Daniel J. Evans School of Public Policy & Governance

Permanent URI for this collectionhttps://digital.lib.washington.edu/handle/1773/45588

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Strengthening Coastal Resilience: Understanding the Landscape of Sea Level Rise Vulnerability Assessments in the Pacific Northwest
(2025-06-10) Luther, Rachel; Darmody, Teagan; Clarke, Ethan; Castagno, Caylene
This study explores the current landscape of sea level rise (SLR) vulnerability assessments across coastal and Tribal jurisdictions in Washington State, with comparisons to Oregon and British Columbia. We analyzed assessments that focused specifically on sea level rise, as well as climate vulnerability assessments that included sea level rise among other climate hazards. Through a qualitative content analysis of 39 assessments (SLR-specific and climate vulnerability assessments that included sea level rise among other climate hazards) and six interviews with coastal planning professionals, we evaluate how sea level rise vulnerability is defined, measured, and applied in local adaptation planning.
Indigenous Worldviews and Tribal Priorities in Hazard Mitigation Planning
(2024-06-27) Borges, Juliana; Harari, Leah; Jung, Heeju; McFeely, Micah; McPherson-Siegrist, Nat
This research examines the integration of Indigenous worldviews and Tribal priorities in hazard mitigation plans (HMPs) in the State of Washington. We analyze findable HMPs for the 29 federally recognized Tribes in Washington, including Tribal HMPs and multi-jurisdictional HMPs adopted by Tribes. Utilizing a coding framework adapted from Lyles, Berke, and Smith (2014) and the Tribal Climate Change Principles from Gruenig et al. (2015), our research evaluates the cultural responsiveness and incorporation of Indigenous perspectives in HMPs. The study reveals differences in public outreach, hazard identification, and mitigation strategies across plan types. Tribal HMPs and annexes distinctively focus on protecting cultural assets and natural mitigation features compared to the multi-jurisdictional HMPs analyzed in our sample. We provide recommendations for FEMA policy changes and future research to support the equitable integration of Indigenous priorities in hazard mitigation strategies.
Making Waves: Sea Level Rise Engagement in the City of Westport
(2023-06-01) Braley, MaryJordan; Harvey, Tessa; Lorenz, Alison; Tracy, Elana
Westport is a town of approximately 2,000 people on the Washington coast. As a low-lying coastal community, Westport is both reliant on the sea for its fishing and tourism industries, and vulnerable to the impacts of sea level rise. However, recent climate resilience surveys indicate that sea level rise is not a salient issue for Westport residents. This project sought to engage with diverse stakeholders in the Westport community to identify outreach methods that maximize public knowledge and participation around sea level rise. Reviews of the literature on community engagement, climate and science communication, and Westport-specific climate projections, together with a Westport-specific stakeholder analysis, served as the backbone for the creation of a Westport stakeholder planning team. This planning team informed and guided the development of sea level rise educational materials. In addition to this report, the project had four main deliverables to Westport, as described in the report: formation of the stakeholder planning team, development of a community engagement toolkit, production of sea level rise educational materials, and public presentation of the developed materials, feedback from which informed the further refinement of the materials. The report concludes with a discussion of these materials and deliverables, lessons learned, and recommendations to the City of Westport for how to continue to engage the community around sea level rise.
A "Hole-in-the-Community" Approach: How Federal Disaster Policy Overlooks Indigenous Communities
(2023-06-27) Jenicek, Ashton; Mix, Evan; Noltner, Alyssa; Veith, Charles
Although both the Stafford Act and the general federal trust obligation require the U.S. government to make and implement disaster policy for the benefit of Tribes, it is unclear to what extent federal policy (1) supports Tribal disaster mitigation, preparedness, response, and recovery efforts, or (2) integrates techniques to achieve those goals based on Indigenous knowledges. This project begins to explore these issues by examining Federal Emergency Management Agency (FEMA) policies. FEMA administers several Hazard Mitigation Assistance grant programs that fund regional, state, local, and Tribal government projects to mitigate the impacts of natural hazards and other disaster events. By analyzing the content of FEMA policy documents, interviewing Tribal environmental experts, and analyzing FEMA grant data, we explore the barriers Tribal governments face when trying to access these programs. We find that 1) administrative and other burdens, including required hazard mitigation plans and benefit-cost analysis, make it difficult for Tribal governments to qualify for grants; 2) FEMA grant programs are culturally and otherwise inaccessible in ways that systematically disadvantage Tribal applicants; and 3) FEMA recognizes its trust obligation to Tribal governments as defined by applicable law but has not taken the practical steps necessary to meet that obligation. We close with recommended changes to federal policy, including the establishment of an interagency Tribal government task force and changes to benefit-cost analysis, and suggested workarounds for Tribal applicants seeking to engage with the system as it currently exists, including a focus on alternative sources of funding from agencies other than FEMA.
Embedding Environmental Justice into the Washington State Department of Ecology: Promising Practices for Advancing Equity and Environmental Justice
(2020-06-01) Ajmera, Chamila; Dubytz, Katriana; Lih, Evan; Rahman, Saba; Six, Jenny
The purpose of this report is to equip the Washington State Department of Ecology (Ecology) with evidence-based recommendations to further equity and environmental justice (EJ) efforts within their capacity as the state’s environmental regulatory agency, in service of advancing EJ for those who live, work, and play in Washington. This report is intended to share promising trends and tools, acknowledge common barriers and ideas for overcoming those barriers, elevate successes, and amplify equitable practices for defining, measuring, mobilizing, and sustaining meaningful EJ work. This report is written with Ecology leadership and staff in mind as the primary audience, although we are confident it provides meaningful information for other agencies to consider. In addition to overarching departmental recommendations, we analyzed EJ work within five agency functions identified as priority areas to incorporate EJ by our client contact at Ecology: grantmaking, inspections and compliance, permitting, policy review, and rulemaking. These agency functions are common across environmental regulatory agencies in the U.S., and our work builds upon efforts that are already underway to incorporate EJ considerations in these functions at Ecology.
Infusing Race and Equity into the Evans School MPA Curriculum
(2020-06-11) Sheikh, Andres; Kelsey, Anna; Ajmera, Charmila; Siap, James; Six, Jenny; Budrus, Stephanie
In January 2021, the Daniel J. Evans School of Public Policy and Governance will welcome incoming Dean Jodi Sandfort to our school. The activism of recent student cohorts at the Evans School, the momentum of changes within the school over the last few years, the transformational moment that the COVID-19 pandemic presents, and the renewed national focus on police violence against Black people in America all create a policy window for the incoming Dean to think bigger than ever before about this opportunity for transformative policy change. Current Evans School students see an opportunity for our school to emerge as a national leader on matters of race and equity in public policy. As a recent contingent of student activists, the Curriculum Advocacy Team presents this report as a tool by which to address the barriers and needs that Evans School faculty, staff, and administration have reported to our group over the past two years. We provide recommendations for how to address these barriers and fill these needs with the ultimate goal of taking full advantage of this moment to create transformational change.

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