{"id":4851,"date":"2016-06-25T14:02:05","date_gmt":"2016-06-25T21:02:05","guid":{"rendered":"https:\/\/esa.org\/history\/?page_id=4851"},"modified":"2016-06-25T14:02:05","modified_gmt":"2016-06-25T21:02:05","slug":"results-and-followup-to-wamie-i-1996-2016","status":"publish","type":"page","link":"https:\/\/esa.org\/history\/biographies\/ecological-richness-diverse-contributors-of-diverse-contributions\/results-and-followup-to-wamie-i-1996-2016\/","title":{"rendered":"Results and Followup to WAMIE I , 1996-2016"},"content":{"rendered":"<p>Ten years after WAMIE I, the Women and Minorities in Ecology Committee worked to assess progress toward implementing the original report\u2019s recommendations. A new report, <a href=\"https:\/\/esa.org\/esa\/wp-content\/uploads\/2012\/12\/profilesReport2006.pdf\" target=\"blank\" rel=\"noopener\">Profile of Ecologists: Results of a Survey of the Membership of the Ecological Society of America<\/a>, was published in 2006. Known as WAMIE II, it was a project of the <a href=\"https:\/\/esa.org\/esa\/education-and-diversity\/cde\/\" target=\"blank\" rel=\"noopener\">Education and Human Resources Committee<\/a>.<br>\nWAMIE II presented the following accomplishments toward the recommendations of WAMIE I.<\/p>\n<ul>\n<li>Strategies in Ecology Education, Development, and Sustainability (SEEDS) program, established in 1996. Through SEEDS, ESA has seen an increase in the participation of underrepresented undergraduate students at ESA meetings, and SEEDS mentoring activities\u2026 and outreach efforts have been instrumental in developing interest in ecology among minority undergraduate students.  <a href=\"https:\/\/esa.org\/seeds\/\" target=\"blank\" rel=\"noopener\">Visit the SEEDS website<\/a>. <a href=\"https:\/\/esa.org\/seeds\/pdf\/SEEDSreport.pdf\" target=\"_blank\" rel=\"noopener\">Report on SEEDS program\u2019s early years<\/a>.\n<\/li><li>the addition of childcare at ESA meetings\n<\/li><li>the creation of the <a href=\"https:\/\/esa.org\/esa\/education-and-diversity\/cde\/\" target=\"blank\" rel=\"noopener\">Education and Human Resources Committee<\/a> (EHRC),\n<\/li><li>development of a new ESA award to recognize teaching and mentoring in ecology, currently known as the <a href=\"https:\/\/esa.org\/history\/diversity-award\/\" target=\"blank\" rel=\"noopener\">Commitment to Human Diversity in Ecology Award<\/a>\n<\/li><li>sponsoring diversity mixers and diversity luncheons at ESA Annual Meetings\n<\/li><li>diversification of its <a href=\"https:\/\/esa.org\/history\/biographies\/ecologist-directory\/\">Profile of Ecologists series<\/a>\n<\/li><\/ul>\n<p>\u201cDiversity issues encompass more than gender, race, and ethnicity, and another group that must be considered in future plans is ecologists with disabilities.\u201d The latter group was not addressed in WAMIE I.<br>\nIn addition to the above accomplishments, new sections have been established that can help address issues of diversity and equity: the Traditional Knowledge Section (est 1993) and the Environmental Justice Section (est 2007), as well as a new Inclusive Ecology Section (est 2016). See the <a href=\"https:\/\/esa.org\/history\/esa-sections\/\">Sections page <\/a>e for more information.<br>\n<a href=\"https:\/\/esa.org\/esa\/education-and-diversity\/\" target=\"blank\" rel=\"noopener\">ESA Education And Diversity Programs Office<\/a><br>\n\u201cThe society welcomes and encourages participation by all individuals regardless of age, culture, ethnicity, gender identity or expression, national origin, physical or mental difference, politics, race, religion, sex, sexual orientation, socio-economic status, or subculture. We strive to cultivate a society built on mentorship, encouragement, tolerance and mutual respect, thereby engendering a welcoming environment for all.\u201d  Adopted 2014.<br>\n<a href=\"https:\/\/esa.org\/esa\/education-and-diversity\/cde\/\" target=\"blank\" rel=\"noopener\">Education and Human Resources Committee<\/a> (EHRC)<br>\n<a href=\"http:\/\/www.tiki-toki.com\/timeline\/entry\/465415\/ESA-Education-Diversity\/\" target=\"blank\" rel=\"noopener\">Education and Diversity timeline<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ten years after WAMIE I, the Women and Minorities in Ecology Committee worked to assess progress toward implementing the original report\u2019s recommendations. A new report, Profile of Ecologists: Results of a Survey of the Membership of the Ecological Society of America, was published in 2006. Known as WAMIE II, it was a project of the Education and Human Resources Committee&#8230;.<\/p>\n","protected":false},"author":11104,"featured_media":0,"parent":4536,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4851","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/pages\/4851","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/users\/11104"}],"replies":[{"embeddable":true,"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/comments?post=4851"}],"version-history":[{"count":0,"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/pages\/4851\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/pages\/4536"}],"wp:attachment":[{"href":"https:\/\/esa.org\/history\/wp-json\/wp\/v2\/media?parent=4851"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}