|Elizabeth Lee Vincent Professor|
|3415 Martha Van Rensselaer Hall |
|Design and Environmental Analysis|
|Phone: (607) 342-1214 Fax: (607) 255-0305|
|View Cornell University Contact Info|
Professor Evans is an environmental and developmental psychologist interested in how the physical environment affects human health and well being among children. His specific areas of expertise include children's environments, the environment of childhood poverty, cumulative risk and child development. environmental stressors, and the development of children's environmental attitudes and behaviors.
|Teaching and Advising Statement:|
We underestimate the role of affect and motivation in university teaching. My approach is to try and link course materials to students' own interests and backgrounds. When I am able to do this well, students learn.
|Current Professional Activities:|
Academic Expertise: Professor Evans is an environmental and developmental psychologist interested in how the physical environment affects human health and well being among children. His specific areas of expertise include children's environments, the environment of childhood poverty, cumulative risk and children, environmental stressors, and the development of children's environmental attitudes and behaviors.
Professor Evans received an Honorary Doctorate from Stockholm University in Sweden in 2006 and is a former member of the MacArthur Foundation Network on Socioeconomic Status and Health and currently serves on the Board of Children, Youth, and Families for the National Academy of Sciences. He is the 1997 recipient of the EDRA Career Award and Past-President of the Division of Environmental Psychology of the International Association of Applied Psychology. Evans has received a Senior National Research Service Award from the National Institute of Child Health and Human Development. He has a Ph.D. in environmental psychology with post-doctoral training in psychoneuroendocrinology and in human development. Professor Evans has given several hundred lectures and invited talks in over 35 different countries. He is also the recipient of numerous teaching awards.
|Current Research Activities:|
Gary Evans is the author of over 250 scholarly articles and book chapters plus five books. Current research is focused on children's environments (e.g. schools, housing), and the environment of childhood poverty. He is also doing work on the development of environmental attitudes and behaviors in children. Professor Evans' work has been supported by the National Science Foundation, the National Institutes of Health, the Mac Arthur Foundation, the W. T. Grant Foundation, the Robert Wood Johnson Foundation, the U.S. Department of Transportation, and the Swedish Work Environment Fund. Professor Evans has been awarded two Fulbright Research Fellowships and is the recipient of a Senior National Research Service Award from the National Institutes of Health. He recently held a fellowship in Rome from the University of Rome, La Sapienza I.
Colgate University 1971 AB Highest Honors in Psychology
University of MA, Amherst 1973 MS Psychology
University of MA, Amherst 1975 PhD Psychology
Karolinska Institute, Stockholm Sweden 1988 Post Doctoral Psychoneuroendocrinology
National Institute for Child Health and Human Development, National Research Service Award, 1999 Human Development
DEA 1500 Introduction to Human Environment Relations
Introduction to how the physical environment and human behavior inter-relate. How are health, emotions, performance, interpersonal relationships, and organizational effectiveness, influenced by the physical environment? We also examine the flip side of this focus. How do human attitudes and behaviors affect the environment? Issues of cultural and economic diversity are integrated throughout. The course is organized into four major sections, each devoted to one setting: Home, City, Work, and Earth. Within each section various Human-Environment Relations Processes are discussed. Each of these processes helps explain how and why human behavior and the environment inter-relate. Two examples of HER processes are privacy and environmental attitudes. Each section ends with several case studies illustrating how these HER Processes can be put to work to improve human health and welfare, as well as the conditions of our environment. Every other week hands on exercises and projects are conducted in small discussion sections in lieu of lecture. An optional Writing in the Major section is available to all students.
DEA 2500 Environment and Social Behavior
This course is organized around two core principles of Human Environment Relations. First, although the physical environment can directly affect human behavior, more typically the effects of the physical environment are indirect. Both the social context and personal variables can alter or moderate the nature of human-environment relations. Second, it is not sufficient to evaluate design in terms of aesthetics alone. Good design is more than pleasing the eye. Design subtly and at times forcefully fosters or inhibits the human spirit. The two main projects for this class are: a. a collaborative design programming project with an interior design studio to assist a not-for-profit organization in need of design work; b. a post-occupancy evaluation of a facility.
HE 3100 Mentoring in Higher Education
Human Ecology upperclassmen who are mentors in the College Partnership Program take this seminar as part of their preparation and support for their work as mentors with incoming students to the College. This course is also a Writing in the Major seminar. Topics include: mentoring, adult development, peer counseling, cross-cultural counseling, racism, minorities in higher education and in the professions.
DEA 1500 Course Website
Evans, G.W., Fuller-Rowell, T.E., & Doan, S.N. (2012). Childhood cumulative risk and obesity: The mediating role of self-regulatory behavior. Pediatrics, 129, 1-6.
Evans, G.W., & Kim, P. (2012). Childhood poverty and young adult allostatic load: The mediating role of childhood cumulative risk exposure. Psychological Science, 23, 979-983.
Evans, G.W., Chen, E., Miller, G.E., & Seeman, T.E. (2012). How poverty gets under the skin: A lifecourse perspective. In V. Maholmes & R. King (Eds.), The Oxford handbook of poverty and child development (pp. 13-36). New York: Oxford University Press.
Evans, G.W., & Kutcher, R. (2011). Loosening the link between childhood poverty and adolescent smoking and obesity: The protective effects of social capital. Psychological Science, 22, 3-7.
Evans, G.W. & Wachs, T.D. (Eds.). (2010). Chaos and its influence on children's development: An ecological perspective. Washington, DC: American Psychological Association.
Evans, G.W. & Schamberg, M.A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106, 6545-6549.
Evans et al. (2007). Young children's environmental attitudes and behaviors. Environment and Behavior, 39, 635-659.
Evans, G.W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423-451.
Evans, G.W., et. al. (2005). The role of chaos in poverty and children's socioemotional adjustment. Psychological Science, 16, 560-565.
Evans, G.W. (2004). The environment of childhood poverty. American Psychologist, 59, 77-92.
Garling, T., & Evans, G.W. (1991). Environment, cognition and action. NY: Oxford.
Cohen, S., Evans, G.W., Stokols, D., & Krantz, D.S., (1986). Behavior, health and environmental stress. NY: Plenum.
Evans, G.W. (Ed.) (1982). Environmental stress. NY: Cambridge.
poverty, children's environments, stress, cumulative risk, environmental attitudes
|The information on this bio page is taken from the CHE Annual Report.|