Thursday, March 28, 2019

Where Science and Policy Meet: the Career of an EPA Scientist



In Adventures at the Science-Policy Interface, Dr. Brooke Hemming, Sr. Physical Scientist, United States Environmental Protection Agency (EPA), gave the “lecture I wished I’d heard as a graduate student.” Dr. Hemming discussed the role scientists play in public policy, developed through her exemplary work with the interdisciplinary team charged with establishing the scientific foundation for “criteria” air pollutant limits via synthesis of data with emergent understanding of atmospheric science and the acute and long-term impacts of exposure to human health and ecosystems. But she also used the Thursday, March 28, 2019 Women in Scientific and Environmental Professions lecture to outline different science career paths and preparatory opportunities. 
Dr. Hemming first discussed four main career areas for a professional in the sciences: 1) academic research, 2) non-profit research, assessment, and advocacy, 3) government research and/or assessment, and 4) government policy analysis and/or development. On the subject of her career area (government research and/or assessment), she acknowledged that her projects and deadlines are pre-determined for her, and that her work is subject to considerable public scrutiny because she is a public servant.

Dr. Hemming offered the advice that when choosing a career path, ask yourself three things:
1)     What are your talents and skills?
2)     What do you want to be doing on most days of your week?
3)     Own who you are, what you have to offer, and what you need to be happy before you start making major career decisions.
Dr. Hemming advised those interested in environmental policy is to learn the issues of most concern to science advocates, and to take advantage of education-oriented opportunities to work directly with policymakers. 

Dr. Hemming went on to talk about an organization she has previously worked, the American Association for the Advancement of Science (AAAS), and her time as an Environmental Science and Policy Fellow at the organization. Over the course of her time at the AAAS, she visited countries like Mexico and Russia to meet with members of government and local scientists to discuss the state of the climate in those countries.

The next part of Dr. Hemming’s lecture was on the role of the EPA in policy formulation, which includes: 1) responding to Congress and 2) assessing & reporting on the state of the science relevant to environmental policy. She described the role of Congress as having the power to confirm the EPA leadership, set budgets for the EPA, and create new offices within the agency. She gave an example of a report to Congress she had worked on, regarding assessment of black carbon particulate matter.

The National Center for Environmental Assessment (NCEA) is the division of the EPA that primarily handles assessment of the science relevant to environmental policy. As a member of the NCEA staff, Dr. Hemming works to provide the interface between 3 groups employed in the fields of policy and science: 1) researchers in other parts of the EPA’s Office of Research and Development, 2) the larger scientific community who generate new findings and data that inform policy, and 3) the regulators in the EPA’s regional offices (e.g. the Office of Air and Radiation) who use that data to make decisions to protect public health and the environment. She went on to describe the Clean Air Act of 1970, which called for upper limits on ambient concentrations of 6 criteria air pollutants (ozone, nitrogen oxides, sulfur oxides, particulate matter, carbon monoxide, and lead), and its influence on her work. Dr. Hemming’s office publishes its work as Integrated Science Assessments (ISAs) that summarize the most policy-relevant science, particularly regarding assessment of risk to human health, and the ISAs are made available to the public online.

Dr. Hemming concluded her lecture by providing a list of important skills that she believes are not usually developed in graduate school, but that are essential for entering the workforce:
1)     humility (being willing to learn from your co-workers)
2)     collaborative problem-solving (as collaboration is required for all “fully-effective solutions”)
3)     self-awareness (knowing your own shortcomings, and how they affect your interactions with co-workers and shareholders)
4)     listening to your shareholders and partners (“listen dynamically”, be engaged, sympathetic)
5)     work-life balancing (realizing that although graduate school doesn’t encourage a balanced life, you need to find a way to set aside time to take care of yourself)

Since 2002, Dr. Brooke Hemming has worked in Air Quality assessment at the Research Triangle Park campus of the US EPA. Her training began at a community college, continued at UC Berkeley and work at the Lawrence Berkeley National Laboratory. Her doctoral research at Stanford University was conducted at the NASA-Ames Research Center and the Molecular Physics Laboratory at SRI International. Her post-doc in atmospheric aerosol thermodynamics was completed at the CA Institute of Technology, and was followed by a fellowship at AAAS.  Since joining the EPA, she has received multiple awards for her work on NAAQS reviews, and a gold medal for her leadership and co-authorship of the assessments that formed the basis of the Carbon Dioxide Endangerment finding that CO2 is a harmful pollutant. She is the editor of a new book series, Climate and Policy, under the Anthem Press Environmental and Sustainability Initiative, and has served for several years as a technical advisor on the Department of Defense Strategic Environmental Research Program Resource Conservation and Resiliency Technical Committee, and as an advisor on the North Carolina State Climate Change and Society Program Advisory Board. She has also served as a science advisor to Paperhand Puppet Intervention.

Dr. Hemming’s lecture was co-sponsored by ESF’s Department of Chemistry and the ESF Women’s Caucus. For more information about the Women in Scientific and Environmental Professions Lecture Series, the upcoming (4/25) presentation by Denise Breitberg, Smithsonian Ecological Research Center, please visit: https://www.esf.edu/womenscaucus/speakers.htm.  
As part of the requirements for FOR496/497 Perspectives on Career and Gender, students share responsibility for reporting on presentations in the Women in Scientific and Environmental Professions Speaker Series. The preceding was prepared by Anuli Onwumelu, a MS student in the Forest and Natural Resources Management’s Ecology and Ecosystems program of study.

Tuesday, March 12, 2019

Bathroom Designation in Marshall Hall


Consistent with ESF's commitment to diversity and to better accommodate our campus' demographics,  changes to existing toilet room designations are proposed. We recognize that the change noted below do not completely address this issue either here on our main campus or at our regional properties. This is an additional step towards improvements; additional changes will follow. The change is proposed, for implementation this coming week.
Marshall Hall
Marshall Hall  was constructed in the 1930's with a higher number of men's toilet facilities reflective of the disproportionate number of men on campus at that time. As a measure to create a balance indicative of the current ESF main campus demographic, the following change is proposed in Marshall Hall: The existing men's room on the 2nd floor will be designated as women's rooms effective March 18th, 2019.

Temporary informative signage will be installed at the restroom approximately one week ahead of the change, and maintained until occupants and visitors to the building become accustomed to these new designations.

Recommendations for bathroom and requests made by both undergraduate and graduate students, as well as other faculty and staff members, are the major catalysts for this change. There are additional measures in design to create ADA-compliant, single-occupant, gender-inclusive toilet rooms.

This is only one step in a larger effort that will address this important issue throughout all ESF properties. 
Our campus has adopted a Bias Reporting tool that can be accessed through this link, https://www.esf.edu/ide/bias.htm.  The Bias Reporting System has the capability to report incidents anonymously, or not, and is a way for the campus to report incidents that occur.  A Climate Campus survey to First Year and Senior class students as well as to staff will be sent out.  These surveys will serve as a way to measure the perceptions of campus climate.

For your reference please see our Nondiscrimination Statement,
SUNY-ESF is committed to fostering a diverse community of outstanding faculty, staff, and students, as well as ensuring equal educational opportunity, employment, and access to services, programs, and activities, without regard to an individual's race, color, national origin, religion, creed, age, disability, sex, gender identity, sexual orientation, familial status, pregnancy, predisposing genetic characteristics, military status, domestic violence victim status, or criminal conviction. Employees, students, applicants or other members of the College community (including but not limited to vendors, visitors, and guests) may not be subjected to harassment that is prohibited by law, or treated adversely or retaliated against based upon a protected characteristic.


Questions and comments regarding these initiatives should be directed to Gary Peden in Facilities at
gspeden@esf.edu or 315-470-4907.


Gary S. Peden, A.I.A.
Director of Facilities Planning, Design and Construction
SUNY College of Environmental Science and Forestry
1 Forestry Dr., Syracuse, NY 13210-2778
Office 315-470-4907    Cell 315-247-5441   Fax 315-470-6957



Amy I. McLaughlin

Title IX Coordinator and Affirmative Action Officer
Phone: 315-565-3012

ACORNS Voices will be heard. The Climate Surveys will assess climate around diversity, equity and inclusion and we need your VOICE!
Launching March 15th and running through March 31st, first year, senior, and staff surveys will be available in your inbox soon.

SUNY College of Environmental Science and Forestry
Office of Inclusion, Diversity and Equity https://www.esf.edu/ide/
450 Baker Laboratory
1 Forestry Dr. 
Syracuse, NY 13210 

SUNY Sexual Assault & Violence Response (SAVR) Resources - https://www.suny.edu/violence-response/



Monday, March 11, 2019

Calling Kids, ages 8-11, for the 26th Annual Take our Kids to Work Day, April 25, 2019.


Participants will get a taste of what it is to be a chemist, biologists (several specialties), and an engineer.  They will also learn about sharing that work (or other topics of interest) in a meaningful way, and try their hands at turning waste material into something else.  
Visit http://www.esf.edu/womenscaucus/kids.htm  for a registration form (to be returned to Heather Engelman, 320 Bray Hall, no later than April 11), an excused absence form for the child's school, and the answers to commonly asked questions.  Kids’ adults are again asked to share responsibility for chaperoning and escorting groups from one session to another and/or to assist during lunch; there is space on the registration form to indicate your availability. 

Please note:  "Our" kids include grandchildren, nieces and nephews, neighbors and friends. But space is limited. 

Heather Engelman, x4752, engelman@esf.edu