Student and Alumni Spotlight

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

This past summer I had the opportunity to work for the National Wildlife Federation (NWF) on the Ohio River Basin Restoration Plan as an organizing and policy intern. The Plan seeks to address health-threatening pollution, reverse environmental injustices, and promote strong local economies across the 14-state Ohio River region, which includes Alabama, Georgia, Kentucky, Illinois, Indiana, Maryland, Mississippi, New York, North Carolina, Ohio, Pennsylvania, Tennessee, Virginia and West Virginia. During my internship, I was able to work on supporting community listening sessions, compiling the draft report, researching coalition-building strategies for the campaign, and working towards equitable tribal engagement. This internship gave me firsthand experience on how to build a coalition from the ground up and create a campaign that is rooted directly in community needs and priorities. I really appreciated the opportunity to hear and help elevate voices in these often “forgotten” communities and help support an initiative with the potential for lasting impact by providing federal funding for restoration projects in these areas. 

What type of capstone experience are you working on? 

I am in the theme-based course for Indigenous and Community-led Conservation and Climate Action working in a group of six master’s students on a capstone with the Sault Ste. Marie Tribe of Chippewa Indians to help support the case for land return and co-stewardship of the Chase Osborn Preserve on Sugar Island in the Upper Peninsula, which is currently owned by the University of Michigan. We are working on a variety of deliverables which include an economic analysis, ecological assessment and story map focusing on documenting the past, present and future of the Preserve. We are hoping to provide supporting documents of the ecological and economic histories, benefits and opportunities of the Preserve under a collaborative research partnership with the Sault Ste. Marie Tribe of Chippewa Indians and U-M. 

Which classes were most beneficial during your first year?

ENVIRON 436: Woody Plants was one of my favorite classes I took my first semester/year at SEAS. I was able to meet some of my closest friends through that class and bond with my classmates outside of a classroom setting which was a really great way to start my first year here. Since I’m originally from California, I had no previous knowledge of any Michigan tree species and I loved being able to identify the trees on my way to school every morning! That class really helped me become more familiar with the area and less homesick. 

Although I didn’t take this class my first year, I would also highly recommend EAS 538: Negotiations with Steve Yaffee. I not only learned applicable skills I plan to use when I graduate but it also helped me grow as a person individually and gave me tools on how to navigate conflict and differing interests in my day-to-day life, as well as complex environmental decision making! 

How did you find community and get involved at SEAS?

I was really lucky and able to find community almost immediately from my first couple days at the U-M Biological Station during orientation. I was also able to build connections through my classes, other schools, track leadership, and ceramics at the Ann Arbor Art Center! They have scholarships for students which I highly recommend applying to if you love art, working with your hands, or just want a relaxing space to re-center yourself away from the chaos that is the Dana Commons. :)

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

I have been really appreciative of all the extra programming, skills-development workshops, and alumni panels that the Career Services office has put together for us.

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

Take advantage of the diverse and interdisciplinary community here at SEAS/U-M and take classes outside of your track and at other schools. I would also say, don’t forget to advocate for yourself in what you’re most passionate about and seek mentorship from faculty, staff or even second-year peers. Also, don’t forget to explore different parts of Michigan and get outside more.

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

I was a graduate fellow for the Global Sustainability Scholars Program under the Coastal Ocean Assessment for Sustainability and Transformation (COAST) Card project. This experience took place in Annapolis, Maryland, where I was collaborating with a multinational team of scientists to develop a socio-environmental report card for stakeholders in the Chesapeake Bay Area. My particular role focused on deconstructing the new Environmental Justice Index that fleshed out some of the living disparities that residents were experiencing from health, social and environmental burdens. I was tasked with engaging with stakeholders and seeking new opportunities of collaboration for the Integrated and Application Network Team and local NGOs.

What type of capstone experience are you working on? 

My traditional capstone project was centered on reparations and remediation of communities in Dallas, Texas, through the coalition called Faith in Texas. Faith in Texas is a Black-led grassroots organization whose mission is to lead a multi-racial, multi-faith movement of people united in values working together to achieve economic, racial and social justice for all people. Our client, Edwin Robinson, serves as chief strategy officer and believes the organization’s mission aligns with the broader environmental justice movement today and will be key moving forward. Our work focused on creating a story map of the diverse environmental injustices that the community faced and how the current organizers are fighting back against generations of systematic racism, predatory zoning ordinances/laws and political neglect of residents’ well-being. 

We engaged with multiple community leaders who shared their experience as activists and how centering community empowerment was the most essential part of their work. My particular role was serving as the primary contact, and the duties of this role included establishing and maintaining contact with Edwin, managing expectations with project plans, communicating project progress, addressing client concerns, and facilitating communication with the client, community leaders and the team. 

Which classes were most beneficial during your first year?

My most beneficial courses were EAS 593: Environmental Justice and EAS 501: Black Agrarian Cooperatives, both taught by Shakara Tyler. These courses reframed my definition of learning and relationship building. Through Shakara’s pedagogy, I learned the true value of storytelling and how leaning on knowledge of those who came before us for insight into the disparities we see today is essential for us to grow as scholars. EAS 593 provided me with a clear foundation of what environmental justice is and how it is pivotal to prioritize people and the relationships we establish with each other first rather than just focusing on academic data. 

Through EAS 501, I learned about how the Black experience in America is a multi-faceted journey that has more than just pain and trauma as the common themes. African Americans have found ways to cultivate their own understanding of society and have cultivated a culture that is filled with shared knowledge of agrarian-based practices, philosophical interpretations of society and community building in unique ways that go beyond historical text. This course allowed me to embrace the complexities and value of the Black experience and understand how it’s unique to each person, and are all stories worth being told.

How did you find community and get involved at SEAS?

I found community through students that knew how to decentralize whiteness, the BIPOC student body, and the Tishman Center for Social Justice and the Environment. It was soothing to have a space on campus I can continuously visit and that also serves as a multi-purpose room for both students and staff. I’ve developed most of my close relationships through the Tishman Center and have had numerous in-depth discussions and cheerful moments in that space. The Tishman Center helped me become more comfortable in the Dana Building and is still my go-to spot whenever I come in.

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

Maintain your personality and values in every space you enter. Higher academia is daunting, especially when it seems like everyone has some type of expert knowledge or has all the answers. Remember that your experiences and knowledge are powerful and that your greatest resource throughout your time at SEAS and in life, is you.

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

During my second year at SEAS, I interned at the YEARS Project, which is a multimedia company dedicated to bringing climate change-centered media to a wide audience. Through this internship I was able to hone my research and writing skills by finding and summarizing weekly news topics. I also was able to publish a blog post focused on the disparities currently present with FEMA. 

Throughout my time at SEAS I have also worked with the Communications team as a social media student. In these positions I have enjoyed combining my passion for communications, media and environmental topics. 

What type of capstone experience are you working on?

I am working on a water-themed master’s project with four other extremely talented individuals. My project is titled “Great Lakes Marine Protected Areas: Designating and Managing for Success” and we are working with NOAA and Parks Canada. Our team conducted a program evaluation in order to identify opportunities for marine protected areas programs in the Great Lakes. 

Which classes were most beneficial during your first year?

During my first year I found great value in many of the core Environmental Policy and Planning (EPP) courses. I specifically felt as though EAS 562: Introduction to Policy, Politics and Organizations helped me shift my way of thinking to a more policy-heavy mindset. Another course I took which I found real value in was Environmental Law through U-M’s law school. This course gave me a deep dive on laws such as the Clean Air Act, Clean Water Act, National Environmental Policy Act, Toxic Substances Control Act, and Comprehensive Environmental Response, Compensation and Liability Act, which are central to many environmental policy topics. 

How did you find community and get involved at SEAS?

Meeting people at SEAS seemed to be as easy as breathing air. I had never met such humble and kind individuals, so it was easy to get involved. Many of the friends I have today I met at orientation. One of the first people I met there was a current member of SEAS student government who encouraged me to run for first-year representative. I quickly became involved with the program and met many of our wonderful staff members. I still serve in student government and am also one of the EPP track leaders.

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

The career services office has given me many opportunities. They are always present in the Student Center and available to talk with a smiling face. Career Services has helped me set up many track events and opportunities for the EPP track such as wonderful alumni panels.  

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

There are so many opportunities at SEAS, which can be exciting but also overwhelming for some. Say yes to everything you can but don’t be afraid to say no. It is important to strike a balance in grad school, and it is okay to rely on the people around you. Everyone’s experience is different but SEAS and the people in it can serve as a great support system if you let them.

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

Throughout my academic career, I have undertaken internships across various agencies and institutions. Most recently, I served as a Directorate Fellows Program (DFP) intern with the U.S. Fish and Wildlife Service (USFWS). Stationed at the Baca National Wildlife Refuge, my primary focus was on conducting geospatial analysis utilizing ArcGIS. This involved assessing the effectiveness of current elk management strategies and analyzing elk movements throughout the year, particularly during hunting and non-hunting seasons.

The insights gathered from this analysis were instrumental in evaluating the need for adjustments in elk management practices and identifying priority areas for conservation efforts. Given the significant impact of elk on land degradation through overgrazing, such information was crucial for informed decision making. Moreover, my internship afforded me valuable opportunities to shadow professionals and explore various roles and departments within the USFWS. This exposure provided me with insights into potential career paths and helped me discern my professional aspirations.

What type of capstone experience are you working on?

Under the guidance of Andy White, I participated in the Indigenous and Community-led Conservation and Climate Action theme-based group project. Our team collaborated with the Buffalo Nations Grasslands Alliance (BNGA), a nonprofit organization led by Indigenous peoples. BNGA’s mission is to foster the flourishing of life diversity in the Northern Great Plains (NGP) for present and future generations by uniting Native nations. Through these efforts, we sought to document potential mechanisms for co-stewardship and land restoration in the NGP, emphasizing the principles of Indigenous-led conservation and equitable land management.

Which classes were most beneficial during your first year?

During my first year, EAS 510: Science and Practice of Social Change with M'Lis Barlett laid a crucial foundation, inspiring me to enroll in Bilal Butt’s courses, EAS 542: Conservation and Development and EAS 577: Political Ecology I. These classes equipped me with the tools to comprehend intricate environmental challenges, reconcile conservation and development conflicts, and analyze natural resource disputes. 

Through case studies and theoretical frameworks, I gained valuable insights into addressing socio-environmental issues. As a SEAS master’s student, I emphasize the importance of understanding the complexities of environmental challenges and defining terms we use daily like communities, sustainable and conflict. Prioritizing critical thinking is imperative as we advance in conservation and environmental studies, considering the profound interconnectedness of our world.

How did you find community and get involved at SEAS?

Honestly, I’m still on my journey of discovering and understanding the importance of community within SEAS. Finding and participating in a supportive community is vital, especially during graduate school, where the challenges can be daunting. Having peers, colleagues and friends who offer unwavering support can significantly contribute to one’s progress. There are various avenues to discover community within SEAS. Personally, I’ve found solace and connection within the Tishman Center for Social Justice and the Environment and the Next-Gen Scholars Program communities. These spaces, along with SEAS as a whole, boast welcoming staff and students who readily offer assistance, whether it’s through lending an empathetic ear or providing valuable resources. This experience has been instrumental in my journey of finding community and becoming involved at SEAS.

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

I’ve found Career Services to be incredibly helpful during my time at SEAS, particularly through my personalized counseling sessions with Sydni Miller career services coordinator. These sessions were invaluable, as Sydni not only provided constructive feedback but also offered me access to a wealth of resources, including workshops and programs tailored to my needs. I‘ve also come to rely on the Career Services webpage, which Sydni introduced me to. It’s a one-stop hub where I can schedule appointments, stay updated on upcoming workshops, and navigate the job and internship search process seamlessly. Additionally, I’ve found the emails from Career Services to be quite informative, especially those from the staff highlighting various tools and resources. They’ve been instrumental in enhancing my preparedness for the professional world.

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

Entering graduate school can feel overwhelming at times, especially when there’s a constant stream of events and workshops vying for your attention. It’s easy to feel like you’re not doing enough if you can’t participate in everything. However, if there’s one piece of advice I’d offer fellow first-year SEAS students, it’s this: Prioritize yourself. Amidst the flurry of activities, taking time for self-reflection is crucial. Reflect on your experiences, as they can provide valuable insights into your personal and academic goals. Knowing what you want to achieve during your graduate school journey can help streamline your path and alleviate some of the stress. It’s important to recognize that it’s okay not to have everything figured out from the start. Grad school is as much about learning as it is about unlearning and embracing new challenges. Embrace the process, even when it feels uncomfortable or uncertain. Remember, growth often comes from stepping outside your comfort zone.

Above all, trust in your abilities and don’t hesitate to lean on your peers and mentors for support. We’re all navigating this journey together, and there’s strength in community.

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

Last summer I completed an urban agriculture internship through the University of Michigan’s Transformative Food Systems Initiative. At the beginning of the summer I, alongside two other interns, completed a lot of bed preparation in order to plant different herb/vegetable varieties. Into the later half of May and early June, we transplanted plants from small pots into the ground. Once the transplanting period was completed, the primary tasks through August consisted of weeding, bed maintenance, trellising, harvesting and market attending.

What type of capstone experience are you working on? 

For my master’s capstone project, I am completing a theme-based project in the Energy Justice course. My group’s client is Blacks in Green (BIG), based in Chicago. BIG is the Midwest recipient of a five-year, $10 million grant to launch an EPA Environmental Justice Thriving Communities Technical Assistance Center (TCTAC). With four other master’s students, we are working with BIG to create a guidebook for organizations within the EPA Region 5 network. As a landscape architecture student, I want to leverage my skills in analysis and visual representation to aid in the creation of this resource. 

Which classes were most beneficial during your first year?

I really enjoyed the studio courses from my first-year curriculum. Through instruction from my professors and GSI, I learned the fundamentals for ecological site design. Ever since I was a kid, I have been creative and enjoy art and drawing. Both the advanced visualization course and 3D modeling classes I took last semester were very beneficial to exploring avenues for visual communication. I was exposed to university resources located on North Campus at the Duderstadt Center and created hand-built and 3D-printed model studies. 

How did you find community and get involved at SEAS?

I have found community in my landscape architecture cohort, being a member of the Next-Gen Scholars Program and in the larger SEAS student body. It has been great to get to know the other students studying landscape architecture and to learn from their previous professional experiences. I am currently a student program assistant for the Next-Gen Scholars Program that brings together first-generation students, Pell Grant recipients and underrepresented students. Working as a program assistant has been a valuable way of staying connected with students from other specializations at SEAS. 

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

Career Services has been a great resource for learning about internship opportunities, professional development workshops, and planning for professional development while a student at SEAS. I completed the landscape architecture job shadowing program during spring break. After selecting landscape architecture firms of interest, the Master of Landscape Architecture career services advisor facilitated communication to each company to find a host site. It was very helpful to have this program conducted through SEAS to ensure support for career staff that have experience reaching out to alums of the program. It was very enlightening and fun to visit a firm in person and learn about current design projects.

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

I strongly value professional development and appreciate the plethora of resources SEAS provides for students to take advantage of. I would recommend that first-year SEAS and Program in the Environment students explore the topics they are interested in, and to also lead in sustaining student organizations and established programs. 

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’ve had the privilege of gaining hands-on experience in two impactful roles. In my first year, I served as a climate science consultant at the World Bank. I played a key role in developing a mobile application aimed at educating communities in West Africa about climate projections, risks and adaptation strategies. Working alongside a diverse team of sustainability and development professionals with varied backgrounds was truly inspiring.

Additionally, I had the opportunity to explore the realm of Environmental, Social, and Governance (ESG) assessments during my internship at 3R Sustainability (founded by a U-M alum). As an ESG assessment reviewer, I conducted detailed technical reviews of ESG performance documents, particularly focusing on real estate and infrastructure entities. This role allowed me to immerse myself in sustainability standards, engage directly with clients to provide feedback on their ESG data and reporting, and gain insights into ongoing sustainability initiatives within the private sector. 

What type of capstone experience are you working on? 

For my capstone experience, I chose a traditional project working with the United Nations Development Programme (UNDP) Food and Agricultural Commodity Systems (FACS) alongside Professor Arun Agrawal. Our project involved a comprehensive evaluation of multi-stakeholder collaboration approaches by UNDP FACS to support the transition toward more-sustainable food and agricultural commodity systems. We assessed transformative change through stakeholder surveys, interviews, and case study development. While our primary focus was on the sustainable palm oil sector in Indonesia, we also developed smaller case studies for platforms in Costa Rica, the Dominican Republic, Liberia and Paraguay during the initial stages of the project.

Which classes were most beneficial during your first year?

The most beneficial course I took during my first year was Professor Pam Jagger’s Foundations of Sustainability and Development. This course gave me the necessary foundation to stand on during the remainder of my time at SEAS, particularly as a Sustainability and Development student. Professor Paige Fischer’s Social Vulnerabilities and Adaptations course also was incredibly impactful and has shaped the way that I perceive humanity’s relationship with climate change—particularly our relationship with environmental risks and vulnerabilities.

How did you find community and get involved at SEAS?

One of the most valuable pieces of advice I received about finding a community at SEAS was from Professor Pam Jagger during Admitted Students Day. She encouraged us to utilize the Dana Commons spaces as a way to connect with others and build community. Taking her advice to heart, I found that spending time in the Commons became one of the main ways I connected with peers and found friends at SEAS. In terms of getting involved, I highly recommend keeping an eye on your email inbox for the various SEAS newsletters. These newsletters are packed with information about seminars, volunteer opportunities, social events and workshops, many of which are organized by SEAS students themselves!

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

Career Services has been an invaluable resource for me throughout my time at SEAS. Whether I needed assistance with finding internships, refining my resume, preparing for interviews, or seeking general professional advice, Career Services has been there every step of the way. I found the 1:1 counseling sessions particularly beneficial, and I want to give special recognition to Karrie Schultz, whose expertise and genuine willingness to help have made a significant impact on my professional journey. Also, the Alumni Coffee Chats program has been incredibly helpful in visualizing career paths and in networking with alumni. These resources and programs have been instrumental in structuring what could otherwise be a daunting job application process.

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

As a first-year SEAS student, my advice would be to prioritize three key things: networking with alumni, exploring classes outside of your track and/or SEAS, and connecting with the lovely Ann Arbor community. Beginning to network with alumni early in your time at SEAS will help you learn more about career paths, develop meaningful connections and get you comfortable with talking to sustainability professionals. Secondly, don’t limit yourself to classes within your specific track or SEAS. Taking classes outside of your track offers fresh insights, expands your skill set and fosters interdisciplinary thinking—and this is the perfect time to learn new skills and try new things! Lastly, immerse yourself in Ann Arbor culture and find things that make A2 feel like home. Personally, I’ve fallen in love with walking (and tubing) the Argo Cascades, hanging out at Bill’s, and Kerrytown Farmers Market mornings. Cherish your time here and explore.

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

In Summer 2023, I worked on my capstone project full time by interning with the University of Michigan’s Center for Sustainable Systems. In Summer 2024, I will be interning at the Federal Energy Regulatory Commission in Washington, D.C. My assignment is with the Office of Electric Reliability, and I will be working on modeling power systems and conducting policy analyses to ensure that utilities in the Western Interconnection are meeting federal reliability standards. 

What type of capstone experience are you working on? 

I am working on a team with five other master’s students to complete my traditional SEAS capstone project. Our project involves completing a hydrogen demand analysis for the state of Michigan with a focus on industry and transportation sectors. Throughout this project we have engaged with various industry stakeholders, transportation experts, and Department of Energy scientists to inform our analysis and learn more about the challenges with decarbonizing these sectors. Besides quantifying demand, this project also assessed the potential for low carbon-hydrogen production pathways to reduce Michigan’s greenhouse gas emissions in 2030 and 2050. The client for this project is Greg Keoleian, who is the co-director of the Center for Sustainable Systems and the co-director of the MI Hydrogen Initiative. On this project I have served as the team lead for petroleum refining, semiconductor manufacturing, and the pulp and paper industry, during which I was responsible for stakeholder engagement in these sectors, as well as assessing future hydrogen deployment opportunities and potential demand. 

Which classes were most beneficial during your first year?

Of the classes that I have taken at SEAS, I would say that three stand out the most for me: EAS 615: Renewable Energy and the Grid, EAS 557: Industrial Ecology and EAS 597: Environmental Systems Analysis. EAS 615 gave me the opportunity to dig deeper into renewable energy design and deployment and its implications on the U.S. electricity grid, as well as current challenges with decarbonizing our energy system. On the other hand, EAS 557 is a great class to learn more about life cycle analysis, greenhouse gas (GHG) accounting and circular economy, areas that are in high demand in the field of sustainability. Last but definitely not least, EAS 597 enables students to start developing systems thinking while learning optimization methods, which can be useful in many different environmental contexts. 

How did you find community and get involved at SEAS?

I found community at SEAS by attending Sustainable Systems events as well as SEAS’ signature events (Campfire and Sustain-a-Ball). It was important to me to maintain and continue building community at SEAS, so I served as the Sustainable Systems track leader for the 2023–2024 academic year. Through this role I had the opportunity to advise first-year students about coursework and research and ensure that they felt at home at SEAS. To build community within our track, I also planned a variety of events, including happy hours, game nights and study tables, to name a few. 

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

SEAS Career Services has provided me with a lot of opportunities to engage with SEAS alumni via panels and individual coffee chats. This has enabled me to build out my professional network and explore different career paths before graduation. Since I came from a smaller university, the chance to expand my professional network to include sustainability and environmental professionals was crucial, as I did not have the opportunity to before. I also appreciate the SEAS Careers resume review process, as it helped me refine my resume and target the internships and jobs that I was applying for more effectively. 

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

If I were to go back to my first year at SEAS and give myself one piece of advice, I would say to talk to everyone at SEAS and to not box yourself into your specialization or a specific area of interest. Not only will your SEAS colleagues be your professional network in the future, but it is empowering to be surrounded by colleagues who are passionate about all different aspects of sustainability and the environment. It is a reminder that one person does not need to be an expert in every element of addressing the climate crisis, but that we enact change together, collectively. 

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

Throughout my time at Michigan I have had the opportunity to work in a number of different roles. Two summers ago, I interned for the Michigan Department of Natural Resources under the Michigan Sea Grant program and assisted with various projects revolving around fisheries research in Lake Michigan. This past summer, I interned for South Dakota State University to work on a fish passage project. Both of these positions have been extremely rewarding and given me the opportunity to gain field work and research experience. 

I also have served as a peer advisor for the Program in the Environment (PitE) for the past three years, where I have had the awesome opportunity to declare students, help them choose courses, and teach them about this amazing major. Finally, this year I have two new research positions: one in the Earth Department developing GIS labs for an intro climate class, and one in SEAS as a fisheries research intern in the Alofs Lab. 

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

My specialization is fisheries science and management. While in PitE, I went down the BS path and have taken lots of coursework revolving around water resources and fish biology and ecology. 

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

I highly recommend Environ 204: Water and Society. This class taught me topics related to both natural and social science issues occurring in the water field and definitely sparked my interest to declare my water minor. 

Another class that is really good to have under your belt as a PitE student is Environ 208: Sustainable Business. While this field is so far from what I am interested in, I am glad I gained the hard skills in understanding business topics as they relate to sustainability, reading case studies and practicing technical writing. 

Finally, I think that taking a freshman year seminar is a once-in-a-college opportunity and something that you should not pass up. My freshman year seminar was not through PitE, but rather about disability and deafness in the time of climate change and Covid. This freshman year seminar helped me make friends, gave me practical experience planning a symposium and introduced me to topics I did not have exposure to in high school. 

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

PitE is such a tight-knit community that I was able to find an amazing community through classes, clubs and my position as peer advisor. I would say I truly found my people when I joined Epsilon Eta, the environmental fraternity here on campus, as I was able to socialize with others who had similar interests to me. Once I met people through Eta, I was much more enthusiastic to attend speaker events because it meant I had a buddy. I also had friends in my classes from it, and it overall helped PitE and Dana feel a little more like home.   

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

PitE’s Career Services office is a great tool in the job search process. I would say my favorite resource is the SEAS Career Link. This link is updated daily with jobs sent exclusively to SEAS and PitE to post for their students and alumni. Through this link, I have applied to a number of internships and jobs.

I also think that attending workshops led by Career Services can be super beneficial. The most beneficial to me, by far, was the alumni panel, which had open space to ask questions about grad school, skills to acquire for post-grad jobs and general questions about career paths. In a similar vein, the internship panels from current students are also always helpful as you can talk to people who served in really cool positions but also had many of the same qualifications as you. 

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

Take classes from all over the school! Meet friends from any major or department and explore Ann Arbor with them. Both this city and school have a lot to offer and it is important to take advantage of that. Don’t be afraid to get involved in clubs—it's okay if you don’t like them and switch to something else instead. Definitely don’t be afraid to just chat with people in your classes or in Dana—everyone has similar interests and wants new friends as all. Most of all, just find a balance. Michigan is so fun and also a lot of work so understanding that it doesn’t have to be all one or the other is the first step to a successful experience.

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 have worked with two groups outside the university. First, I participated in the Rackham Doctoral Intern Fellowship program as an intern at Voters Not Politicians. I worked to evaluate their recent programming on redistricting and had the opportunity to work closely with volunteers across the state to better understand how we could help community groups participate in the process. More recently, I have worked for Idaho National Lab in a part-time Critical Infrastructure Assessment position as I finish up my dissertation. In addition to the interesting and engaging work, this has been a great opportunity to see how federal lab research works up close before finishing up my degree. 

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

My dissertation asks how and to what degree urban agriculture is good for people, places and the planet. With collaborators from the international FEW-meter project, I conduct this analysis from the site to the city—investigating both what goes in and what comes out from urban farms and gardens, as well as the current and future city-scale effects. 

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

I took and really appreciated Derek Van Berkel’s Geovisualization of the Environment and Society class as well as several of Shannon Brines’ courses on GIS applications and the use of Python. I’ve used all of this spatial assessment coursework nearly everyday since. 

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

I got involved with the Doctoral Organizing Committee (DOC) early in my time at SEAS, and even after leaving the Committee, I joined social events and seminars whenever possible. DOC is a lifesaver! 

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

The career experience for PhD students transformed under Ari Renda, and I’m excited to see that many of the programs they developed are being rolled out by the new folks. They helped me to understand how to market a PhD in non-academic jobs, how to chart a path for a marketable PhD and how to stay sane through all of that. I am very glad that many of these resources exist and are being utilized for the benefit of early PhDs now.  

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

Don’t stress too much about careers in year one of a PhD. Start to think about skills building, but don’t worry about where all this is going to take you—it’s a long journey. In year two, start to ask what comes next—and start to build your dissertation, workshops and professional experiences around the CVs of folks whose jobs you’d like to have. Want to go into academia? Start publishing as soon as possible. Want to do anything else? Do informational interviews and figure out what they value. Aren’t sure? Do a little of both. Publish as much as you can, but ask around and try to grab a digital coffee with some alumni when you can—see what they decided to do and why–and what they think got them there. Maybe you can find synergies between two paths that you’re still considering.