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A Rainy Day Adventure: Theory into Practice

24 Apr

A heavy April downpour set the perfect tone for our first Water Inquiry Story Workshop, held in the Design Thinking Lab of Smith College. Skilled educators from four elementary schools cast dripping umbrellas aside before digging into the learning adventures of Inquiry Inc. and the Case of the Missing Ducklings, our newly published storybook. Pilot teacher Katy Butler introduced the interactive text as she did with her first graders, saying: “It’s a picture book story with characters… the kind of story where we will stop and talk, stop and think, stop and go. You will get to do the activities.”

Katy Butler reads “Inquiry Inc and the Case of the Missing Ducklings” at the Water Story Teacher Workshop.

Teachers then had the opportunity to immerse themselves in the student mindset, studying images of storm drains and ducklings, discussing the questions: “Where do you think the water goes?” and “Where will the ducklings go?” before working together to show their ideas about drain design and water pathways. In his new book Wait, What? And Life’s Other Essential Questions, James E. Ryan– Dean of the Harvard Graduate School of Education– writes that, “Inquiry… should always precede advocacy,” and it was, indeed, this sense of participatory engagement that characterized teachers’ efforts to “think… talk… and go” in preparation for doing so with their students. Read more at the Water Inquiry Blog

Smith team takes on climate change video challenge

27 Feb

Each year the Environmental Engineering and Science Foundation (EESF) and the Association of Environmental Engineering and Science Professors (AEESP) put out a call to current undergraduate and graduate students studying environmental engineering or sciences worldwide for a video competition.

This year’s theme, “What can individuals do to help reduce climate change?”, inspired Jocelyn Yax ’18 (engineering), Amelia Wagner ’18J (engineering/government), and Jasmine Pacheco-Ramos ’19 (environmental science and policy) to take on the challenge. Assistant Professor Niveen Ismail in the Picker Engineering Program acted as the faculty advisor for the project.   Check out their video on YouTube.

The winning teams will be announced at the Excellence in Environmental Engineering and Science awards ceremony at the National Press Club in Washington D.C. on April 13, 2017.

eesf_logoMore on the contest rules:
The video should be targeted to motivate 8th grade and higher students to change daily habits that contribute to climate change. The video may also be used more broadly to motivate the general public to change simple patterns that contribute to climate change.

The video should motivate individuals to change daily habits that cause carbon emissions that may contribute to climate change. People have varying views on climate change. Contestants are urged to develop a message that acknowledges the breadth of opinions on this issue but that encourages everyone to make changes that will help with climate change. Because most people do not understand the roles of Environmental Engineers and Scientists, the video should end with brief reference as to how Environmental Engineers and Scientists are working on climate issues.

Planning and Piloting

25 Jan

News from Water Inquiry: January 2017

waterinquiry_jan17

 

“I have too many ideas” was a pleasing lament to hear on an icy afternoon in mid-December. Nestled inside a first-grade classroom at Jackson Street Elementary School, Katy Butler (’12, MAT ’18), classroom teacher and Water Inquirer extraordinaire, guided her students through an exciting encounter with our interactive story, Inquiry, Inc. and the Case of the Missing Ducklings. Collaboration was the modus operandi of our Water Inquiry team this semester.… read more

The Future of Sustainable Livestock Farming

17 Jan

We are students from Professor Washington-Ottombre’s ENV 101 class. For our final project in December, we made a short video about the future of sustainable livestock farming, which explores the current state or “regime” of the U.S. livestock system, and possible improvements the industry could make to move to a more sustainable regime. Our video is a mixture of animation, footage from one of our farms, and system models we learned to make in class. The models show where the livestock industry is now and where it could go from here based on a few variables.

Take a look at our video here!

The main idea in our video is a hypothetical non-profit organization we created called F.A.R.M. which stands for Farm Assessment Re-envisioning and Maintenance. The organization helps already sustainable farms stay sustainable and gives them a grade based on their level of sustainability, similar to LEED certification, but at no cost. In addition, the organization helps farms that don’t meet the requirements of sustainability transition to being more sustainable at no cost.

We hope you enjoy our video and that it sparks ideas and interests surrounding today’s agriculture system, perhaps even on the way toward re-envisioning a more sustainable future.

photo-4Emelyn Chiang ’20, Kimby Davis ’17, Tori Greco Hiranaka ’19, Elsbeth Pendleton-Wheeler ’19 and Claire Rand ’20

Where is She Now? Update on a Recent Grad

15 Mar
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Jackie at work.

Jacqueline Maasch (’16J) is now a diagnostic technician at the Laboratory for Molecular Medicine in Cambridge, MA. Jacqueline graduated this winter with a major in anthropology and a minor in environmental science and policy. Her participation in the sustainable food concentration taught her the importance of molecular genetics to agriculture and conservation, and ultimately lead her to pursue work in clinical genetics after graduating from Smith.

Jacqueline’s new job is through Partners HealthCare Personalized Medicine and the Human Genetics Unit of Massachusetts General Hospital. As a technician, she is responsible for extracting, quantifying, and sequencing DNA, as well as analyzing sequences for the presence of variants. 

Jacqueline has not abandoned her interest in the environment and hopes to use her skills in molecular genetics to improve human and environmental health.

Welcome to Smith Summer Programs!

13 Jul

Last Monday, July 6th, I took the ‘Hidden Lives: Discovering Women’s History’ students out to the Challenge Course. This is one of the Smith’s Summer Programs groups and they came to the MacLeish Field Station for group bonding. I facilitated the group on their first official day together after arriving to Smith on Sunday. We played names games, did trust falls, and and went on the elements for the afternoon. Together we completed several elements- the Full House, Whale Watch, and Around the World (that was their favorite one)- with some time at the end for debriefing in the hanging tree fort. By the end of our time together, we were all laughing and having a dang-tootin’ good time.

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The student participants preparing to ascend to the tree fort.

Have fun these next two weeks, ‘Hidden Lives: Discovering Women’s History’ students, and I hope you enjoyed the Field Station and the Challenge Course!

-Laura Krok-Horton ’17 is a summer intern at the MacLeish Field Station where she gets to do a little bit of everything. During the school year she focuses on architecture and landscape studies.

Education in and for the World- Students in the Coral Reef EdVentures program are at it again!

6 Jul
Coral Reef Ed-Ventures is an environmental education collaboration between Smith College’s environmental science and policy program and Hol Chan Marine Reserve on Ambergris Caye, Belize. The Coral Ed program uses experiential, place-based education to build a community of youth who are confident stewards of their local environment. Each summer, Smith student teachers head to Belize to lead local children in research, facilitate the creation of art and music, play games, and provide opportunities for the children to interact with and learn from community members engaged in conservation work. This year, six Smith students are in Belize running the program for its 16th summer.
cropped-CE-2015-2
The 2015 team, from left to right: Elena Karlsen-Ayala, ’16; Shabnam Kapur, ’16; Laura Henry, ’16; Riley Gage, ’15; Emily Volkmann, ’16; Mandy Castro, ’17

We asked biological sciences major (track 5: biology and education) Mandy Castro, ’17 to take a moment out of her busy day to answer a few questions for us:

Q: What inspired you to apply to participate in Coral Ed?
A: This is exactly what I aspire to do as a profession, which is to teach biology to kids. Coral Ed also has given me a wonderful opportunity to do just that and partake in various forms of research from scuba diving and surveying sea fans to taking kayaks to the mangroves and getting my feet wet with drone research.
DSCN0817                           Mandy, left, and team mate surveying sea fans in Belize.

Q: What do you hope to take away from your experience this summer?
A: I hope to acquire better classroom management skills and more practice creating curriculum for varying age groups.

Q: What has been the biggest adjustment for you now that you are in Belize?
A: The biggest adjustment for me would be the heat and the humidity. I am a California girl born and raised where we only experience dry heat. So this totally took me outside my physical comfort zone.

Q: What has been a highlight of the experience thus far?
A: One of my favorite experiences was the crocodile trip through the lagoon during advanced camp. Seeing the crocodile wrangler in action by jumping into the water and capture a crocodile was an exciting experience for the campers and as well as for us, the teachers.

Read more about the Coral Ed program, follow the students’ blog (click on the year on the top menu) and more at http://sophia.smith.edu/blog/coraledventures/coral-ed-2015/

A Week with ACE: Lessons from an Environmental Justice Organization

29 Apr

This spring break I left the books at home and hung out with an environmental justice organization in Roxbury, MA. Known locally as ACE, the acronym stands for Alternatives for Community and Environment. Through a series of workshops, adventures, meetings and hands-on work, I had my eyes opened to what environmental justice can—and ought to—look like from the ground on up.

One of my first surprises upon entering the organization was how friendly and easy-going the staff were. I was there with a UMASS grassroots organizing class and the ACE staff had us dive right in—right from hour one. I quickly discovered that about 80% of the staff were between the ages of 17 and 24. They were young, furious, and working hard to improve their neighborhood and to fight for their community. Specifically, their environmental justice campaigns focused on better air quality for Roxbury, improved public transit, anti-gentrification and food justice.

One room of the office space was devoted entirely to the REEP program (Roxbury Environmental Empowerment Project and part of ACE). REEP is a youth empowerment program that works with and recruits local high school students—and thus the office was always alive with spunk and energy. It was difficult to not join in the fun!

As a group, my class attended workshops led by the youth organizers. They taught us about environmental justice issues specific to Roxbury, gentrification 101, and the power of story-telling to effect social change. Each of us had to informally present on life experiences that influenced us to pursue environmental justice. Being from a rural town in Northern California, my daily concerns differed vastly from the youth of Roxbury. While I drew the following (and beautifully artistic) rendition of my hometown, the youth organizers from Roxbury were distributing flyers relating to transit justice within their own community (see flyer below). Roxbury is a 95% black neighborhood and has been historically—and notoriously— ignored and marginalized by transit development and air quality control.

My beautiful rendition of environmental hazards in my hometown, Northern California.

My beautiful rendition of environmental hazards in my hometown in Northern California.

The flyers that we distributed throughout Roxbury.

The flyers we distributed throughout Roxbury.

In fact, in 1997, REEP was founded by a high school led campaign to hold the MBTA accountable to the Massachusetts anti-idling law. Roxbury has a higher rate of residents with asthma than any other neighborhood in Boston and it was apparent that the MBTA’s bus parking garage was a major contributor to the problem. Buses were left idling on a daily basis, generating excessive exhaust that permeated the neighborhood. On a “Toxic Tour” of Dudley Square led by one of the youth, we were exposed to the air quality monitoring station that was installed as a result of their anti-idling initiative.

A view from the local high school in Roxbury of dirty stormwater.

A view of dirty storm water from the Roxbury high school.

My biggest take-away from the week was learning the difference between environmentalism and environmental justice. In a 1987 study titled “Toxic Wastes and Race” by the United Church of Christ, it was determined that race is the most significant factor in predicting the distribution of environmentally hazardous facilities. A repeat study, conducted twenty years later, showed that people of color are now found to be even more concentrated around hazardous waste facilities than previously shown. Thus environmental justice is focused on equality of healthy resources and environments for ALL people. To this end, ACE’s mission is to “build the power of communities of color and low-income communities in Massachusetts to eradicate environmental racism and classism, create healthy, sustainable communities, and achieve environmental justice.” Their Vision of Change is as follows:

“Systemic change means moving beyond solving problems one by one to eliminating the root causes of environmental injustice. ACE is anchoring a movement of people who have been excluded from decision-making to confront power directly and demand fundamental changes in the rules of the game, so together we can achieve our right to a healthy environment.”

After this experience I encourage all of us to move beyond popular narratives of environmentalism. Instead, we need to reevaluate our commitments to the Earth AND to its people.

To learn more about ACE, or to donate, visit: www.ace-ej.org.

-Odessa Aguirre is a senior at Smith College from Sonora, California. She studies Anthropology with a focus on immigration and Spanish. When she is not at Smith College, she is somewhere sunny and warm. Her future plans include backpacking in every feasible mountain range–and for the non-feasible mountain ranges, she has plans to train as a mountaineer.

Jeffrey Sachs: an Economist himself

18 Apr

I’d heard it all before; sustainable development is the only future for an increasingly global society, steeping in a burning cocktail of social injustices, stark economic inequalities and environmental degradation. I have been privileged to hear countless environmentalists, scholars, and activists preach the importance as well as the challenges of sustainable development over the past few years.

The big difference between that and Jeffrey Sachs’ April 8th evening lecture on Sustainable Development at Smith College was that I was hearing about it from an economist. And not just any economist. Sachs is a world-renowned economist who serves as a senior adviser to United Nations Secretary General Ban-Ki-Moon on the Millennium Development Goals. He is Director of the Earth Institute, and Director of the UN Sustainable Development Solutions Network.

Sachs

Sachs led a full auditorium of captivated students, community members, and professors through the ins and outs of sustainable development, the rise of capitalism, and poverty. He finished the lecture with harrowing statistics and evidence describing the environmental crises we are faced with as a result of capitalism’s insatiable, unsustainable appetite.

What intrigued me the most about the lecture were his concluding slides detailing the responsibilities of the “moral” university. The role of the university in sustainable development is special, critical, and enormous in helping to create a future for the billions of people on the planet. Education in sustainable development, research and design of sustainable development systems, organizing social outreach to all stakeholders, and fostering and protecting a moral outlook are some of the responsibilities outlined by Sachs at the tail end of his lecture.

Craning my neck, I tried to gauge the President’s reaction to this slide. After all, administrative offices, classes, and student groups like Divest Smith College have been preaching these same principles for years now. Their biggest hurdle in seeing any action from the College has been economic; any mention of the changes needed to become a more sustainable institution generally leads to hysteria about the billion dollar endowment, so critical to Smith College. And standing on the stage in Weinstein Auditorium was someone ready and willing to make the jump over the hurdle and onto the right side of history; an economist himself.

-Lily Carlisle-Reske is a sophomore at Smith College from Alexandria, Virginia. She is studying environmental science and policy with a concentration in sustainable food and Italian. When she is not working she is probably in the kitchen stirring a pot of soup and baking bread. #veganchef

Florida Adventures with Native Bees!

14 Apr

I am a student Fellow in the Kahn Institute of Liberal Arts yearlong project “The Power of Disappearance”.  There are 15 faculty and 4 student Fellows in my group and we are all studying vastly different topics that revolve around the single word “disappearance”.  My honeybee passion has been ongoing for a few years now, and for this Kahn project I decided to push my boundaries and study disappearances within native bee species. I went into the project knowing I wanted to make a film, because making a film is much more fun than writing a paper or creating a powerpoint, both for me and the viewer.  Plus, I saw this as an issue that could inspire action, and films often have the power to do that.  The film Queen of the Sun is what initially got me into studying bees, and I wanted to pay homage to that.

Over Spring Break I traveled to Gainesville, Florida to interview researchers in the native bee biology lab at the University of Florida.  I had never been to Florida! Cory Stanley-Stahr, a post-doc in the bee lab, is an incredibly kind and knowledgeable person and was the person who I organized the trip with.  She picked me up from the airport and helped me set up interviews with people in the bee lab and community.

I filmed Cory explaining what native bee hotels are, and how people can help native bee populations by building bee hotels and providing more nesting spaces for these bees.  I also interviewed two of Cory’s lab technicians, including Mary, who dissected a frozen bumblebee hive to show me its components (have you ever seen the inside of a bumblebee nest?).  My aim is to create a film that educates people about bees (other than honeybees), explains why native bees matter, and addresses simple ways people can help native bee populations.

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The inside of a bumblebee nest- a still shot from my film.

You can read more stories and see pictures from my adventure at thesecret-lifeofbees.blogspot.com.  Also please come to my Collaborations presentation where I will be debuting my film on campus: Saturday April 18th at 10:45am in Seelye 106.

-Haley Crockett is graduating this May and is an American Studies major and proud Sustainable Food concentrator at Smith.