Record attendance for 2019 Take our Daughters and Sons to Work Day

In lieu of school on April 25, ESF employees and students brought 44 8–11 yr olds from 30 area schools to try their hands at a variety of ESF-fostered careers during the college's 26th annual Take our Kids to Work Day program (AKA Kids' Day).

Over the course of the day, kids built terrariums with Linda McGuigan, Allison Oakes and Hannah Pilkey, who work on the Chestnut Project.  They explored a few chemical reactions on paper prior to activating self-inflating balloons with Chemistry’s Kate Bailie.  They developed storyboards with Sarah Grabman of the new Digital Storytelling Studio.    

Teams, each given the same materials and coached by a member of either Engineering for a Sustainable Society or Engineers without Borders, competed to most effectively remove particulates through Water Filtration (staff support provided by Karen Karker, Instructional Support Specialist, Environmental Resources Engineering).  Following a quick lesson on bird anatomy and habit, EFB graduate students Laine McCall and Ravyn Neville took advantage of the beautiful afternoon and lead a Bird Walk across campus and into Oakwood Cemetary.  Because life is more than work, we also featured an art session!  Kids upcycled materials that Maura Stefl, Office of Experiential Learning and Outreach, waylaid from the wastestreams from campus (curtains and cardboard), homes (fence posts), and a small business (mitten scraps) into a succulent plantscape.  Cool lessons:  art flowers don’t need to look like any that exist in real life!  Take inspiration from the colors and textures of the materials, and add dimension. (Thank you: Mark Poupore for cutting fenceposts to size; Lauren Gibbs, Laura Crandall, Julie Fishman, Brad Fierke, for their help with glue guns.) The day concluded with Heather Engelman, Forest and Natural Resource Management and We All Need Trees, a rapid examination of a number of household products and foods that make use of tree products for strength, flavor, and texture, and some ties to ESF’s programs of study.

After the formal program, kids reunited with their adults and headed to a few Earth Week programs, including perennial favorites Birds of Prey and Tie Dye.

We also thank:  

• Group Guides Brad Fierke, Julie Fishman, Laura Crandall, Amy McGuigan, Malika Carter, Jackie Whitehead, Lenny Leonard, and Linda McGuigan, with the assistance of Philippe Vidon, Erin Tochelli, Katherina Searing and Sarah Houck. 
• Lunch team: Mark Bremer, Linda McGuigan, Katherina Searing, Andy Marshall, Josh Arnold, Kathy Lang, Lena Randall.  
• Photographers: Heather Engelman and Julie Fishman.  
  
• Offices that contributed stuff for kids to carry out activities: 
• ALUMNI RELATIONS and the ESF CAMPUS BOOKSTORE, pencils and magnets; Communications, sunglasses; 
• SU BOOKSTORE, pencils; 
• PROVOST’s OFFICE and ESF WOMEN’S CAUCUS, lunch, snacks, color printing, notebooks, some terrarium supplies; 
•  CHESTNUT PROJECT, plants, potting media, distilled water, and other components for the terrariums; 
•  PHYSICAL PLANT and MORRISVILLE AUXILLIARY SERVICES, set & clean up;
• COPY CENTER, B/W printing.    
• Office of Research Programs, Janice O'Mara, and Tom LeRoy for their assistance with program compliance with SUNY’s Child Protection Policy

For more photos, please visit our album.

Sexual Harassment can cost NAS membership

The National Academy of Sciences now has a way to expel harassers, as well as perpetrators of scientific misconduct, reported Megan Theilking of Statnews  “Under the new amendment announced [June 3, 2019], NAS will allow people to present evidence that a member of the prestigious scientific organization has violated its code of conduct, which prohibits discrimination, harassment, and scientific misconduct. The 17-person governing council will then vote on whether to expel that member. Up until now, there hasn’t been a way to revoke lifetime membership.”

NAS itself reports “the amendment was approved by a large margin, with 84% voting for the amendment.” 

The Ocean is Losing its Breath: A Marine Scientist’s Call for Action

For years, ESF has celebrated Earth Week, a long-standing tradition where instead of only celebrating Earth day on April 22^nd, the school plans an entire week of events in order to celebrate what defines our campus community: a shared love of the environment.

Now a tradition for staff, faculty, and students alike, this year’s Earth Week had a variety of community clean-ups, sustainability-themed events, and guest speakers.  Amongst these speakers was Dr. Denise Breitburg, a Senior Scientist at the Smithsonian Environmental Research Center in Edgewater, Maryland. As a part of the semester long Adaptive Peaks seminar series, Dr. Brietburg’s lecture, “The Ocean is Losing its Breath,” presented an overview of ocean deoxygenation, its effects, and its solutions.

As the leader of the Global Ocean Oxygen Network, Dr. Breitburg has now invested years into researching various anthropogenic impacts on the marine environment. In the beginning of her talk, Breitburg was very quick to clarify, “I’m also talking about coastal waters like estuaries, and also semi-enclosed seas like the Baltic sea, and not just the open ocean.”

Following her introduction, Dr. Breitburg immediately jumped into her presentation. First, she acknowledged that low oxygen levels do occur naturally in the ocean, however, the current concern amongst marine scientists is that oxygen is now declining beyond areas where these naturally low levels have been traditionally observed.

According to her presentation, ocean oxygen levels globally have dropped 2%. While to many, a 2% decline in oxygen does not sound substantial, declining oxygen levels affect organism of all sizes. Specifically, a lack of oxygen affects an organism’s ability to respirate, photosynthesize, and reproduce. While marine deoxygenation has many causes, Dr. Breitburg stated that the primary sources of this global phenomenon are agriculture, human waste, and the burning of fossil fuels.

When discussing any environmental problem many people are often left wondering what they can do to make a difference, especially communities that are inland and like Syracuse, NY, thousands of miles from the nearest ocean. But, Dr. Brietburg pointed out that “it is not all gloom and doom” and that there are actions that we can take.

Dr. Brietburg presented many different pathways for one to make a difference. She pointed out that while we have developed an incredible understanding of the impact of ocean deoxygenation on the marine environment, there is currently no thorough research on the impact of ocean deoxygenation on us. She then explained that, by extending research on this issue to its impact on human health, we can raise awareness of the severity of this ocean deoxygenation, and gain the attention of politicians and other global forces who have the power to influence this problem. Aside from further research, she recommended changes in various agricultural and aquaculture systems. Furthermore, she said with a serious tone, “carbon capture and sequestration need to be added to the equation.”

During her conclusion, Dr Breitburg stated, “The big challenge is to increase engagement, both with civil society, and policy makers. And to do that, we need to increase and improve our communication on these issues.”

While ESF offers a few courses, and a minor in marine science, it is not often that a marine scientist visits campus. While ocean deoxygenation is like all environmental issues- complicated, Dr. Breitburg instilled hope within her audience, and showed that with further research, communication, and engagement with policy-makers, solutions to this issue are not as far-fetched as they might seem.

Dr. Breitburg directs SERC’s Marine & Estaurine Ecology Lab and thinks up new ways to investigate the impacts of dead zones and acidification on Chesapeake Bay’s fish and invertebrates.  Breitburg has also served as  Participating Faculty, Graduate Program in Marine-Estuarine-Environmental Sciences, University of Maryland System.  She was previously Curator, Marine/Estuarine Ecology, Ichthyology, at The Academy of Natural Sciences, Estuarine Research Center and Adjunct Professor, and Graduate Faculty member within other departments at the University of Maryland.   She earned a BS and MA in Biology from Arizona State University, and a Ph.D. from the University of California, Santa Barbara,  where she looked at Marine and estuarine ecology; relationship between behavior and community ecology; and the behavior and ecology of fishes.

This chapter in the Adaptive Peaks Speaker Series is cross-listed with Women in Scientific and Environmental Professions and is sponsored by Department of Environmental and Forest Biology and ESF Women's Caucus.  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 Lydia Torres, BS 2019, Environmental Studies, with a concentration in Environment, Communication, and Society and a Minor in Environmental Writing & Rhetoric. 

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.

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 2^nd floor will be designated as women's rooms effective March 18^th, 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

[contact information removed; Mr. Peden is now retired]

Amy I. McLaughlin

Title IX Coordinator and Affirmative Action Officer

Email:  titleix@esf.edu

[personal contact information removed; Ms. McLaughlin is still in SUNY, but no longer at ESF]

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/

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

Registration is now open! Girls Summit

Girls' Summit is a hands-on S.T.E.A.M.-based career exploration day that introduces girls in grades 5-10 to “non-traditional” fields through a keynote address, a series of workshops, and a college-readiness panel composed of students from local colleges.
When: Saturday April 13, 2019, 9:30-3:45 (Check in, and on-site registration open at 8:30am)
Where: Marshall Hall and other locations at ESF and Syracuse University (GPS:1000 Irving Ave, Syracuse, NY, 13210, to get to the Traffic Control Station next to the CARRIER DOME, and follow the signs)
Pre-Registration is now live! Register HERE
Secure a seat, and ensure we plan for dietary, mobility and other constraints.
Contacts

Aja Everson, Program Manager, Girls Inc of the YWCA, 315-424-0040
Heather Engelman, Program Coordinator, ESF Women's Caucus, 315-470-4752

Women's only networking platforms? (DRAFT)

Conferences are awesome for technology transfer. And also for the networking that occur outside of those talks.  Every networking opportunity affords glimpses into all sorts of projects, potential to meet new collaborators, mentor students and young professionals, and catch up with old classmates on their professional and personal lives, and picking their brains for strategies for either sector.

But women (inadvertently more than not) can still be shut out of conversations and introductions. It hasn’t been that long (2012) since a double-blind study showed that women applying for lab manager positions were perceived as less competent and worth less mentoring and lower starting salaries than men with identical qualifications.  In a different study of online courses, where the gender of instructor could be masked, even perceived women instructors received worse ratings than perceived male counterparts teaching the same thing (see also). Women need to walk a tight rope and "prove it again" (and again). Strictly enforced gender rolls are also problematic for men (see pop culture take and that of the American Psychological Association).

We also know that it isn’t just early career folks that benefit from expanded networks; the higher women go in their respective fields, the fewer women there are, and the more isolated they may be.  And, unfortunately, male dominated fields are some of those at highest risk for gender harassment and sexual assault. And if women also happens to have other differences, she may be even further isolated--both from other women and from spheres of influence (citation needed).

One of the recommended ways to change work climates so that they are less conducive to all these behaviors is through mentoring network; supporting women also can improve everyone’s job satisfaction. Some professional societies build in tracks in support of this.  In this vein, a young professional breakout session has been part of the NYSAF winter meeting agenda for a while now and Diversity (and now Diversity and Inclusion) Fellows have been part of the national program agenda for even longer.  A informal effort has also encouraged networking among women attendees of the national meeting, primarily through a meet-up off site one night of the convention. An advantage of this format is that the grassroots organizers retain control, and participants have space separate from possible antagonizers. Disadvantages: Some prospective participants might not get the memo; potential allies don't see that yes, even now, there is a need, and they need to change some of the way they do things so that women and other "others" aren't marginalized; and the sight of a gathering of women (or other marginalized identity) doesn't get normalized.

So, do we do it? Yes.

Women in Science and Engineering Panel

Students from all majors were invited to a Women in Science and Engineering Panel, featuring Q&A bon success and advancement of women in STEM.  Panelists included Cristina Albunio PE, Agency Engineer, OCRRA (formerly a consultant with Arcadis; alumna ERE); Katie Cooper (air dispersion modeling) and Maria "Mimi" Scicchitano (wastewater; alumna ERE), O’Brien and Gere; and Danielle Hurley, Department of Water, Onondaga County (alumna EFB).  Maria is also currently a part-time graduate student at SU.  The panel was moderated by ERE department chair (and sole female member in that department) Dr. Lindi Quackenbush.  The event was coordinated and hosted by NYWEA and the ERE Club.

What is the climate  like at your workplace?  May vary depending on the group, composition and the manager.  The percentage of women is more balanced in the younger cohorts.  Two had issues (different sectors) with single individuals that has treated differently, to the degree they went to HR--which improved the situations. (See follow up question below).  Women were dropping out at 8-10 yr mark because part-time was way out, not way up. All received encouragement to move forward.

Difference between industry and public sector?  Yes. 

In ERE, current class is ~50% female.  

Are any of you in the field you anticipated as a little girl?  Cristina says yes, was inspired by a tour at OCRAA's waste to energy plant, and lucky a position opened up there a few months ago.   Katie as well:  Meterology didn't come into her focus until a freshman in high school, but didn't want to be on TV, radio, etc., but air pollution route interested her through college.  Maria became interested in science in high school, but didn't consider wastewater until college.  Danielle: not many 5 year olds will tell you want to work in wastewater (Katie:  but they will ask what happens to what goes down the toilet!), but wanted to work with animals, focusing on fish in masters program.  Lindi discovered surveying in 10th grade.  

Were you ever told what you do like or don't like [as a child, because a girl]?  Yes, one was told to "do something easy and find a husband." Another  "Are you sure you can do that?" by engineer relatives.  Challenge accepted!  And she surpassed them in scope of job and credentials, noting that "Bias has been motivation to do more."  However, contrary to their mothers' generation, all were expected to go to college, and choices were no longer limited to teaching and nursing. One of their mothers was explicitly told no, although all her brothers were anticipated to go.   And another was told "So, what do you want to do?  You can be anything."  But when the response was "nuclear physicist", counselor backpedaled, revealing that by "anything", they'd meant "nursing or teacher." 

Had impression that older cohorts were male because that's who was going into engineering, not because women were dropping out at faster rates.  What could individuals do differently? Coworkers that successfully stayed within the field re-prioritized their time, and sacrificed career advancement opportunities.  Those that "off-ramped" to care for families have had a very difficult time finding opportunities to reenter the workforce.  What can companies do to make it easier for women to stay, or for it to be more acceptable for men to temporary off-ramp?  Many managers didn't realize that part-time was even an option, so didn't offer it and if they did, didn't know how to advise appropriately. Make the schedule transparent; individual schedules should show the times not scheduled to work clearly, so important meetings aren't scheduled when you aren't expecting to be there.  Pro-rate timelines for promotion, rather than eliminating the option. Increase communication within teams to meet client needs.  Expect all employees to have work-family balance.  Partner may also be in a time constrained profession which will also compound that.  One of the panelists with children noted that she was asked many times during pregnancy "So, are you going to go part-time, or become a stay-at-home mom?" and the repetitive nature of the question could cause employees to second-guess a choice that doesn't include either option.  [note: the expectation that this is going to happen at some point or another can also cause women to be overlooked for advancement opportunities].   She also noted that husband was never asked the same question, and recommended not asking it of anyone, or to make it equal opportunity "Are either of you going to cut back workload or stay-at-home?"

Cultural expectation:  In Australia, people take vacation.   If you take time off, you won't come back to all that compiled work.  Here, industry folks are expected to be available by phone and email even while on vacation and get negative comments when don't.   Which is not what company officially promotes.  For the panelist working around classes, also receives comments about that.  County employee--most positions are team based, so other people are on call for coverage during your vacation, which is a much better scenario.  One notes a spouse who has a position where he is not only not expected to check in from time off, he cannot--he must use company time and resources to check email.  Another's spouse has a similar schedule:  when shift is over, responsibilities are passed on to the next shift, and he's 'free' until next scheduled shift.

Other advice?  Advocate for self:  earn your advocacy, need to work hard and prove yourself, and also learn who to ask.  When hear something that bothers you, say something.  You'll feel better, and may make a change.  May need to go to a higher authority.  Small, soft-spoken "You will not be taken seriously."  

Do you have a network of supporters to bounce things off of?  How confident were you in approaching HR?  Neither's first impulse was to go to HR.  They discussed with family members, and trusted coworkers, who encouraged them to do so.   In general, when you are the only (or one of few) women,  its more challenging to recognize as a systemic issue.  But when you do, you choose either keep working in this environment as is, and it weighs on you, or address it.  Once you advocate for yourself a few times, it does get easier.  Find a network that you can bounce things off of, whether or not they look like you.  

What does future hold--what challenges moving forward and what do do about it?  Read Lean In, by Sheryl Sandberg.   Get past gender issues, as children generally have two adults in their lives.  Help each other along.  

Empowerment 2018

Griot (storyteller) and Keynote Speaker Vanessa Johnson opened ESF's 4th Annual Women's Empowerment Brunch in song, segueing to stories of empowerment and recovery, and finding joy. The panel, comprised of Ann Moore, Chris Kosakowski (an educator from Vera House), Dr. Kelley Donaghy, Dr. Malika Carter, Jules Findlay, and Dr. Biljana Bujanovic, answered questions posed by facilitator Brittany Wong and the floor. Panelists shared goals for improving their workplace, "removing barriers put in place for no good reason," and shaking things up. They explained their personal definitions of feminism, which were largely consistent with one another, and revolved around intersectionality, respect, and promoting equality and equity for people of all genders (ironically, few of the panel had considered themselves to be feminists prior to being asked to consider the question!). They shared personal stories of being subject to, or witnessing, bias in the workplace.

They advised questioning microaggressions, listening more and talking less, and that "its OK to tap out and practice self-care. You have a right to feel safe in the conversation." In regards to supporting survivors of Sexual Assault and Domestic Violence in times like the #MeToo movement (credit: Tarana Burke): Believe them; understand consent (which applies to all thing); stop perpetuating rape culture; know when to step up and to step back; support education to recognize those at risk and prevent abuse; "stop caring more men's reputations than women's lives," "speak with them, not for them," and help them hold power. They shared examples of using privilege to help: advocating, recognizing that individuals from marginalized groups are too often called upon to teach but that its not their job "to coddle my little white ego" and that gold stars aren't earned by "just not being a bad person"--call out when see or hear something.

While panelists did recall times when women were in competition with one another, in general, they felt that women should support one another, and actively do so. They also noted that women are taught that negative reactions are due to personality (they don't like me) rather than gender (they treat all ___ this way) (NOTE: in retrospect, when the numbers of women or non-binary people are very low, its very difficult to tell the difference). They also advised not to compare self to social media ideals, as people tend to show only the best sides of themselves. When asked "What does it mean to be an ally?" Panelists described times when "partners in society change" asked them "This seemed to bother you. What can I do?", requesting permission and guidance to ensure they amplified in an affirming way. And noted that "its not the 'four-letter words' (like f-bombs) that are so painful, its the pronouns [that relay that only a 'he' can be expected to be hired, or could earn some achievement] and other words that demean." Know when to speak up and when to shut up, and don't expect a pat on the head for not being a jerk. Acknowledge that the price is high, but the reward is great. "Allyship can be a 'soft-term'...prefer 'advocate' or 'accomplice.'

When asked by the floor for action items to continue the discussion:

• Think of your spheres of influence. Each of us has some power--where can you be a support or a change agent? 
• Question that which you take for granted. Think critically about it. 
• Support girls in whatever they want to do, and especially in education 
• Keep talking 
• Be known for something 
• Call out the word "girls" or other terms that infantilize women or diminish their expertise and experience

A different set of discussion questions was distributed among the tables (as well as historic elements of last week's election!), and posted along the walls. Participants were asked to add their thoughts.

I personally, want to thank Ms Johnson and the panel for sharing with us today. Organizers strived to maintain a safe space, but its the participants that make that feasible, and I thank them for doing so. I also thank Ruth Larson of the Counseling Center for standing by in the event any participant needed to step out, and Christopher Baycura who arrived early to set up and test event audio, and the students who spent time each week drafting and sequencing questions, and spent their weekend on the last minute touches.

The Women's Empowerment Brunch was a collaborative effort of the Baobab Society, Undergraduate Student Association and the ESF Women's Caucus. Voluntary contributions to the donation jar were sent to the YWCA to benefit Girls Inc. programming.