[job] – Sustainability Associate with SBC
[internship] – E-Stewards University Ambassador
[minor] – New Climate Minor!
The Climate Minor, offered through the College of the Environment, provides undergraduates with a unique opportunity to explore the
science of climate in a multidisciplinary context. The minor brings together coursework in climate chemistry and biology, physical climate and past climate through courses in Atmospheric Sciences, Oceanography, Earth and Space Sciences and other science departments, with additional opportunities to explore policy, energy and human dimensions of climate change. Successful completion of the climate minor provides students with a strong interdisciplinary foundation in climate science and will help to prepare students for graduate study in climate related fields.The Climate Minor—open to all majors
The minor in climate science was approved by the University of Washington in Winter 2011 and is open to all students. The minor requires that students take 25 credits, including: one introductory course, one tools course, one integrative course (OCN/ATMOS/ESS 475), and courses from each of chemistry/biology of climate, physical basis of climate, and past climate. Students may also include a social science/policy/energy course. 10 credits may overlap with those required for a students’ major. The Governing Board for the UW Program on Climate Change (UW PCC) serves as the faculty committee that oversees the minor. The UW PCC integrates climate and climate change science from academic departments and research units across and beyond the Seattle campus, promoting interdisciplinary approaches to addressing climate and climate change issues. For more information on the Program on Climate Change please visit http://uwpcc.washington.edu.
[intern] – Puget Sound Energy State Government Affairs Intern
Intern-State Government Affairs
Location: Bellevue – EST Job #: 4500 Hiring Manager: Ken Johnson Salary: Nongraded Exempt/Non-exempt: Non-exempt Department: State Government Affairs Referral Eligible: No Job Description Title: Intern-State Government Affairs
Description
At Puget Sound Energy (PSE) we have a long tradition of service, and an exciting and innovative future ahead!
Consider PSE for the next step in your career.
Intern: State Government Affairs #4500
Puget Sound Energy (PSE) is seeking one intern to gain professional and personal growth through varied and challenging assignments in the company’s State Government Affairs group. Intern assignments will involve internal and external communications with stakeholders, including legislative staff, business and environmental organizations and other utilities. Position duties will include extensive policy research, policy analysis and comprehension of current and emerging issues of importance to the company. Additional duties include drafting research summaries and/or reports, attending and reporting on legislative meetings and hearings, preparing presentations and media tracking.
Candidate must be:
- A Junior or Senior-level student or recent graduate at the time of internship
- A strong communicator, in written, oral and interpersonal communications
- A self-starter, able to work independently with limited supervision and able to handle multiple projects in an organized fashion to meet project timelines and department deadlines
- Able to have a basic understanding of the Washington State Legislature, including the process by which a bill becomes law.
- Proficiency in Microsoft Word, familiarity with Excel, PowerPoint and other software and social media is desirable and may be required for some positions
Specific position candidate qualifications:
- Government Relations – Undergraduate (or recent graduate) seeking Bachelor of Arts degree in Political Science, Government, Public Administration,Pre-Law or a related field
Benefit to interns
Interns gain valuable on-the-job training, opportunities to develop and demonstrate professional skills, and the ability to build and expand a professional network and earn recommendations from established corporate government affairs professionals.
Benefit to State Government Affairs and Puget Sound Energy
Interns enable the State Government Affairs team to better serve the company and PSE customers by increasing our department’s capacity, talent pool, and exposure to new and innovative ideas from college students and/or recent graduates.
This is a temporary position lasting three months to one year.
Opportunity is located in Bellevue, WA
PSE offers a highly competitive compensation and benefits package. PSE is an Equal Opportunity employer. We encourage persons of diverse backgrounds to apply.
Interested applicants should go through pse.com/careers to apply.
Capstone Award Winners
First of all, congrats to all the presenters at this year’s Capstone Conference. Great job!
Our award winners this year – to be forever immortalized with gold stars on the PoE Website – are:
ORAL PRESENTATIONS
Best Oral Presentation:
Marie Curatolo
Applying Current Knowledge to Change Consumption Behavior
Honorable Mention:
Cara Appel
Wildlife Conservation in a Changing World: Case Studies of Pacific Northwest Species
POSTERS
Best Poster Presentation:
Duncan Clauson
The Effect of Policy on the Economic Feasibility of Combined Heat and Power in Washington State
Honorable Mention:
Katherine Game
Shifting the Impact of Food Production Through Urban Agriculture
and Beekeeping
[course] – Developmental Psychology and the Human Relationship with Nature
AUTUMN QUARTER SEMINAR, 2011
PSYCHOLOGY 563
Students across the university are welcomed. Contact instructor for an add code, if necessary.
INSTRUCTOR: Peter Kahn
Associate Professor
http://faculty.washington.edu/pkahn/
HINTS Lab Website: http://depts.washington.edu/hints
MEETING TIME: Friday, 1:30-4:20. (4 credits).
In this seminar, we investigate the following questions:
· What are the evolutionary origins of the human relationship with nature?
· How do people form environmental commitments and sensibilities, and reason about environmental issues?
· Do animals provide a means by which children come to care about non-sentient nature? And about other humans?
· How does culture affect environmental commitments and sensibilities?
· Are there universal features in children’s relationship with nature?
· To what extent do we, as a species, still need direct contact with the “wild” – that which is untamed, unmanaged, not encompassed, self-organizing, and unencumbered and unmediated by technological artifice?
· What is the significance of increasing children’s and adults’ exposure to nature through technologically mediated interactions: e.g., through watching the “Nature Channel,” or “farming” in Farmville, or “gardening” in a Telegarden, or bonding with a robotic pet?
Even partial answers to these questions have enormous significance in areas such as child rearing, education, land use and urban planning, and the design of the natural and human built environment.
[event] – PoE Senior Capstone Symposium!
PoE Senior Capstone Symposium!
Wednesday, June 1, 2pm-6:30pm
Thursday, June 2, 2pm-6:30pm
Locations: PoE Commons and FSH 102
Event Schedule: http://depts.washington.edu/poeweb/students/capstone/capstone_conference.html
Light Refreshments will be served!
Come listen to awesome presentations and look at lovely posters from your fellow PoE students next week! We encourage all PoE students (especially freshmen and sophomores!) to see what our seniors have been up to this past year or so. Come to just one session or come to all the sessions! There are 8 different sessions to choose from! Just some of the many interesting projects include:
The Culture of Consumerism: Eco-Labels and Sustainable Choices
Building a Greener Guture: Windows and Lighting as Paths to More Sustainable Building Practices
The Best Way to Learn About Water is by Talking to Other People that do not Have Any
Is It Destructive? Ecotourism in China: Jiuzhai Valley National Park Case Study
[student job] – Husky Neighborhood Assistant Job
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Are you a student looking for ways to get involved but don’t know what to do? Do you live in the North of 45th neighborhood? Are you looking for a way to give back to your community and connect with your neighbors? If you answered YES then Husky Neighborhood Assistants could be the on campus job for you!
Included with this email a position description and a link to the online application. We are accepting candidates on a rolling basis so as soon as we receive your materials, we will contact you to schedule an informational interview. Please complete the application and email a resume to higgie@uw.edu
We look forward to speaking with you. Here is the link to the application:
https://catalyst.uw.edu/webq/survey/higgie/132414
Job Overview
Husky Neighborhood Assistants (HNAs) provide fellow students with information, resources and opportunities to create a better living environment in their neighborhood. They act as a liaison between the campus, city, neighbors and students living off-campus to enhance communication, collaboration and problem-solving.
Time Commitment
Husky Neighborhood Assistants set their own schedule to get their projects accomplished. However there are some time commitments:
· Husky Neighborhood Assistants should plan on working roughly 10 hours a week.
• HNAs will have weekly team meetings of at least an hour with other HNAs and UW Staff.
• HNAs attend as needed meetings with supervisor for help on projects.
• HNAs will attend North of 45th Committee meetings twice per quarter.
Compensation
- Students, who are citizens of the United States, may earn approximately $1100 scholarship through the AmeriCorps program, Students in Service. 300 hours of service are required to receive the scholarship and can be completed over 12 Months.
Responsibilities
The following are the primary expectations for the Husky Neighborhood Assistants:
• Work with other Husky Neighborhood Assistants to plan and coordinate one service learning project for residents in your neighborhood.
• Facilitate dialogues with student groups about their neighborhood concerns and collaborate on ways to solve these issues. Distribute educational materials helpful to off-campus living, including topics about: health and safety, rights and responsibilities, and ways to navigate through landlord, neighbor or roommate situations.
• Attend University Park Neighborhood Association meetings and other relevant community forums to gain a better understanding of non-student perspectives, and act as a representative of students in your designated area, finding solutions to neighborhood issues that involve students.
• Work with campus departments and groups to meet the needs of students in your neighborhood, as needed.
• Plan and facilitate opportunities for residents to meet each other and develop positive relationships.
• Other community organizing as may be necessary to respond to student concerns.
• Develop appropriate communication mechanisms which may include social networking, forums, email, etc.
• Contribute to the monthly newsletter by writing articles and finding information helpful for students living off-campus.
• Disseminate the monthly newsletter to residents in your area, and inform them about the availability of the online forums.
Desired Qualifications
· Strong verbal and written communications skills.
· Desire to develop leadership skills
· Outstanding organization and time management skills Ability to manage projects and provide leadership.
· Ability to work independently to accomplish tasks.
[internship] Peer TA Interview
Marie Curatolo – Peer TA in ENVIR 100
Recently I emailed our Peer TAs to learn more about their work as Teaching Assistants leading their own sections in ENVIR 100. This is Marie Curatolo’s response is after the jump.
All PoE students should pay attention to this unique program! It is really great experience for students on resumes, as a prospective graduate student, or heading into education! You can even get 1-5 credits of ENVIR 498 for being a peer TA!
Learn how to apply for Autumn 2011 ENVIR 100 here.
What has been the best part of being a Peer TA?
Throughout my studies at UW, I have frequently encountered the role of education as something profoundly influential in the environmental field. Being a part of it firsthand has been humbling and rewarding. It challenges me to take action in guiding the acquisition of knowledge for others, the effects and applications of which are unlimited. Being a Peer TA has also allowed me to be closer and more involved in the Program on the Environment. The opportunity to work closely with professors, students, and other TAs has led to a cohesion and inclusiveness that is often unfelt in the broad and interdisciplinary program.
Do you suggest that other PoE students should be Peer TAs? What kinds of students should apply?
I highly recommend it! Revisiting the core concepts of Environmental Studies 100 gave me a much stronger understanding of them, a lot of which came from having to teach material. Teaching solidifies knowledge in a way that any other form of studying cannot. It is a great way to strengthen the foundation of any environmental education experience. Students who should apply are those who take a great interest in affecting the way others view the environment. The ideal candidate should be very comfortable with a lot of written and oral communication, be willing and able to provide a lot of assistance, and be very organized.
Do you feel like a part of the teaching team?
Yes. I get to do a lot of behind-the-scenes operation. I also contribute to assignments and exams and have a great deal of responsibility placed on me personally. Being a part of a team is valuable as a resource for ideas, collaboration, and support. Each person contributes and each benefits from the others.
How has this experience been useful to you?
This experience has not only built upon my personal knowledge of the environment, but it has done so uniquely by challenging me to reconsider, re-explain, and communicate my thoughts. It has been a great source of insight as to how environmental education works. This comes with all of the associated highs and lows. Perhaps the most valuable use I have for this experience is the relationships I have developed with the rest of the teaching team. It has taught me about effective collaborative action by letting me get involved in it.
How are you as a Peer TA different than TAs in classes you take?
I try to emulate the best TAs I have had in other classes, and I only wish I could say I was as good as the best, most experienced TAs. Having little teaching experience prior to this class was something that initially scared me, but became less of a concern as time passed. The one difference I find that is to my advantage is that I am closer in age to my students and I understand a lot of what they are currently going through. I can better predict their responses to certain aspects of the class and relate to them in ways that graduate TAs cannot.