I became a scientist to learn new skills for environmental problem-solving. I write because I believe it’s not just the science but also the engaging delivery of discovery that inspires positive change. I am both intrigued and concerned by the ways in which people are rapidly transforming the planet and the feedbacks those changes have on people. I want my work to expose the complexities of environmental issues and help sustain the many benefits people derive from nature.

For nearly twenty years, the challenges between resource use and conservation have directed me from one place on this planet to another. I witnessed communities transformed by oil and gas development in the American West and confronted other changes, such as mining development in Alaska’s salmon-bearing watersheds and road development through Chile’s coastal rainforests. I spent six years studying the impacts of climate change to forests in Alaska and how people adapt to the changes occurring in their own local environments.


I hold a dual-degree in Environmental Studies and Visual Art from Brown University, and I earned my Ph.D. from the Emmett Interdisciplinary Program for Environment and Resources at Stanford University. I’m an ecologist and human-natural systems scientist by training, which means I consider people and “nature” as inherently linked. The ways in which our actions affect the environment inevitable affects us, or other people in a cascade of effects.

I value publishing through the peer-review process for many good reasons, but I do not believe that act alone is enough when it comes to environmental issues. I never did. Listening and understanding people’s perspectives are equally important to me as analyzing and predicting ecological changes. Alongside my graduate work, I wrote a series for The New York Times. I’ve co-produced environmental documentaries (for PBS/Frontline, Felt Sou lMedia). My research and creative ways of communicating science have been covered by media outlets like The Christian Science Monitor, The Atlantic, Scientific American, and Outside (podcast and article). My first book, In Search of The Canary Tree, draws from my years of research in Alaska. It is a story of finding faith in our ability to cope with climate change.

Photo: Clayton Boyd 2017


I study the ecological impacts of climate change and how people respond to impacts occurring in their local environment.

I am part of team of researchers that recently received funding from the National Science Foundation for an interdisciplinary project on redwoods, climate change, and adaptation. For more information on this multi-year study, check out the Summen Project (named after the Ohlone word for redwood) or see What Do Redwoods Have to Do with Climate Change by Loretta Anderson, Woods Institute for the Environment at Stanford University.

My dissertation, Forest Communities in a Changing Climate: Social and Ecological Responses to Yellow-Cedar Decline, focused on adaptation to climate change through an interdisciplinary case study of yellow-cedar decline, a tree species dieback associated with climate change in Alaska. I studied how forests affected by the dieback develop over time and how forest users and managers are currently adapting to the climate-induced mortality. By integrating social and ecological analyses, my research provided an interdisciplinary approach to identify adaptation strategies for species impacted by climate change.

I actively build bridges between academic researchers, resource managers, conservation practitioners, and the local communities where I work through my collaborative, place-based research approach.


Buma, B., Hennon, P.E., Harrington, C., Popkin, J.R., Krapek, J., Lamb, M., Oakes, L.E., Saunders, S., and S. Zeglen. (2017) Emerging climate-driven disturbance processes: Widespread mortality associated with snow to rain transitions across 10° of latitude and half the range of a climate-threatened conifer. Global Change Biology 23(7): 2903-2914

Oakes, L. E., N. M. Ardoin, and E. F. Lambin. (2016) “I know, therefore I adapt?” Complexities of individual adaptation to climate-induced forest dieback in AlaskaEcology and Society 21(2): 40.

Oakes, L.E., P.E. Hennon, N.M. Ardoin, D. D’Amore, A. Ferguson, E.A. Steel, D. Wittwer, and E.F. Lambin. (2015) Conservation in a social-ecological system experiencing climate-induced tree mortality. Biological Conservation 192: 276-285.

Oakes, L.E., P.E. Hennon, K.L. O’Hara, and R. Dirzo. (2014) Long-term vegetation changes in a temperate forest impacted by climate change. Ecosphere 5:135.

Ardoin, N.M., L.E. Oakes, I. Phukan, and A. Bowers. Measuring the impact of environmental education on conservation outcomes.

Oakes, L.E. Forest ecosystems and human values of nature in a changing climate. In Beach, R., J. Share, and A. Webb, eds. (2017) Teaching Climate Change to Adolescents: Reading, Writing, and Making a Difference. Routledge. London, United Kingdom.

Oakes, L.E., Kelsey, E., and M. J. Brody. (2016) The fate of nature: Rediscovering our ability to rescue the Earth. Journal of Environmental Education, DOI: 10.1080/00958964.2015.1102697.

Oakes, L.E., (2014) Where we draw lines: policy and wilderness. In D. Bloomfield, Wilderness, pp. 109–113. UNM Press, Albuquerque, New Mexico, USA. Available on Amazon.


As an educator in both formal and informal contexts, I focus on three key goals to help others develop a sense of stewardship and to improve sustainability:

1. fostering awareness of the many ways in which people depend on nature for the services it provides;

2. developing an ability to extrapolate local impacts from complex concepts and patterns of global change;

3. encouraging creative and effective communication of environmental issues to a broad public.

Photo: Kurt Hickman 2015

I like using place-based education to illuminate lessons learned about our rapidly changing planet from satellites and big data in the local context. I believe this approach can help people better understand the complexities of global change and motivate action. I also believe that most learning occurs when people feel personally connected to the ideas and issues. So whether I am teaching about climate change, sustainability, forest ecology, or science writing, I support the discovery of that connection to inspire positive action.

DSC01317I am a Lecturer in the Program in Writing and Rhetoric at Stanford University, where I teach writing and communications through courses focused on sustainability, values of nature, and environmental change. In the School of Earth, Energy, and Environmental Sciences at Stanford, I have team-taught field courses in Alaska and instructed an environmental science-writing seminar for PhD students. In early 2016, I was Scientist-In-Residence at The Castilleja School in Palo Alto, where I taught a weeklong climate change curriculum for 300 students. I like combining adventure with education and have also worked as professional guide for expedition trips with National Geographic Expeditions. I am a founding member and current advisory council member of the Inian Islands Institute, a field-based educational institute in southeast Alaska to train young environmental leaders.

For more on the field course that I co-developed and co-teach biannually, check out this multi-media story.



Motivated to share science and knowledge that can have a positive impact on human health and the environment, I have written opinion pieces about the work of my colleagues and also worked as an associate producer on environmental documentaries. I believe it is the blend of new discoveries about our rapidly changing world and compelling narrative that reaches the masses to chart a new course forward. I am currently writing In Search of The Canary Tree (Basic Books, Hachette Book Group, Inc., 2018), a book about finding faith in the ability for humans to cope with climate change impacts.


Podcasts and radio stories that have covered my research:

Before pursuing my PhD, I co-produced two environmental documentaries about mining development proposed at the headwaters of the world’s largest remaining sockeye salmon fishery in Alaska. I worked with filmmakers from and reporters from PBS/Frontline on these projects:

Please contact me if you’re interested in supporting a new documentary project about forests impacted by climate change.

I present my scientific research at academic conferences, but I also reach a broader public by presenting in a variety of public educational settings and events.

Oakes, L.E. (2016) “A reading from The Canary Tree.” In: Carlise, L., T. Hayden, P. Freeman, N. Romano, K. Mineheart, R. Nevle, L.E. Oakes, and E. Polk. “Stanford’s Rooted Words: Farm Fresh Words for Hungry Listeners.” LitQuake, San Francisco, California, Oct. 15.

Oakes, L.E. (2015) “A reading from The Canary Tree.” In: Carlise, L., T. Hayden, L. Hill, R. Nevle, L.E. Oakes, and E. Polk. “Hungry Writers in a Dry Land: Stanford’s Environmental Communications Graduate Program.” LitQuake, San Francisco, CA, Oct. 17.

Bloomfield, D. and L.E. Oakes. (2014) “A journey towards wilderness.” Art and Science Education Series, New Mexico Museum of Natural History and Science, Albuquerque, NM, Oct. 14.

Bloomfield, D., and L.E. Oakes. (2014) “A journey towards wilderness.” Moving Mountains Symposium, Telluride Mountainfilm Festival, Telluride, CO, May 24.

Oakes, L.E. (2014) “From gold mining to climate change: environmental change on the outer coast of Southeast Alaska, 1953–2014.” In: Katchadourian, N., L. Braitman, K. Henderson, S. Katchadourian, H. Katchadourian, N. McEvoy, B. McMullen, L.E. Oakes, C. Peternell, and D. Rosenberg. “Sorted Books.” Catherine Clark Gallery, San Francisco, CA, Jan. 11.

Oakes, L.E. (2013) “Moving beyond one species’ vulnerability to climate change: succession in forests affected by yellow-cedar decline.” Communicating Local Impacts of Climate Change Training. Island Institute, National Network for Ocean and Climate Change Interpretation, Sitka, AK, Sept. 14.


Forest Dieback
Glaciers and Ice

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Contact Me

Portola Valley, CA