud of, and I hope they make a real impact on how Meijer approaches sustainable sourcing.

Which classes were most beneficial during your first year?

Two classes stood out during my first year. EAS 552 Methods and Approaches to Sustainability and Development Problems with Rajiv Ghimire was incredibly helpful for building a foundation in both quantitative and qualitative research methods applied to sustainability challenges. I also really enjoyed EAS 595 Sustainable Operations and Supply Chain, which broadened my understanding of sustainability beyond just the environmental dimension to include the communities and people behind our food systems.

How did you find community and get involved at SEAS?

Entering a graduate program can feel intimidating, but I pushed myself to step out of my comfort zone and just talk to people. I also made a point to explore campus beyond SEAS and go to events across different schools, which helped me meet a much wider range of people. Eventually, I found my group, but honestly, the key was just to keep talking to different folks and not limit yourself to one space.

How has the Student Center Career Services office been useful for you during your time at SEAS?

Career Services was helpful in two key ways. First, they connected me with alumni working in organizations I was interested in, and reaching out to those people gave me really valuable insights. I also attended a workshop on finding a summer internship, which was a useful early resource as I was figuring out my options.

What advice would you share with first-year students at SEAS?

Try different things! There are so many amazing classes and events outside of SEAS, so don't be afraid to explore other schools and take classes outside of your comfort zone. You might be surprised by how much it enriches your experience here.

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

I’ve really tried to build a background that hits both the technical, "boots-on-the-ground" side of things and the higher-level corporate sustainability side. Last summer, I was an Environmental Health and Safety (EHS) Intern at Dawn Foods Global, working across their North American operations. I spent a lot of my time building a regulatory tracking system in IdeaGen and helping standardize their global reporting, which even involved collaborating and leading North American teams and connecting with their teams in Europe.

Before that, I spent two summers with the City of Battle Creek’s Environmental Department. That was a great experience because it was very hands-on. I was out in the field inspecting over 200 stormwater outfalls and using ArcGIS Pro to map out their discharge programs to make sure everything stayed in compliance with state laws.

On campus, I’ve stayed pretty involved in the sustainability community. I previously worked as a Program Assistant for the Graham Sustainability Institute, where I led engagement initiatives for nearly 10,000 incoming students. Right now, I’m a Peer Advisor for the Program in the Environment, where I help advise students on their academic and career paths. Outside of work experience, I have served on the Dean of Students Advisory board and as the VP of Development for the Erb Undergraduate Fellows. I’ve really enjoyed the challenge of taking these big, complex environmental goals and turning them into actual systems that work for people.

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

Throughout my time at Michigan, I’ve focused on the intersection of business and sustainability. I’m really interested in the "how" behind environmental work, specifically, how you take complex regulations and scientific data and turn them into practical, efficient systems for businesses or local governments. I want to be a part of larger change within my career, and I believe understanding how changes become impactful is important to me. 

A major part of my focus has been on navigating the space between compliance and innovation. I’ve learned that sustainability isn't just about following rules, but that it’s about finding the right balance where regulatory requirements actually fuel more innovative ways of operating. When you strike that balance, you drive real, long-term change rather than just checking a box. I’ve seen how innovation can drive internal change within an organization,  and believe that when you introduce smarter systems and more transparent data, it shifts the internal culture and empowers teams to be more proactive.
This interest in the structural side of the environmental field is actually what led to my final research paper in my undergraduate degree! I’m exploring how companies and governments operate and compare when it comes to governance of sustainability initiatives, specifically focusing on how companies themselves act as private governing institutions within their own supply chains. I’ve been looking closely at the frameworks and organizational behaviors that allow these entities to move beyond surface-level goals and potentially into high-impact implementation.

Which classes were most beneficial for you during your first year? 

Aside from the introductory courses, one class I took my first year that really shifted my perspective was Environment 208 with Associate Professor Sara Soderstrom. Before that class, I honestly didn’t want anything to do with the corporate world. I definitely saw companies as the "bad guys" since they're the ones contributing to climate change in the biggest ways.

But diving into the case studies within the course made me realize that if we actually want to see change, we need people who truly care about the problem to be the ones on the inside. It made me realize I could be a resource to help these companies keep themselves in check. I’ve come to believe that I can make a much bigger impact by working from the inside out and helping shift how these massive institutions actually operate.

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

I found my community at PitE by basically diving in head-first outside of the regular coursework. A lot of my closest friends actually started as people I was working with on intense group projects, which naturally turned into real connections. I also made it a point to get involved in clubs like the Environmental Consulting Organization (ECO) and other outdoorsy groups that allowed me to meet people outside of the classroom. I also just made sure to show up to the events! They were always a lot of fun, and ended up being great, low-pressure ways to network and meet people I probably wouldn't have crossed paths with otherwise.

How has the Student Center Career Services office been useful for you during your time as a PitE student?

Career Services has been huge for me, especially for the "hidden" parts of the job search that you don't really think about until you're right in the middle of it. One of the most valuable things they helped me with was the more complex stuff, like salary negotiation and figuring out how to handle job offers. It’s the kind of thing you realize you have no idea how to do until you're actually faced with it, and having the resources to navigate those conversations professionally gave me a ton of confidence.

Now, as a peer advisor for PitE, I’ve been able to pay that forward. I get to use what I learned from Career Services to help other students get through those same hurdles!

What advice would you share with first-year PitE students?

My biggest piece of advice is not to be afraid to fail. You’re going to continue to grow throughout your entire time at Michigan, and most of that growth happens when things don't go exactly to plan.

Get involved in the community outside of just your classes as early as you can. Go to things, meet as many people as possible, and actually have fun with it. Some of my best friends and most important connections came from just being in the room or working on a random group project. Whether it’s joining a club or showing up to a networking event, just being present is half the battle.

Finally, do your best to balance your classes and your life. It’s easy to get overwhelmed, but taking care of yourself is the only way you'll be able to do your best work. Keep an open mind about where you can make an impact, and don't be afraid to pivot your perspective and follow what actually excites you.

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

I haven't completed an internship during my time at SEAS yet, but I am hoping to take advantage of Rackham's Doctoral Internship program before I graduate. Not many schools create specific non-academic career exploration pathways for PhD students, so it is a huge asset for us at U-M! 

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

My research sits at the intersection of social psychology, human geography, and environmental health. More specifically, I examine how people in rural Western U.S. communities perceive and respond to wildfires, smoke and heat (read more here). I'm particularly interested in the psychological and social factors that shape protective decision-making under conditions of environmental ambiguity — like why some people take action when air quality is poor, and why others don't. My work draws on qualitative interviews across Oregon, Idaho, California, Washington and Montana, as well as survey and experimental methods. See more about my previous work in the Bay Area here. 

Which classes were most beneficial for you during your first year?

In my first year, I focused on taking methods classes that I would need as I designed my research projects - Multivariate Statistics with Associate Professor Drew Gronewold and Interviewing and Qualitative Data Analysis with Associate Professor Paige Fischer were both helpful, as they had significant project-based components that allowed me to test out new methods/analyses on my own questions of interest.

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

I got lucky to start the PhD program at the same time as a great cohort. Beyond that, the Doctoral Organizing Committee (DOC) is the social and administrative organizing body for SEAS PhD students that runs events, professional development programming, and houses institutional knowledge for successfully navigating SEAS. DOC events were critical for my finding and then creating my community at SEAS.

How has the Student Center Career Services office been useful for you during your time at SEAS?

I'm still a few years away from the job market, but Career Services has reviewed grant applications and CV drafts for me. They have brought in alumni panels for PhD student events, which have been great to be able to see the wide variety of careers that SEAS PhD students find themselves in after graduation. 

What advice would you share with first-year PhD students?

Say yes to things even if they are outside your comfort zone, go to the Biostation if you can, and go to faculty and GSI office hours early & often!