Marc Berman, Assistant Professor of Psychology, University of Chicago
Louise Chawla, Professor Emerita of Environmental Design, University of Colorado-Boulder
Louise Chawla is Professor Emerita in the Program in Environmental Design at the University of Colorado Boulder. She remains actively engaged in the program’s Community Engagement, Design and Research Center, including the Growing Up Boulder program which she helped establish, which integrates children and youth into urban planning and design. Given a masters in Education and Child Development from Bryn Mawr College and a doctorate in Environmental Psychology from the City University of New York, her work focuses on the creation of optimal community environments for young people and the development of active care for the natural world in childhood and youth. With her colleagues Victoria Derr and Mara Mintzer, Dr. Chawla is co-author of the recent book Placemaking with Children and Youth: Participatory Processes for Planning Sustainable Cities, which synthesizes lessons learned about how to establish lasting coalitions to give young people a voice in the creation of child-friendly places and describes a wide range of participatory methods. From 1996 through 2006, Dr. Chawla coordinated the Growing Up in Cities Program of UNESCO (the United Nations Educational, Scientific and Cultural Organization), which involved young adolescents in the evaluation and improvement of public spaces in low income urban areas around the world. Based on this experience, she edited and co-authored the book Growing Up in an Urbanising World, a collection of case studies and reflections on best practices, as well as many other publications on this topic. Her other major topics of research and publication are children and nature, nature and health, and the development of lifelong habits of stewardship. Dr. Chawla served as primary advisor to Richard Louv during his writing of Last Child in the Woods, and she is an active member of the Scientific Advisory Board for the Children and Nature Network, including its initiative on nature-based learning.
Terry Hartig, Professor of Psychology, Uppsala University
Terry Hartig has extensive experience in studying restorative processes and the environments that support them. He has contributed to this field through development of basic theory, methods, and infrastructure, and with findings from studies of restoration in residential, work, institutional and recreational contexts. His best known work concerns restorative benefits of nature experience, and he is frequently cited in the scientific literature on nature and health. He also has a long history of service to the applied research community, through extensive international collaborations, review and editorial activities, and support to scientific societies, currently as president of the Environmental Psychology Division of the International Association for Applied Psychology and as a member of the Coordination Committee of the European Network for Housing Research.
Harry Heft, Professor of Psychology, Denison University
Harry Heft, Emeritus Professor of Psychology, Denison University, has been an active participant in the areas of ecological psychology and environmental psychology for over four decades. He has carried out research and written on the relationships between the environment and child development, the perception of affordances, environmental aesthetics, way-finding, place and behavior settings, and the co-evolution of socio-cultural processes and cognition. He also engages in scholarship in the areas of theoretical psychology and the history of psychology. A Fellow in APA and APS, he is the author of Ecological Psychology in Context: James Gibson, Roger Barker, and the Legacy of William James (2001). He has served as an Associate Editor of Ecological Psychology and the Journal of Environmental Psychology.