The California Current Ecosystem (CCE), which brings cold, nutrient-rich waters to the U.S. West Coast, supports a wide range of important fisheries off California, Oregon, and Washington. In recent years, climate-driven changes in the CCE – from warming temperatures to ocean acidification and toxic algal blooms – are disrupting ocean habitats and species, and by extension the social and economic fabric of fishing communities on the coast. To better understand these changes, the Lenfest Ocean Program is funding Dr. Phillip Levin, The Nature Conservancy/University of Washington, and Dr. Alison Cullen, University of Washington, to assess the social and ecological vulnerability of fishing communities along the U.S. West Coast to changing ocean conditions.
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Ph.D. Candidate Amy Beck Harris published a chapter in the Global Encyclopedia of Public Administration, Public Policy, and Governance
Harris’s chapter, entitled “Public Participation in Procurement,” springs from her dissertation, which investigates how international development programs involve contract and grant beneficiaries. The chapter outlines existing literature on participation in the contract state, and lays out a research agenda for other scholars interested in studying the intersection of democratic processes and privatization. Read more.
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Assistant Professors Ines Jurcevic and Rachel Fyall publish paper in the Journal of Behavioral Public Administration
Across two experiments, Jurcevic and Fyall found that the way nonprofits communicate their diversity values affects whether stakeholders are engaged or repelled. White and racial minority stakeholders react in different ways, depending on how nonprofits frame their values. Jurcevic and Fyall examined diversity frames commonly used in the nonprofit sector and find that nonprofits should take a different approach to communicating their diversity values than for-profit firms. Read more.
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Assistant Professor Dafeng Xu published his paper, “Historical evidence: Immigration restriction laws reduced segregation, but not in a good way,” in the Journal of Comparative Economics
Investigating the Immigration Act of 1924, Xu finds that the law led to a decrease in immigrant segregation. However, the process of de-segregation was mainly through the reduction of new immigrants and the decline in ethnic enclaves. Xu’s findings show that desegregation did not benefit immigrants’ assimilation. Read more.
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Evans School Maintains Top-Ten U.S. News & World Report Ranking
U.S. News & World Report released its 2020 rankings of the country’s 275 graduate public affairs programs, and the Evans School of Public Policy & Governance will proudly maintain its overall top-ten ranking this year.
Five of our specialization areas were ranked in the top ten, including Environmental Policy and Public Finance & Budgeting, and we have been recognized for our school’s growing expertise with two newly ranked specializations: Local Government Management and Urban Policy.
We are proud that our perennially ranked, top-ten graduate program continues to demonstrate the relevance of our curriculum, the influence of our alumni and the impactful research of our faculty. While this is just one of many ways we track and evaluate our reputation and impact, it is an important reflection of how our academic peers view us, and it is evidence that we continue to receive recognition for the influential work that we do.
These rankings are released annually and are based on reputation and respect among peer institutions. These rankings are representative our leadership and expertise in these areas as an institution. See the full rankings here.
Discipline, Academic Excellence, and the Socratic Method: A Q&A with Paul Meyer (MPA ’61)
From his seat on the University of Washington rowing team to his role at the King County Office of the Ombudsman, Paul has long believed in ethics, transparency, trust and the using the Socratic method of asking questions to seek information. Get to know 1961 Evans School alum Paul Meyer.
Ann Bostrom: To Act on Climate Change, You Gotta Believe
If you’re deeply concerned about climate change, but don’t believe government can effectively address it, how strongly will you support policy action? In joint work with Evans Ph.D. students Adam Hayes and Katherine Crosman, now published in Risk Analysis, Ann Bostrom reports the results of survey data documenting the important role of efficacy beliefs in driving support for climate change mitigation.
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Video of the drywalled Student Lounge (ground floor of Parrington)!
Video begins at the ramp down to the lounge. Upon entering, the restroom and the shower room can be seen. Further into the lounge, you can see where the kitchen has been roughed in and then where the new hallway/staircase is to head upstairs to Parrington first floor. Final room seen in the video is a classroom (formerly 108), with its newly un-bricked windows.
Evans School Receives Diversity Seed Grant to Enhance Equity and Inclusion in Curriculum
Thanks to a new grant from the University of Washington, faculty from the Evans School, the Foster School and the I-School will come together for a deep dive into how to infuse issues of diversity, equity, and inclusion into their teaching and courses. By participating in the interactive multi-day workshop, faculty will learn and share best practices for inclusive teaching.
Faculty in these schools face common challenges in teaching professional school students about current issues of equity and inclusion facing public and private, US and global institutions. Leadership from all three schools agreed that faculty are best positioned to create inclusive and equitable learning environments for all students and design courses and curriculum that can incorporate critical issues of equity, power, and privilege. By working across school boundaries, academic partners hope to share resources and knowledge, create a rich learning environment for faculty, and deepen faculty understanding of race, equity, and inclusion.
Through the four-day workshop, faculty will focus on teaching and classroom strategies that effectively and equitably engage all students. Potential sessions include leading difficult classroom discussions, positionality statements and actions, and inclusive grading and assessment. The workshop will also incorporate expert speakers on the session topics (including students), group discussion, and self-reflection.
The workshop will be an intensive learning opportunity for faculty, who often do not have time devoted to learning about pedagogy or content on equity and inclusion outside of their area of expertise. The desired result is a framework for better-designed classroom activities, student assessment, and course content that extends beyond the core workshop group to other faculty, teaching assistants, and associates as faculty share their new methods and materials.
“Learn to be a Master of Yourself:” A Q&A with Abel Pacheco (MPA ‘12)
Most known for his most recent role as a Seattle City Council member, Abel Pacheco tells his story of being a young millennial of color, an advocate for education and police reform, and a dedicated public servant eager to contribute to the public good.