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Hey there! My name is Celine Sefakor Agbotey. I am a junior at UConn with a major in Applied Mathematics and a minor in Computer Science, as well as a member of the Conservation Training Program as a Natural Resources Conservation Academy (NRCA) Difference Maker Mentor (DMM) this year. My interests include analytical science and poetry. In my free time, I love to crochet and read crime thrilling novels.
I wanted to be a NRCA Difference Maker Mentor because I found a not-so-popular interest for the use of mathematics in ecology and conservation fields after taking a global change ecology class during the spring of 2021. Taking that course, coupled with the fact that I would be working with other peers, really drove home the need for me to become a DMM. Community conservation, to me, refers to the role everyone plays to ensure assets the environment has are well preserved and able to last a long time for future generations to be able to enjoy. It matters to me that resource protection is not left solely to those in power, because more often than not, community members suffer the direct consequences.
Recently coming from Ghana, the field of conservation and ecology to me is fairly new yet very fascinating. I am learning all about the different components that make up our environment and I take pride in consciously thinking about my role. I look forward to applying the observational and analytical skills from my mathematical background to NRCA community projects. Also, I will bring the ability to think quickly about possible solutions to projects that we may undertake and openness to learn a lot from my peers who are from different backgrounds.
Hello! My name is Caitlin Daddona (she/her/hers), I am a rising senior studying Environmental Science with a minor in Sociology here at the University of Connecticut (UConn), Storrs, Connecticut (CT). This year, I am also a NRCA (Natural Resources Conservation Academy) Difference Maker Mentor and so excited to get started!
Caitlin on Horsebarn Hill, see the Native Land/origin story of the land which UConn inhabits below in this UConn Today article by Senior, Sage Phillips, founder of UConn’s Native American and Indigenous Students Association! http://magazine.uconn.edu/2021/06/22/this-land/
Connecting many of my passions, being a NRCA Difference Maker Mentor allows me to connect with my environment and bring people together to enjoy and build communities that recognize human-environmental relationships. I have worked previously in sustainability and found that environmental fields still struggle to productively question the systems and histories of our “fields” – the most rewarding part of mentoring high school students and adult teams is that we all bring a very personal appreciation of the environment, which lends itself to critical conversation and action.
I am really interested in community holistic health, and hope to go into a career addressing environmental health from a policy and/or law standpoint. It was a sociology course that explained how mental and general health is shaped by living spaces and socio-environmental contexts – that introduced me to environmental studies and sciences. These seemed to be the only fields that endeavored to consider all these factors together. I hope to consider the interconnectedness of our lives with our surroundings and understand humans as part of the ecosystem, not above nor separate (speaking of, here’s an article by UConn Geology Professor Robert Thorson on the “Shape of Storrs” on how glacial melt formed our UConn Storrs campus landscape).
In relation, I am interested in addressing environmental inequities and injustices in my communities; although part of the ecosystem, specific human populations and cultures are driving environmental and human degradation at a disproportionate scale. I am from Glastonbury, CT and currently call Willington, CT home, but also have family ties in Waterbury, and Hartford, CT – all these communities and those within them have a role, albeit different, in environmental injustice. I want to learn how to help students address these inequities in their communities, dependent on their context and mine.
Additionally, I love thrifting and clothing re-use, as it ties my passions of mental health, creative expression, and critical awareness of waste systems – I’m starting a clothing re-use program here on campus called The Swap! In my free time, you can find me singing, playing piano, and running around random places on campus. I also wander around CT marshes as a Lab Technician at Dr. Ashley Helton’s Biogeochemistry Laboratory at UConn (see picture on left). I’m looking forward to learning and working with the NRCA Difference Maker Mentor team and our youth and adult teammates! Take care.
My name is Michio Agresta and I am a rising senior Natural Resources and the Environment major with minors in Human Rights and Spanish. My family is from Burlington, CT, and I grew up hiking and mountain biking in the 160 miles of trails located across the town. My academic interests are heavily involved with environmental and social justice activism, as I am the president of UConn Fridays for Future and the Historian/Treasurer for UConn Collaborative Organizing. Outside of school, I enjoy most outdoor activities, including hiking, skiing, mountain biking, and skateboarding. Additionally, I am a huge fan of most music and love genres such as Rnb, Hip Hop, Indie Rock, and Soul/Funk. A current favorite album I’ve been enjoying this summer is Cola by A Beacon School if any of you would like to take a listen.
I wanted to be a NRCA Difference Maker Mentor because I loveworking with youth and I value the mentorship and guidance that younger people need in order to fulfill their potentials and dreams. Creating a sense of responsibility towards our environments and communities is also highly important in my eyes, and I was passionate about passing on my own knowledge to others which this position allowed me to do. When talking about community environmental action and what it means to me, it’s my belief that everyone holds a stake in how our environment is treated, and the policies/actions that are taken are pivotal in this. As humans, we rely on the environment for food, water, recreation, and so much more, and that is why it is key that as a community we must take action since everyone holds a similar stake in the success of conservation work.
I think a unique asset that I bring to NRCA community projects is my knowledge and connections with environmental organizations in CT, as well as my past experience with trail mapping and ArcGIS software. I think the first is highly useful in creating good connections and support for the students’ projects, as well as allowing me to provide my knowledge on environmental justice to them rather than the typical environmental studies/sciences that are taught in school. Additionally, having skills in trail mapping and ArcGIS are valuable for projects because many students tend to enjoy trail mapping and there are many ways that spatial data can be used for the projects in general. I hope to gain valuable experience with mentorship, field work, and furthering my relationships with local conservation organizations throughout my time with the NRCA.
We would like to start off the 2021 school year by introducing one of our four Difference Maker Mentors, Margaret (Meg) Sanders! Meg is a senior at UConn studying natural resources with a concentration in environmental sustainability and conservation, and a minor in human rights. Meg has worked at the NRCA for almost two years now and is passionate about furthering community conservation efforts, particularly those centered around environmental justice.
As a Difference Maker Mentor, Meg is working with two teams of Connecticut students to carry out community conservation projects. One student that Meg is collaborating with as a team is working on a project focused on wildlife conservation in the Ash Creek estuary. Meg and her mentee Campbell have set up wildlife camera traps around the estuary and are collecting picture and video data on the existing biodiversity there. The deliverable that they hope to create is an ArcGIS StoryMap educating the Fairfield public on the importance of biodiversity. Meg and her second team, Alissa and Lily, are focused on leading an environmental education event in Cheshire, CT. They are planning on educating the public on topics such as simple ways to live in an eco-friendly way that can be incorporated into day to day life, community gardening, and creating more outdoor spaces for the public.
In her free time, Meg loves reading, cooking, gardening, traveling, taking walks and working out. At UConn, she is a member of the Alpha Chi Omega sorority and also works for Residential Life on campus. This summer, Meg was named an AAAS SciTech and Human Rights FutureGen Scholar and will be completing a sponsored oral history project this school year. Her project will be focused on centering the narratives of individuals from under-represented backgrounds and uplifting their environmental advocacy. She is really excited to start interviewing respondents and learning more about their work in the environmental field. After graduation, Meg plans to move to Atlanta, Georgia and hopes to attend graduate school for a master’s degree in sustainability and energy management. Meg is very excited to continue working to engage communities in conservation efforts and learn more about facilitating environmental education through the NRCA this school year!
Yesterday, participants from the 2020 Conservation Training Partnerships cohort showcased their community conservation projects at the CCNR-COEEA Virtual Joint Conference. In a typical year, the conference is hosted at the University of Connecticut and presenters stand next to large, printed posters, sharing brief summaries of their projects as attendees stroll by. This was anything but a typical year.
The 2020 CTP cohort first participated in a two-day fully virtual workshop last July. This was after many of them had signed up for the program thinking it would be two days spent outside together, learning tools and technology to connect with nature. Then everything changed and we were all sent to work and learn from home.
During last summer’s workshop, CTP teams planned and developed actions they could carry out to benefit their local environment and community, while keeping in mind important COVID-19 safety considerations. And then they were off – making it happen!
I’m excited to use this venue to highlight their diverse and unique projects, for which teams utilized crowd-sourced data collection and mapping apps, created websites and StoryMaps, and educated the public through their outreach efforts. The CTP website will also have a complete list as additional links become available.
Twenty-two teens and nineteen adults formed the seventeen teams shown below, organized by project title:
Many of these fantastic projects were showcased during yesterday’s virtual Poster Session hosted through the platform Gatherly. It wasn’t the same as an in-person conference experience, but it was the best we could do under the circumstances. Everyone had such a positive attitude and just “rolled with it.” I wish I’d had more time to visit each booth and see each team present.
2020 was hard.
2021 hasn’t gotten much easier.
Working with these participants has kept me going this past year, and I’m grateful to them for putting up with my endless emails, letting me tag along during their field visits, and sticking with the program as long as they did. My NRCA colleagues and I are beyond impressed with everything they accomplished amidst this awful pandemic.
To this amazing group of high school students and adult volunteers I send my most sincere congratulations.
Part of our longstanding mission at the NRCA is to open the doors for everyone to be able to access and appreciate nature and the pursuit of conservation. We aim to break the barriers that seclude populations from being able to value and exist freely in the outdoors, such as the Black and Brown community. Many BIPOC (Black, Indigenous, & People of Color) scientists, authors, entrepreneurs, farmers, and other steadfast individuals have done incredible work in environmental & outdoor fields and we celebrate their work by showing just some heroes of the great outdoors. We are dedicated to the continual search and uplifting of individuals like these so we can share and celebrate their work with our faculty, staff, participants, and the public. Check out some of the great heroes below!
Hiking Heroes
Evelynn Escobar-Thomas
Evelynn Escobar-Thomas noted a lack of participation of people of color, particularly Black people in the Los Angeles area after moving there. She created Hike Clerb in 2017 to unite womxn of color in the outdoors. Her goals are to make the outdoor space more inclusive and reclaim those spaces with the help of other womxn of color. Hike Clerb’s mission is to heal through nature and promote intersectionality using hiking and being in the outdoors.
Luz Lituma and Adriana Garcia
Luz Lituma and Adriana Garcia spearheaded conversations about how outdoor activities like hiking were ‘white people activities’, and how they rarely saw people who looked like them enjoying outdoor spaces. In 2017, Lituma and Garcia started an Instagram page to share their stories. This resonated with other Latinx hikers who also felt ostracized in the outdoors, and they have now created an organization for Latinx hikers all over the country to meetup and enjoy the outdoors together.
Dr. John Francis
Dr. Francis began his work in 1971, when he vowed to stop using motorized vehicles and took a vow of silence for 17 years after witnessing an oil spill in the San Francisco Bay. Dr. Francis earned three degrees and a doctorate in land resources, while he walked across the US and length of South America. He is the founder of Planetwalk, an environmental awareness organization that focuses on the development and coordination of a global network of Planetwalkers. On Earth Day in 1990, he ended his silence, telling that assembled crowd, “Environment is about how we treat each other.”
National Park and Land Heroes
Shelton Johnson
Shelton Johnson has been a National Park Ranger for the last 30 years in parks such as Yellowstone, Great Basin, and Yosemite. Johnson’s passion is connecting people of color with their national parks. He served as an advisor for “The National Parks, America’s Best Idea”, an Emmy Award winning PBS Documentary film by KenBurns, and hosted Oprah Winfrey when she visited Yosemite in 2010. Mr. Johnson won the 2009 Freeman Tilden Award for Interpretation when he worked with Ken Burns, which is the highest National Park Service Award, among other honors.
Mavynee Betsch
In 1975,Mavynee Betsch made it her full-time mission to preserve and protect Florida’s American Beach, her great-grandfather’s investment, from development and destruction. She was famously nicknamed “Beach Lady,” for her lasting efforts and dedication to the beach and its inhabitants. ‘Beach Lady’ gave her life savings, about $750,000, to sixty environmental organizations, ten of which she was a lifetime member.
Lancelot Jones
Sir Lancelot Jones was the son of “Pahson” Israel Lafayette Jones, who was thought to have been enslaved. Sir Jones grew up to be the defender of his island paradise, Porgy Key, deciding to sell his land to the National Park Service instead of land developers. As a result, we have Biscayne National Park in Florida, the largest marine park of all the parks, and a place where all people are welcome to explore.
Agricultural Heroes
Jason Brown
Jason Brown chose to walk away from a professional football career in 2012 at the age of 29 to become a farmer in Louisburg, North Carolina. He operates a 1,000 acre farm named First Fruits where he grows produce. He donates his crops to local food pantries, having given away over 46,000 pounds of sweet potatoes and 10,000 pounds of cucumbers. He began this passion by teaching himself about farming using Youtube videos. Jason’s sacrifice is inspirational and demonstrates what giving back can do for a community.
Ron Finley
Ron Finley grew up in South Central Los Angeles, familiar with the lack of fresh produce and healthy food options in the area. He experienced the struggle of accessing fresh food and in 2010, decided to fix this problem. He started planting vegetables in the dirt strip near his home and with this act, started a revolution. The City of Los Angeles owns these dirt strips next to roads when Finley was gardening without a permit. This setback didn’t stop Finley because he fought back hard with petitions, help from environmental activists and the voices of the media. With his organization, the Ron Finley Project, he has transformed the South Central Los Angeles area into a place where the youth can grow up with healthy eating options, education on how to grow their own food, and a transformed community.
For more trailblazing BIPOC individuals who have made and continue to make necessary contributions to outdoor communities, check out our growing list in this document that the NRCA will periodically update. Want us to add a hero to our list? Send an email to nrca@uconn.edu.
We stand in solidarity with our Black and Brown participants, volunteers, faculty and staff here at the UConn Natural Resources Conservation Academy (NRCA). Enough is enough when it comes to racial inequality, violence and other injustices that have plagued all aspects of our society and communities for far too long. We will not be silent. We are committed to addressing racial inequities, particularly within our fields of focus: the environment, natural resources & conservation sciences, and community education. We regret not doing enough before now to address these injustices within our line of work and promise to integrate racial equity and inclusion efforts into all that we do going forward.
We at the NRCA stand with Black and Brown communities and all disenfranchised and oppressed groups that continue to face adversity that affects their everyday lives. Throughout this statement our emphasis is on Black people due to the gravity of the racism they face, but we recognize and acknowledge that these racist issues transcend marginalized groups (Black, Indigenous and People of Color [BIPOC]).
Like the larger University, the NRCA abhors discrimination, bigotry, prejudice and acts of racialized violence and does not condone or tolerate acts that desecrate and disrespect any segment of our community. As we long for peace, justice and healing, we mourn for Breonna Taylor, George Floyd, Eric Garner, Armadou Diallo, Ahmaud Arbery, Michael Brown, Tamir Rice, Atatiana Jefferson, Trayvon Martin, Stephon Clark, Alton Sterling, Philandro Castile, Sandra Bland, Jacob Blake and many others.
Black birdwatcher Christian Cooper faced a racist incident while in New York’s Central Park when he had the police wrongfully called on him by Amy Cooper.
Racial inequities and injustices have seeped into so many spaces of our everyday lives, even in areas that may otherwise be deemed as “safe.” Those of us who represent the dominant culture in environmental fields have a long history of assuming that the outdoors, greenspaces, or other natural areas are an open safe haven for all. However, as Christian Cooper’s Central Park birding experience in March 2020 has demonstrated, outdoor/greenspaces are not always a “safe haven” for many people of color because they potentially face racial biases, threats and/or violence in these places. We also recognize the role that America’s history of race has had in shaping cultural differences in how we think and feel about our relationship with nature and the environment.
The opening presentation at the North American Association for Environmental Education Conference that the NRCA faculty attended as one of our trainings.
Unfortunately, as with so many college campuses, racial issues are present and visible here at UConn. Institutes of higher education must work harder to proactively prevent and address insensitivities, biases, and blatant racial injustices.We at the NRCA are committed to continuing the fight for inclusion, antiracism, and racial equity on our campus, in our greater UConn community, and through our extension work and other opportunities. Below we outline the specific actions we are taking to address racial inequity and inclusion in outdoor/greenspaces as an organization and within the broader environmental field.
First, we commit ourselves to ongoing self-reflection and acknowledgement to understand our biases and how our actions enable our current racist culture to persist. We understand the immediacy of these issues, and also acknowledge that the battle against systemic racism is a marathon, not a sprint. We commit to the long process of unlearning racist behaviors, thoughts, and actions, and to actively work to be anti-racist in every way. To do this, the NRCA team is participating in equity trainings offered by various groups and taking an active role on Equity and Inclusion committees at the department and college levels and in external environmental organizations.
Second, we commit to listening to, and amplifying, the voices of BIPOC members of the communities we serve and beyond. Specifically, we are exploring new ways of celebrating the voices, community efforts and accomplishments of our BIPOC participants by showcasing their work through our social media, facilitating local press that highlights their efforts, and recognizing their efforts through well-deserved awards. We are also working to counter stereotypes of who belongs in science and environmental fields by highlighting BIPOC scientists and leaders through our online platforms. Our team is undergoing training to develop conservation projects with the community, rather than for the community. One of our primary goals is to work alongside BIPOC communities and learn how we can collaborate to expand our capacity to address local environmental issues that have real relevance to the community.
Third, we commit to developing culturally-sensitive and responsive environmental action programs. Our initial efforts to accomplish this have included:
Adding program activities that discuss inclusion and equity in outdoor spaces and environmental justice
issues with our students;
Encouraging and supporting learners to explore conservation projects that integrate their diverse interests to demonstrate that environmental participation requires unique and diverse skill sets that everyone can contribute to;
Carefully revising our program messaging to be as inclusive as possible to the participants and communities we serve.
We also are actively pursuing funding sources to provide paid-opportunities for BIPOC undergraduate students to take on program leadership roles to bring innovative programmatic ideas and serve as near-peer role models to NRCA teen participants.
Fourth, we commit ourselves to being a voice for and with others – not remaining silent. Not only must we hold ourselves accountable, but we must hold the university accountable in creating a more inclusive environment that it promotes and strives to uphold.
As an organization with goals to promote environmental conservation and community well-being, we at UConn NRCA must acknowledge that racism is everywhere, and that it includes the world of conservationists and environmentalists. Our team is committed to continually seeking knowledge, growing, listening, learning, and tackling systemic racism so that outdoor spaces and environmental participation are inclusive of all people, in particular Black and Brown people of all backgrounds.
The ideas expressed here are those of the UConn NRCA faculty and student team. We welcome suggestions and feedback on our evolving views and initiatives to continue to understand how to best address these critical issues in our communities, and to work to ensure that our efforts are anti-racist. Contact nrca@uconn.edu to reach our faculty and student team.
It’s been about a month since we hosted our two Conservation Training Partnerships two-day virtual workshops and I’m glad to be able to reflect back on the experience that, in short, was a fantastic success!
These workshops were no small feat – it took a LOT of planning and coordination from our amazing CTP team to pull off. We couldn’t have done it without the hard work and dedication of faculty, staff, graduate students and undergraduate interns.
Our CTP workshops normally take place in person, hosting about 10-12 teen-adult teams at various locations throughout the state. Because of COVID-19 this year, however, we transitioned to a fully online (virtual) format, accessible to anyone in Connecticut through Zoom. We had 11 teams attend the first workshop and ten attend the second (a total of 26 teens and 23 adults). We are so grateful that these adventurous souls chose to spend two days with us learning about natural resource science and geospatial technology.
The overall goals of the virtual workshops were for participants to:
Get to know each other (partners/teammates)
Learn cool tech/apps that can be used in a local conservation project
Brainstorm and develop a plan for a local conservation project
We strove to maintain the “essence” of our typical CTP experience, while acknowledging the challenges of trying to establish a personal connection with folks from the other side of a computer screen. Two days is a long time to spend on Zoom, but we broke the time up into discussions/presentations, live demonstrations and small group conversations.
We even included hands-on activities that participants could do at home outside and away from their computers. First, we requested that all the participants install a few different apps (e.g., Epicollect5 and AllTrails) before the workshop. During the workshop we walked them through how to use the apps and then set them loose in their backyards or neighborhoods to collect data or record trails. I was so impressed with the results of our Backyard Biodiversity Challenge! Between the two workshops our CTP participants (and instructors) recorded over 250 observations (photos, audio and locations) of different plants, animals, insects, fungi, etc.!
CTP teams were also provided with a slew of tutorials, training materials and resources and guided one-on-one by instructors through the process of designing their local conservation projects, many of which are already in full swing! Project topics from the 2020 CTP cohort include promoting a town composting program, mapping nearby hiking trails, creating flora/fauna guides, surveying for pollinators and other wildlife, conducting stream assessments, educating the public about forest management practices, and MORE!
Follow the NRCA on Facebook, Instagram and Twitter for updates on these exciting projects and the folks carrying them out!
Hello all! My name is Sydney Collins, and I am excited to announce my partnership with UConn Extension as a NRCA Intern for the Natural Resources Conservation Academy (NRCA) in Summer 2020.
Sydney enjoying the outdoors in her backyard.
More about me, I am a rising sophomore at the University of Connecticut studying Environmental Science with a keen interest in Urban and Community Development. My love for the outdoors spawned from the beloved stream I regularly paddled around in growing up in the backwoods of Willington, CT. I was able to interact with a plethora of ecosystems right in my backyard and experience the beauty of the environment, that almost appears untouched by human influence.
This love soon turned into a passion when I uncovered the atrocities occurring to our planet, and thus the stream that I grew quite fond of. This was due to human dependence on fossil fuels to supply our ever growing energy demand and also the poor maintenance of our resources through dumping and pollution. I am fascinated by the intersection of social science and natural resources, particularly in the realm of environmental justice, to best curate human experiences founded on sustainable and accessible development. My engagement in organizations that address various local issues emphasize the importance of community-based initiatives, especially in reference to sustainability, hence my excitement to be involved in UConn NRCA. My interests are particularly focused on areas of food and energy production and how they influence the ever-dawning threat of climate change.
Sydney showing her love for the Vernon Rails to Trails on Earth Day.
While I’m not interning at the office, I can also be found planting and plucking crops at a local farm in Coventry, where I work to better understand the farming practices that support the food we eat. I look forward to further engaging with my local communities at farmers markets to provide fresh grown vegetables, and thus decrease the carbon footprint of families shopping locally. When you’re not looking for a bite to eat, feel free to pop by the beautiful hiking trails of Vernon, where you can find me as a Trail Manager up-keeping the local landscape.
I am so excited for all I have to learn at the “office” this summer through this distance internship, and all the wonderful workshops and community-initiated projects I have the pleasure to engage with. NRCA is a wonderful office, but we also would not be anything with the splendid engagement with local youth, volunteer adults, and professionals that bring great dedication to our programs. So here is to an amazing summer and all we have to learn!
Hello everyone, my name is Meg Sanders, and I am a UConn Extension Environmental Education intern with the Natural Resources Conservation Academy for summer 2020.
Meg on a hike at Heublein Tower in Simsbury, CT.
A little bit about myself, I am a sophomore at UConn studying environmental science with a minor in communication. I was an intern with UConn Extension during the summer of 2019 and I worked with other extension educators and 4-H educators. My experience with UConn Extension has allowed me to gain valuable field experiences at Auer Farm, the 4-H Hartford County Fair, and other 4-H sites in CT. I’ve been really lucky to have had opportunities working with many diverse groups of youth and adults in order to both teach others and learn about their experiences with the environment. I especially loved working with CT youth at Auer Farm, and being able to teach students who didn’t have much experience with rural ecosystems about the animals on a farm.
Meg, Maggi Anstett and Madeline Williams on Connecticut Environmental Action Day demonstrating a lesson to CT middle schoolers.
During the academic school year of 2019-2020, I was a grant recipient for the UConn Co-op Legacy Fellowship Change Grant. With this grant, I worked with two fellow UConn undergraduate students to create environmental education curriculum kits that we hoped to distribute to middle school educators all over Connecticut. We prepared an online and in-class curriculum using existing 4-H educational materials on climate change education, and planned to distribute these and kits to CT middle schools before schools were closed down this spring. This effort was done in paralleled with Connecticut Environmental Action Day. From this experience, I was able to learn more about what goes into creating environmental educational content, and was able to further my experience working with extension educators.
My interests in the environment are still growing and changing daily. A fun fact about myself is that I had the opportunity to attend a short UConn study abroad experience before I began interning for UConn Extension. Unfortunately, it did not happen due to the pandemic, but we would have traveled to South Africa to study African field ecology. With this, I’d hoped to be able to see ecosystems that I normally wouldn’t be exposed to, and learn about what conservation means to different people around the world. This trip will not be happening this year but will be next year, and I hope to be able to still gain these unique experiences. Next year, I would love to be able to use some of the knowledge about conservation that I will have learned this summer and apply it to what I will be learning abroad.
This summer, I am very excited to learn how to provide environmental education in many ways, including online. Learning how to utilize resources online to deliver similar content that would have been used in hands-on field experiences will be interesting and thought-provoking. I look forward to improving my skills with mapping technologies, such as GPS and GIS. Overall, I look forward to being able to apply all of the natural resources knowledge that I can to other aspects of my life in order to promote conservation and sustainability.