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Adam Romero recently gave the George Perkins Marsh Lecture at Clark University. The lecture series exposes faculty and students to contemporary research on human-environment interactions. His talk, Industrial Chemicals and the Problem of Too Much Food (1945-1985), explored the linkages between national agricultural policy, local politics, and farmer’s use of pesticides and other industrial chemicals in the decades after WWII.

Adam Romero speaks at the Rachel Carson Forum at Evergreen College

Adam Romero was recently a speaker at Evergreen College as part of the Rachel Carson Forum. He spoke about and lead a discussion on what farmer-centric sustainable agriculture might look like at the national level.

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Click here to view a full recording of Atkinson’s talk on ways to navigate .

The seeks to strengthen the resilience of Washington’s coastal communities through collaboration, education, and knowledge exchange. They host a website that provides a curated selection of relevant science, best practices, and other resources related to coastal hazards in Washington. CHRN also hosts a variety of events, like Lunch and Learns and in-person meetings as opportunities for those in their Network to interact with and learn from each other.

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IAS faculty member Shannon Cram gave a public talk at the University of Oregon in February, as part of a year-long about nuclear industry in the United States and Japan. In March, she gave a related guest lecture in a UO history class called The Atomic World.

Adam Romero and Shannon Cram present at Amherst College

IAS faculty members Adam Romero and Shannon Cram were invited to Amherst College in March, where they participated in a book workshop with colleagues from Amherst and Clark University and gave guest lectures in Environmental Anthropology and Sociology of Development classes. As part of their visit, Cram also gave a about her book, .

Shannon Cram delivers keynote address at American Association of Geographers meeting

Cram delivered this year’s keynote address for the of the . Her talk considered the administrative histories and practices that inform US nuclear waste management, with a particular focus on the body as a site of politics. Cram received the group’s Outstanding Book Award last year.

Shannon Cram is Scholar in Residence at Drexel University’s Center for Science, Technology & Society

In May, Cram served as Scholar in Residence at Drexel University’s . Each year, the Center invites an STS scholar to campus for an in-depth engagement with one of their books, purchasing copies for all faculty who would like to participate. As part of the program, Cram had the opportunity to spend time with members of the STS faculty and present her work to the group.

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During her first year in the MFA in Creative Writing and Poetics program, her professor Ching-In Chen encouraged her to apply for the Imagining America PAGE Fellowship. She was pleasantly surprised to be selected. The fellowship supports historically underrepresented groups in higher education, with a focus on public-facing scholarship, and provides a generous stipend along with travel support for fellows.

The application process was straightforward, and it was an honor for her to be selected by former fellows who now serve as co-directors. Being a PAGE Fellow offered a rare opportunity for her to immerse herself in a community of like-minded scholars and to deepen her trust in her own capacity to engage in sustainable, publicly facing creative work.

The year she was selected, instead of the usual Imagining America National Gathering, PAGE Fellows were invited to attend a special Engaged Arts Summit hosted by UC Davis—the current host institution for Imagining America, a role that rotates annually. While fellows typically travel to the larger national conference, this summit provided a more intimate and focused space for connection, learning, and collaboration among their cohort.

One of the highlights of the summit was visiting TANA—Taller Arte del Nuevo Amanecer—a community art space where she learned screen printing and created booklets. This hands-on experience reignited her interest in book arts. She also learned a great deal just by listening to her cohort share their work—most were PhD students deeply engaged in justice and equity projects within their fields. It was inspiring for her to see the many ways public-facing scholarship can take shape.

Her cohort shared stories and enjoyed fellowship over an unforgettable meal at Dubplate Kitchen and Jamaican Cuisine—a must-visit for anyone in the Sacramento area (the goat curry and sorrel come highly recommended).

In the end, the PAGE Fellowship offered her a deeply supportive space that was pivotal in building her confidence and sense of agency as a public-facing artist. It was also a rich opportunity for connection, creative exploration, and community.

For undergraduates interested in similar work, Imagining America also offers the Joy of Giving Something (JGS) Fellowship, which provides meaningful support and mentorship.

She is grateful for the opportunity to be involved with Imagining America, whose values reflect the kind of country she wants to help build. She also holds deep gratitude for the PAGE Fellows who came before her—and those yet to come—whose work continues to nurture creative vision and public scholarship in communities across the country.

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The study also found that extremely large class sizes in virtual schools – with a median of 180 students compared to 24.5 in traditional schools – explained about three-quarters of the increased high school dropout rates. Meanwhile, less rigorous coursework, including fewer Advanced Placement courses, accounted for roughly half of the negative impact on four-year college enrollment.

Enrollments in virtual schools have increased dramatically since the COVID-19 pandemic. As states continue expanding virtual school options and integrating them into private school voucher programs, Ferrare and colleagues recommend policymakers consider limits on student-to-teacher ratios and stronger accountability measures for course rigor in virtual charter schools.

The study was supported by the U.S. Department of Education’s Institute for Education Sciences (Award # R305A190340) and the University of Notre Dame’s Center for Research on Educational Opportunity.

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