•Conducted an analysis of the conflict within the Alaska Working Group on Cooperative Forestry/Fisheries Research at the request of the Juneau, Alaska, Office of the US Fish and Wildlife Service. •Designed the conflict analysis to include a historical assessment of the group’s organizational problems and a complete assessment of stakeholder perceptions. Provided strategic recommendations on a collaborative process toward the group’s reorganisation. •Engaged with all of the stakeholders in the conflict, including federal and state resource management agencies, native village and regional corporations, fishing and timber companies, and environmental interest groups. Narrative Description: I was requested by the Juneau Office of the USFWS to conduct a conflict analysis/assessment of the Alaska Working Group on Cooperative Forestry & Fisheries Research (AWG). This group, in existence for fifteen years, was a partnership of federal and state resource management agencies, native village and regional corporations, fishing and timber companies, and environmental interest groups. The group’s function was to coordinate and prioritize research on the effects of timber harvest and fisheries habitat – in one of the most productive ecosystems for anadromous salomonids on the face of the earth – the temperate coastal rainforest of the Alexander Archipelago, Southeast Alaska. In 1997 the organization “fell apart” due to internal disagreement and conflicts. The USFWS asked that I conduct a conflict analysis/assessment to examine the organizational problems associated with the conflict. To complete this task I used semi-structured interviews, surveys, and focus groups to acquire relevant information to conduct an analysis of the issues associated with the conflict, and to determine stakeholder perceptions of the organization and its current institutional relevance to forestry/fisheries issues in Southeast, Alaska. After conducting two and a half months of research, I analyzed the issues and stakeholder perceptions by designing and developing a conflict analysis/assessment matrix to determine the major thematic areas associated with the conflict, relevant organizational problems, and stakeholder perceptions of the organization, and their relevance. Finally, I synthesized the information into a written report and provided strategic planning recommendations. Each one-on-one semi-structured interview was provided to each participant in the analysis for their review as well as the final draft report. After the stakeholders had the opportunity to review the report and provide comments I incorporated them into the final report. Conducting the assessment required that I develop all of the instruments, work with the stakeholders to review their usefulness, and begin applying them. In addition, I organized, wrote, and edited all final documents and disseminated the information to the Juneau Office and the stakeholders. The report includes the following information: 1) a brief history of the organization; 2) the objectives associated with my task/assignment; 3) the method used to collect relevant data and information associated with the organization’s conflict; 4) a matrix with relevant interview information categorized and hyper-linked to each individual interview via CD-Rom; and 5) a series of strategic recommendations on a collaborative process toward the group’s reorganization. The design and implementation of various research instruments, conducting the conflict analysis/assessment, and working with a multi-faceted group of stakeholders provided me with skills essential to conducting effective work on behalf of clients. Collaborative Learning Approaches to Working through Environmental Conflict I assist clients with identifying collaborative methods and tools to use when dealing with environmental conflict, conducting conflict assessments using collaborative methods, aligning participants to the collaborative approach, designing and implementing collaborative programs that work toward resolving environmental conflict, and identifying methods to evaluate and monitor the progress of a collaborative learning initiative. Applying Public Participation Skills in the Developing World 1)identifying the full scope of planning needed for effective participation; 2)identifying a variety of ways to identify the public and understand potential impacts of actions; 3)identifying ways to evaluate problems for applying public participation as a problem-solving tool; 4)identifying ways to select the appropriate level of public participation; 5)identifying methods for setting clear, shared objectives for effective participation throughout the process; and 6)identifying appropriate evaluation tools to measure the effectiveness of public participation programs in terms of creating behavior change.

7)Assessing the role of public participation in the management of natural resources. 8)Providing recommendations on the use of public participation in future conservation efforts. Balancing Socio-Economics and the Environment in Developing Countries Lead courses focused on issues that towns and communities bordering public lands such as protected areas, parks, and refuges confront. The course can focus on community visioning, conducting socio-economic analyses, non-traditional approaches to public participation in public land conservation, partnerships, sustainable tourism, and preserving community character. I research, design, write, and edit lesson plans associated with the offering of this course. I train public servants or private companies confronting public land and community conservation and development issues, whether its for CSR practitioners, non-profit personnel, or government agents. Example of socio-economic analysis: Assigned to Honduras in 2005 to complete preparatory activities for socio-economic assessment in 21 coastal communities throughout southern Honduras, including identifying goals of the socioeconomic assessment, selecting the relevant variables, defining the process to conduct the assessments, identifying and consulting with stakeholders and conducting key informant interviews, writing and editing the questionnaires, and training an assessment team comprised of 25 fourth year students within the “Development, Socioeconomics & Environment” career to conduct the assessments in the 21 communities/6 municipalities selected around the Gulf of Fonseca, southern Honduras. Data collection, organization, and analysis, including the collection of secondary sources of information from official and unofficial sources, legal information, newspaper archive research from 1973-Present, statistical reports, governmental and non- governmental (previous or ongoing) project documents, research reports & peer reviewed publications, maps, aerial photographs and satellite images, historical documents and accounts, and extensive web based research. Compiled, assessed, and reviewed all secondary sources related to the selected variables for the socioeconomic assessments. Ecosystem Approaches to Conservation in the Developing World Using an integrated ecosystem approach to conservation, I focus on the nexus of ecology, society, and institutions. Using guiding principles of conservation biology, particularly landscape ecology precepts and conservation planning, implementation frameworks can be adapted, culturally and administratively. Ecological theory and application, the practice of public involvement and adaptive management are central concepts drawn on in my work. Developing strategic methods to understand how to relate, assess, and apply the tools of ecosystem management, while identifying relevant environmental, social, and institutional factors associated with conservation and development issues provides a strong foundation for program development that can be scaled-up. Example of Working with the News Media: Completed research and consulted on CITES and the designation of critical habitat under the Endangered Species Act (ESA) and prepared congressional briefing materials for the Assistant Director of International Affairs and the Assistant Deputy Director of External Affairs. Served as staff support for CITES committee meetings and wrote press releases related to ESA critical habitat issues. Instructional Analysis and Design Experiences: As a Training specialist for the Division of Education and Outreach (DEO) at the U.S. Fish and Wildlife Service’s National Conservation Training Center (USFWS/NCTC) I served as the Course Leader for 6 DEO courses. I completed the instructional analysis and design for each course. This included researching, writing, editing, producing, delivering, and evaluating 6 training programs for natural resource professionals in the US government, foreign governments, NGOs, and the private sector. The 6 courses that I was responsible for were 1) Public Outreach and Environmental Education: Overview and Program Planning; 2) Basics of Environmental Outreach; 3) Balancing Nature and Commerce in Gateway Communities; 4) Human Dimensions of Wildlife; 5) Basics of Working with the News Media; and 6) Suitcase for Survival: Wildlife Trade Training Program. The subject matter covered in each of these courses allowed me to develop a more thorough understanding of each of the topics through my own research and by working with leading experts in each field. This position also allowed me to gain additional experience researching, writing, editing, and designing curriculum, and obtain experience teaching adult learners. Consensus Building, Program Management and Development, International Partnerships, and Fundraising Select cases include, but are not limited to:

Summary: US State Department: On behalf of the State Department and the governments of Nicaragua, Honduras, and El Salvador, conducted analysis of stakeholders regarding the application of the US Sea Grant model of applied research, extension, and education to the Gulf of Fonseca, which is shared by the three countries. The focal point of these efforts was to identify actions that could be taken to address conflicts surrounding aquaculture production, socio-economic conditions, and human impacts on coastal wetlands. Principal Investigator: US Department of State Oceans, Environment, and International Scientific Affairs Initiative Grant while the Senior Program Manager for Latin America and the Caribbean, National Oceanic and Atmospheric Administration, Office of International Activities. The parties included private sector, civil society, and nation-states throughout the Latin American and Caribbean regions. The issues included trans-boundary resource and territorial disputes, local level micro-conflicts associated with agriculture and aquaculture in the coastal zones in postconflict societies and in the context of Central American Free Trade Agreement (CAFTA) negotiations up to 2005. Outcomes: Agreement was reached on the feasibility of adapting the Sea Grant model (university based research, extension, and education programs) towards addressing critical marine and coastal issues in the Latin American and Caribbean regions 2004, highlighted at the White Water to Blue Water Conference spearheaded by the National Oceanic and Atmospheric Administration and the US Department of State. CAFTA was passed in 2005, the Inter-American Development Bank and the Global Environment Facility agreed to invest an additional $5 – $10 million into the region over the next 5 years (Block B GEF Grant 2006), and The Bush Administration included language (p. 17) in the US Ocean Action Plan considering this initiative a priority in response to the US Commission on Ocean Policy Report. Implementation is expected over the next 5 – 10 years. Senior Program Manager with the Office of International Activities, National Oceanic and Atmospheric Administration (NOAA/IA). As the Team Leader for program development and management in Latin-America I have secured a United States Department of State Oceans, Environment, & Science Initiative Grant (OESI) of $150,000 for the development of marine and coastal resource programs focused upon the Gulf of Fonseca in Nicaragua and Honduras and the Gulf of Guayaquil, Ecuador. The project aims to assess the applicability and the adaptability of the U.S. National Sea Grant Program (NSGP) to a developing country context and assess the necessary components for successful implementation. I am directly responsible for the project analysis, planning, implementation, budget, assessments, evaluations, and the supervision of the contractors and one intern. In order to complete the project I have forged partnerships with the Honduran Ministry of Agriculture, the University of Zamorano/Honduras, the Nicaraguan Ministry of Environment, the University of Central America/Nicaragua, the U.S. Agency for International Development/Nicaragua Environment Office, the U.S. Department of State’s Central American/Caribbean Regional Environmental Office based at the U.S. Embassy in San Jose, Costa Rica, the University of Rhode Island Sea Grant Program, the University of Rhode Island Coastal Resources Center (URI/CRC), Ecocostas (an NGO based in Ecuador), and CATHALAC – Water Center for the Humid Tropics. Background: The NSGP model is based on the Land Grant concept of university-based research coupled with the transfer of science-based knowledge to user constituencies. The NSGP engages the nation’s top universities in conducting scientific research, education, and extension projects designed to help stakeholders better understand, use, and protect coastal resources. Sea Grant focuses its efforts on: 1) conducting research to tackle priority problems and opportunities identified by coastal residents and businesses and local, regional, state, and federal agencies; 2) transferring scientific research results to user groups such as natural resource managers and coastal business people; 3) providing training opportunities to teachers and stakeholders as well as providing undergraduate and graduate students with the opportunity to be mentored by senior researchers; and 4) informing the public about marine and coastal issues through extension and communications projects. The network consists of 30 programs with more than 200 participating institutions and addresses key issues and opportunities in areas such as coastal community development, estuarine research, fisheries management, coastal hazards, marine biotechnology, seafood safety, water quality, aquaculture, and aquatic nuisance species. Because the program is designed to be non-regulatory and focuses on generating and disseminating science-based information, it can serve as an “honest broker” among a wide range of groups. Some of these include: commercial and recreational fisherman, educators, fish farmers, state and local planning officials, port and harbor commissioners, seafood processors and retailers, and natural resource, water, and environmental quality managers. The State Department OESI Grant will be used to work with the aforementioned partners to assess the applicability and the adaptability of the NSGP to a developing country context, assess the necessary components for successful implementation in Latin America, and develop an action plan for implementation in select countries. Scope and Direction: Through the grant from the U.S. Department of State I have been working with the stated partners to complete a background paper that integrates research and extension experience in developing country contexts from other fields such as agriculture and health. Our intent is to draw from previous research and extension experience and identify the factors that emerge as most critical to the long-term success and sustainability of programs in the developing world. We are also going to assess the potential benefits that the NSGP model can bring to the resolution of the complex web of problems raised by the overuse and the misuse of coastal and marine resources in a developing country context. In cooperation with several partners we will be