Green Your School

December 7, 2018

At some point nearly every day, we hear the climate is changing. At times, climate change can feel like a faceless, unsolvable problem. However, there are many ways citizens can get involved in the fight for the environment.

Schools and universities are perfect incubators for major environmental initiatives. And, the Department of Energy and Environmental Protection (DEEP) in Connecticut has outlined numerous ways to get your own school or university involved.

The original web page is linked in the image above.

DEEP has provided many links on their “Pollution Prevention (P2)” Initiative page. Links include sites such as “The Green Guide for Universities”. This publication, provided by the International Alliance of Research Universities, outlines the struggles faced by institutions in their quest for sustainability, but more importantly, it provides solutions. From transport, to communication, to laboratories, “The Green Guide for Universities” covers it all. Campuses may even join the CT Alliance for Campus Sustainability, which serves as a network for universities with similar green goals. This would help your university develop a support system to lean on in their greening process. If you are a high school student, there are links for you, too. The CT Green Leaf Program provides resources and guides for high schools as they undertake sustainable initiatives. You can even check out these energy saving tips for your schools to reduce energy consumption. And, reducing energy consumption in your schools isn’t just good for the environment – it’s also good for your school’s budget! You could cut down on your schools utility bills by as much as 25% if everyone works together, according to the article. That means less money spent on electricity, and more money spent on after-school programs, course materials, art supplies, musical instruments, field trips – the list goes on! That is something worth fighting for!

Worried about food waste? DEEP has also provided links for instructions on how to start a compost program in your school. For inspiration on composting in space-efficient ways, visit the site of Le Compostier. Le Compostier is an Amsterdam-based composting business founded by Rowin Snijder. Snijder creates what he calls “Worm Hotels”, beautifully crafted compost bins with gardens planted on top. The compost bins create an aerobic environment, meaning they generate no smell as the food decomposes. The company is a testament to the fact that environmentally-friendly practices can also be aesthetically pleasing, space effective, and cost effective! The idea is easily adaptable to school environments. And, when you’re done, you have fertile, nutrient-dense soil to start a school vegetable garden!

A worm hotel in Oosterpark, Amsterdam. Image from Le Compostier blog, linked here.

Concerned about the food production side of your school’s kitchens? The state of Connecticut has already implemented Public Act 09-81 in 2009, which requires all schools implement environmentally-safe cleaning products in their sanitary practices. There can be a tricky balance between environmentally-friendly products and products which still sanitize surfaces effectively, so DEEP has provided techniques to identify how to effectively transition away from more harmful products, linked here.

Ready to start recycling? Encourage peers to get their heads in the game with RecycleMania, a competition for college and university recycling programs! The competition takes place for a period of 8 weeks each Spring Semester. Winners are chosen based on per capita recycling, highest percentage of total waste recycled, and least waste generated in total. General information on recycling is available here for high school students, and here for college students. Make recycling fun, encourage your peers, and be persistent! Even the small efforts make big impacts.

Two final links are websites helpful to high school students. First, Project Green Schools. Project Green Schools is an initiative that encourages students and faculty to lead their schools to a greener world. The website has many helpful resources for high school students, especially this article, “12 Pathways to Greening Your School”. They share curricula, guides, apps, games, and helpful links for all 12 pathways that both students and faculty may incorporate into their school environments. The pathways are numerous and flexible, including everything from ecosystems and biodiversity to transportation. A resource that is definitely worth a look! The second helpful link is Eco-Schools. Eco-Schools provides an article, “Seven Steps Towards an Eco-School”. The article outlines even more helpful information on carrying out environmental reviews, action plans, and monitoring and evaluation to ensure schools are successful in their sustainable action plans.

Image from Project Green Schools, providing their 12 pathways to greening your school.

Students spend so much time at school – why not make them a greener place? Learn more, get involved, and fight for the environment!

Meet NRCA Alumna and UConn Undergraduate Jamie Masthay

We decided to catch up with alumni after they completed their NRCA programs to see what they are up to now. Today, we are catching up with Jamie Masthay (NRCA Class of 2016), who is a freshman studying Psychology at UConn.

(Left) Jamie at UConn during the week-long CAP Field Experience in the summer of 2016. (Right) Jamie this past summer, on a boat in Maine.

Read more about Jamie’s experience with the NRCA below:

Why were you interested in participating in the NRCA?

Jamie: I’ve loved nature my whole life; I enjoy being outside whenever I can, and I love learning about and helping the environment. NRCA seemed like a good way to get to know more about nature, and the idea of being able to conduct my own research project was exciting. I learned so much from NRCA in such a relatively short period of time, and it is definitely one of the more positive and memorable of my high school experiences.

What did you do for your conservation project and who was your community partner?

Jamie: For my conservation project, I studied bats and bat houses throughout Connecticut; my community partner was Dr. Laura Cisneros, the CAP coordinator at the time and UConn professor. We visited nearly 50 residences and parks with bat houses throughout the state and took down information about each individual house. At the few bat houses that were inhabited by bats, we returned at sunset to monitor the bats themselves as they exited the house to go hunt. I then compiled all of the data we’d gathered into an informative booklet on bats and bat houses in Connecticut, including illustrated instructions on how to construct and put up a proper bat house. It was a fascinating experience and one that felt very important to me, especially because the data I gathered was (and is still today) used to inform bat conservation efforts in Connecticut – something that is particularly important because bat populations have been drastically declining in the past few decades due to a disease called White-Nose Syndrome.

What was the most memorable part of the NRCA, and why?

Jamie: The most memorable part of my NRCA experience was my conservation project because it felt like I was making an actual impact on bat conservation in Connecticut. I am very passionate about conserving the environment, and doing such an in-depth project made me feel like I was making a difference and helping the environment in a way that I could never have done if not for the NRCA program.

Which aspect of your NRCA experience or project are you most proud of, and why?

Jamie: I’m most proud of the impact that my project has had on others. In August 2017, I presented my research project at Mystic Aquarium’s Women in Science day. I showed my poster and explained my project to a variety of people, but one in particular stood out to me – a young girl, with her mother, who approached and asked all sorts of interested questions about how and why I had studied the bats. I was unfortunately unable to attend the event this past summer, but Dr. Cisneros went, and she emailed me after to tell me that the same girl had come back again, talking about how she had done a school science fair project on bats in Connecticut. It was incredible to know that I had inspired even one person in such an important way.

Why did you choose to study your major?

Jamie: I chose to study psychology because I am incredibly interested in how the brain works and how biological processes influence how we think and feel and perceive the world. I took AP psychology in my senior year of high school and fell in love with it, and I decided to pursue it as a college major. I’m hoping to one day go into research on neuropsychology to better understand the biological bases of mental disorders; I like the idea of being able to conduct research that might be able to help people someday. For now, though, I’m just happy to be able to take classes in a major that I really enjoy.

What advice would you give to a student considering applying to an NRCA program?

Jamie: I would definitely tell them to apply. I learned so much from NRCA – not just about the environment, but about conducting research, presenting my findings in a professional setting, working with experts in a scientific field, and so much more. Even though I didn’t end up majoring in natural resources or environmental science, it was still an incredible experience that I enjoyed immensely. NRCA provides a look at a wide variety of careers related to natural resources and the environment, and I know that a lot of NRCA alumni find their passion for the environment after participating in the program. Whether you end up finding your future career or just end up learning more about nature, I would definitely recommend applying.

If you could describe your NRCA experience in 3 words, what would they be?

Jamie: Helping the environment.

Take a look at Jamie’s independent community project, linked below:

Thank you, Jamie, for contributing a blog! If you have participated in an NRCA program and would like to contribute a blog about your experience, email us at nrca@uconn.edu.

Do You Want to Make a Difference in 2019?

December 5, 2018

Attention all NRCA alumni at UConn! The NRCA is currently seeking applicants to its Difference Maker Program!

As a Difference Maker, you will use skills and knowledge gained during your own time with the NRCA to help current participants. Your efforts will contribute to the success of both the Conservation Ambassador Program (CAP) and the Conservation Training Partnerships program (CTP). Applications are open to all former NRCA students currently enrolled at UConn, and is available with Spring 2019 Semester, CAP 2019 Field Experience, and Fall 2019 Semester options.

Pictured above are three Difference Makers who took part in the program this year: (Left) Kenechi Nkwo (NRCA Class of 2016), a sophomore studying in Human Development and Family Studies; (Middle) Mari Cullerton (NRCA Class of 2014), a sophomore studying Natural Resources; and (Right) Hannah Curran (NRCA Class of 2016), a sophomore studying Environmental Studies and English.

We talked with Kenechi and Hannah about their time as Difference Makers. Read more about their experiences below:

How did you learn about the Difference Maker Program?

Kenechi: I learned about the Difference Maker program via contact by Mrs. Cisneros and Ms. Abby about the opportunity.

Hannah: I learned about the Difference Maker Program through Abby and Laura, who reached out to current UConn students who were also NRCA alumni.

Why were you interested in becoming a Difference Maker?

Kenechi: I was interested in becoming a Difference Maker because I really want to impact the world in a way that will make a positive difference. To be able to take this pursuit into the environmental world was something I had been passionate about since I was younger. Also, having the opportunity to work for the same program that I wondered at after participating in it during high school was another great experience that I wanted to relive! It was an overall great opportunity!

Hannah: I was interested in becoming a Difference Maker because, as a high school student in CAP, I learned many valuable lessons about time management, organization, and practicality. I wanted to be able to share the valuable experience I had with current NRCA students, as it would contribute greatly to their own participation in their programs.

How were you involved in the Difference Maker Program, and how was the experience?

Kenechi: I thoroughly enjoyed it! I was able to take part in helping to further the NRCA’s CAP, CTP, and TPL initiatives in different ways through social media, infographics, cutting brochures, and more! I learned a lot from it and it has inspired me to think about the things that I could do to further any initiatives I may have or be a part of in the future! I chose to participate in the semester Difference Maker option.

Hannah: I was a Difference Maker during the Fall 2018 Semester. I worked mostly in the NRCA office with Abby and Laura. Day to day, the tasks could range from anything to alumni outreach, to inventory for upcoming programs, to management of social media sites. I enjoyed social media posting the most, since I got to learn so much about current projects!

What aspect of being a Difference Maker did you find most rewarding?

Kenechi: The aspect of being a Difference Maker that I enjoyed the most (although I enjoyed all of it) was working with the social media and infographic portion of it. This helped me to have an idea of how organizations make their presence on social media, formulate fun and creative informational graphics, and the do’s and don’ts of the content that they post.

Hannah: I found the contribution I could make, no matter how small, the most rewarding. The small things I was able to do, like recruitment, inventory, alumni outreach, allowed Abby and Laura to focus on their students and programs, enhancing the quality of current participants’ experiences.

The Difference Maker Program is currently accepting applications for all interested and eligible students. To apply, click here.

Meet NRCA Alumna and University of New England Undergraduate Tessa Rock

November 7, 2018

Today, we got to talk with Tessa Rock, who was a member of the NRCA Class of 2016. Tessa is now a freshman studying Marine Sciences, with a Marine Biology concentration, at the University of New England.

(Left) Tessa presents her independent community project poster at the Connecticut Conference on Natural Resources in March of 2017. (Right) Tessa during a beach clean up with the University of New England this year, where students collected almost 500 pounds of litter.

Read more about Tessa’s experiences with the NRCA below:

Why were you interested in participating in the NRCA?

Tessa: I wanted to participate in the NRCA because I love nature and I wanted to learn more about my environment. I really loved the idea of doing a community project because I wanted to have my own research project during high school. Everything about NRCA interested me because it gave me knowledge I wouldn’t have learned anywhere else.

What did you do for your conservation project and who was your community partner?

Tessa: I did my project on the effectiveness of American beach grass on dune restoration. My community partner was the East Lyme trust organization in East Lyme Connecticut and the person I was mainly in contact with was Jim Gallagher.

What was the most memorable part of the NRCA, and why?

Tessa: The most memorable part about NRCA were the connections I made during my time at UCONN and in my community. I was able to talk to professors who are professionals in their field. That gave me a sense of all of the paths I could take in my life. In my community, I presented my project to people I would never have talked to if it wasn’t for my project. By reaching out more into my community, I made connections that can benefit me in my life as a college student and graduate student.

Which aspect of your NRCA experience or project are you most proud of, and why?

Tessa: The aspect I am most proud of is how far my project got me. After the conference, I went to the Connecticut state science fair and won three awards for my research. I then went on to present it to the organization that funded it and to my school. Right now I am in the process of getting my research paper published in a science journal. This project allowed me to get right into the real world of science and I am so appreciative of it.

Why did you choose to study your major?

Tessa: I chose to be a marine biology major because I absolutely love the ocean and all of its creatures. Ocean animals have fascinated me since I was a toddler, so getting to study them is my dream. But I also get to learn more about the ocean in general, especially climate change, which shows me how everything is connected.

What advice would you give to a student considering applying to an NRCA program?

Tessa: If you are on the fence about applying for NRCA, first ask yourself do you want to be in nature for a week. Second, ask yourself if you have a drive to do research in your community to benefit it. And even if you’re not sure about either, NRCA will give you a leg up when it comes to college applications and research projects. If you really want college research experience, apply to NRCA.

If you could describe your NRCA experience in 3 words, what would they be?

Tessa: Getting into nature.

Take a look at Tessa’s independent community project, linked below:

Thank you, Tessa, for contributing a blog! If you have participated in an NRCA program and would like to contribute a blog about your experience, email us at nrca@uconn.edu.

Meet NRCA Alumna and UConn Undergraduate Kenechi Nkwo

October 24, 2018

We are continuing our conversations with NRCA alumni! Today, we are catching up with Kenechi Nkwo (NRCA Class of 2016), who is a sophomore studying Human Development and Family Studies at UConn.

“In my high school years, I would always search for fun, educational activities to participate in over the summer; NRCA was one of them,” says Kenechi, pictured during the field experience in 2016 (left), and today (right).

Read more about Kenechi’s experiences with the NRCA below:

Why were you interested in participating in the NRCA?

Kenechi: I was interested in participating in the NRCA because it sounded like a summer activity that I would enjoy. I always enjoyed science from a young age and continued to even up until now. Often in my high school years I would always search for fun educational activities to participate in over the summer; the NRCA was one of them- one I have mentally noted as one of the best experiences in nature I have ever had! And I would highly recommend it to anyone who is looking for something to do over the summer, it is truly life changing.

What did you do for your conservation project and who was your community partner?

Kenechi: For the conservation project my community partner, Daniel P. Kloster, and I created a criteria table that would help to analyze what method of food waste conservation would best suit a particular structure. I chose my high school. Methods such as composting, Anaerobic Digestion, Aerobic Digestion and Biofuel processing were each evaluated as potential conservation methods that a given structure might utilize depending on their resources and/or their proximity to them.

What was the most memorable part of the NRCA, and why?

Kenechi: The most memorable part of the NRCA was when our group was to assemble into teams and each of us had to run through the forest in the evening to find all the ingredients for our s’mores desert using a compass and flashlights. While educational it was also extremely fun! I won’t forget how eager the teams were to get out of the forest.

Which aspect of your NRCA experience or project are you most proud of, and why?

Kenechi: The aspect of my NRCA project that I am most proud of was being able to focus on the issue of food waste, which I had been quite adamant about in previous projects in high school but was an issue I never fully tackled. Through the NRCA community project, my mentor and I were able to create a feasible solution to the food waste and I was not only able to present the solution but also to raise awareness about the correlation between food waste and world hunger.

Why did you choose to study your major at UConn?

Kenechi: I chose to study my major (HDFS-Human Development and Family Studies) because of my sheer enjoyment of working with children. While previously an intended Environmental Engineering major(not yet enrolled in the program), I switched because I struggled tremendously in it. Though its title sounded like something I was interested in pursuing, the courses that it encompassed were not and I often found myself focused on, wondering about, and dreaming of pursuing something else more than I envisioned being an Environmental Engineer. Right now as an HDFS major I enjoy my classes and walk happily in preparation for the future of Early Childhood Education that I am pursuing. I chose to study at UCONN because of the resources and support that it gave my previous intended major (Environmental Engineering) as well as its support for a wide range of other majors. Even though my current major doesn’t have a natural or environmental focus, I’ve learned that a major doesn’t say everything about a person, its only one aspect of your purpose and interests in life. It is often that when we continue to pursue the things that interest us, though outside our degrees, we create a unique footprint in our future jobs that become tailor made for us to fit into and encompass our interests. Yes, I am an HDFS major, but I am also apart of a worship team, enjoy learning languages and work with the Natural Resources and Conservation Academy. Who knows where your specializations can take you?!

What advice would you give to a student considering applying to an NRCA program?

I would say “Apply!” If you’re considering it, you’re probably wondering if you can do it, and the only way you’ll know if you can do it is if you apply and see. I will honestly tell you that attending the NRCA program maybe that once in a life time experience that you won’t forget. So, go for it! You will be introduced to a whole new world that you may never have realized was literally in your own backyard! You will also have one of the best opportunities to get your hands dirty and make friends all throughout.

If you could describe your NRCA experience in 3 words, what would they be?

Fantastic! Adventurous! Wet!

Take a look at Kenechi’s independent community project, linked below:

Thank you, Kenechi, for contributing a blog! If you have participated in an NRCA program and would like to contribute a blog about your experience, email us at nrca@uconn.edu.

Meet NRCA Alumnus and UConn Undergraduate Ricky Moore

October 17, 2018

We decided to catch up with alumni after they completed their NRCA programs to see what they are up to now. Today, we are chatting with Ricky Moore (NRCA class of 2014), who is a sophomore studying Natural Resources, with a concentration in Fisheries and Wildlife, at UConn.

(Left) Ricky works on his independent community project in 2014, which he presented at the Connecticut Conference on Natural Resources in March, 2015. (Right) Ricky on a UConn Study Abroad experience in Greece in January, 2018.

Read more about Ricky’s experiences with the NRCA below:

Why were you interested in participating in the NRCA?

Ricky: I was interested in participating in the Natural Resources Conservation Academy because I have always had a passion for all things involving natural resources and the environment, since before I could remember. I grew up going to upstate Vermont at least 4 times a year. My great aunt and uncle had a cabin on 35 acres with 3 ponds, a greenhouse, and a lot of hiking trails. I used to go out a lot just on walks to explore countryside and was always, so intrigued by the foliage and wildlife. I used to go out on a lot of hunts with my uncles, however we never really caught anything, which is probably because I blabbered the entire time. We used to always go fishing too and I would always end up with some type of fish on my hook, however getting on dry land was always the real issue. My most memorable fishing trip was a cold, rainy day when my uncle took me out to the farthest pond on the property to catch the legendary Sharky, the biggest trout in the pond. We were out for 3 hours that day and I managed to hook him, but he ended up breaking the line because he was so big. So, with all this said you can see how Vermont is my biggest drive for my love for the environment. It’s what brought me to join my vocational agriculture program at my high school and put my curriculum focus on Natural Resources. It’s here where I met Laura Cisneros, the program coordinator, and where she introduced me to the program. When I saw how I could further my passion through the program there was no question in mind that I was going to join.

What did you do for your conservation project and who was your community partner?

Ricky: The purpose of my project was to inform the community on how management of invasive species is beneficial to maintain a healthy ecosystem. The project documented the distribution of native and invasive plant species within a 50-acre parcel of Cockaponset State Forest in Middletown, Connecticut in order to see what species were predominant in an area that had/ had not been managed. We mapped out patches of the invasive plant species using ArcGIS to provide baseline survey data of the property for the Department of Energy and Environmental Protection (DEEP) to further plan invasive plant management practices, while understanding if prior management practices (mowing and planting native species) were successful. The study was attempted to be furthered by live trapping small mammals to get an inventory their community and better understand how they may be affecting seed dispersal. My community partner was DEEP Wildlife Biologist, Ann Kilpatrick, who provided her knowledge and resources that made the project possible. DEEP Wildlife Resource Assistant, Jessica Bristol, also dedicated a lot of time and effort in assisting me in the project just.

What was the most memorable part of the NRCA, and why?

Ricky: The most memorable part of NRCA had to be when I went sanding for fish in the Fenton River with Dr. Jason Vokoun. This was so intriguing to me because I would later perform this fishing technique at my job at Marine Bait Wholesale. In the setting, we were placed in at NRCA, we went along the Fenton River sanding for the vast array of fish species in the river and caught a wide variety, including sucker fish, a lot of trout and some bass. I especially was fascinated by the electrofishing they did because I thought it was really cool when the fish floated to the top presumably dead, however when you put them in the bucket they were completely unharmed and were full of life. I loved doing the measurements on the fish and identifying the types of species in the ecosystem. When I performed the sanding for killifish at Marine Bait Wholesale for the first time, my boss was so shocked at how much I knew about the technique. This really helped him out due to the environment we were in and really made his job easier because he didn’t have to worry about me.

Which aspect of your NRCA experience or project are you most proud of, and why?

Ricky: The aspect of my NRCA experience that I am most proud of is the relationships I made while I was there. I made lifelong friends while I was in the program and some of the participants I still talk to this day. It’s just such a bonding experience being at a university with the same people for a whole week being involved in an area of study that you all are so passionate about. Also, the professor and faculty I met while I was in the program, I am still in contact with today. If it wasn’t for the program I probably wouldn’t have my current job in the Natural Resources and the Environment office as student administrative assistant running the department social media accounts.

Why did you choose to study your major at UConn?

Ricky: I chose to study my major because I want to protect the environment that we rely so heavily on. There are a lot of problems going on in the world involving habitat loss, pollution, species endangerment and I want to make a difference in fixing some of these problems. I came into the university as a Natural Resources major, but now I have a focus in environmental engineering and I would like to make a difference in the regulation aspect of it. I want to solve problems and advice companies/government agencies on ways they can have as little environmental impact in their practices, while creating new and innovative ways to protect the environment.

What advice would you give to a student considering applying to an NRCA program?

Ricky: I would advise any student that is on the fence about joining NRCA to just do it, no matter what. I mean even though I always knew I was interested in all topics related to natural resources and the environment, I also met people that weren’t even sure if they liked it. When going to NRCA they got a whole different perspective on what the field entailed and genuinely enjoyed all aspects of the program. Also, it’s not just the learning aspect of the program, the friends you make while being there is another very important aspect of the program. You make so many friends that will probably end up being there your whole life. NRCA was such an important chapter in my life and I wouldn’t change it for anything. I’m so happy I got the opportunity to be involved and am extremely grateful to the faculty and staff that dedicated their time to ensure the program’s success!

If you could describe your NRCA experience in 3 words, what would they be?

Ricky: NRCA Ninjas Bloopers

Take a look at Ricky’s independent community project, linked below:

Thank you, Ricky, for contributing a blog! If you have participated in an NRCA program and would like to contribute a blog about your experience, email us at nrca@uconn.edu.

Meet NRCA Alumna and UConn Undergraduate Hannah Curran

October 10, 2018

We decided to catch up with alumni after they completed their NRCA programs to see what they are up to now. Today, we are chatting with Hannah Curran (NRCA class of 2016), who is a sophomore studying Environmental Science at UConn.

(Left) Hannah presents her independent community project at the Connecticut Conference on Natural Resources in March, 2017. (Right) Hannah and her mom enjoying one of their favorite activities, hiking, in November, 2017!

Read more about Hannah’s experiences with the NRCA below:

Why were you interested in participating in the NRCA?

Hannah: I was interested in NRCA for a few reasons. First, a student in my high school participated the year before me, and after hearing his positive experience, I pursued the program. Also, I have always been very interested in and concerned for the environment. I wanted experience outside the classroom, since my high school did not usually provide those kinds of learning environments. My AP Environmental Science teacher, after seeing my interest in his class and knowing about the program, encouraged me to pursue it.

What did you do for your conservation project and who was your community partner?

Hannah: My community partner was again my AP Environmental Science teacher, who propagated a native wildflower meadow himself behind the high school, reclaiming mowed lawn. For my conservation project, I assessed the biodiversity in the native wildflower meadow, a mowed lawn adjacent to the meadow, and a fallow meadow down the road. We investigated if species richness and abundance of plants corresponded to the species richness and abundance of the insects in the same area.

What was the most memorable part of the NRCA, and why?

Hannah: The most memorable part of the NRCA was working on the community project. My teacher and I were able to pull in students to get them involved. Not only was the experience enriching my educational career, but others’ as well. My AP Environmental Science class helped collect insects in the native meadow for one class, as my own experiment doubled as lab experience for them. Additionally, my Zoology & Evolutionary Biology class assisted in identifying and counting the insects. The students received hands-on experience with the scientific method while learning the importance of conservation biology. I also received the help from two girls who were sophomores at the time, and I remember that they were incredibly interested in the process of experimentation and data collection. It was the first time I was able to see the impact that one project had in bringing people together over a common task. It was a powerful moment, to realize you can teach others while improving your community.

Which aspect of your NRCA experience or project are you most proud of, and why?

Hannah: I am most proud of the experiment and data collection that I accomplished during the field experience. My teacher and I set out with big goals – to collect and identify the insects to family. However, we quickly realized that, even for a professional, this was no easy task. Cutting back the level to which I identified the insects was disappointing at first. I thought that my results would be compromised, and it was not what we originally set out to do. However, collecting and identifying the insects was incredibly tedious, time-consuming, and difficult even after we scaled back. It took hours of careful examination and sorting (and we completed the whole process twice). Completing the identification was definitely the hardest, but most rewarding, part of my NRCA experience.

Why did you choose to study your major at UConn?

Hannah: I chose an environmental science major at UConn because it is somewhat like an umbrella. There are many specific topics to specialize in beneath the field of environmental science. However, the earth system is not an isolated place. All factors – social, economic, physical – are interacting all the time, everywhere. I wanted to major in a field that would allow me to see the entirety of the environment and all the outlying fields that interact with it. Being an environmental science major allows me to take classes such as Agriculture and Resource Economics and literature courses, all of which influence our interactions with the environment in some way. Environmental science is a field that should be approached from many subjects and perspectives to solve our problems, and through this major I am allowed to do that.

What advice would you give to a student considering applying to an NRCA program?

Hannah: Apply! There is never harm in trying. The only harm that comes is from not trying. Going into the NRCA program, I didn’t know much about any of the topics we would be learning about, and I didn’t know if I wanted to pursue environmental science. NRCA allows you to experience these fields before you have to decide whether or not you might pursue further education in them. It is great if you find a field you like, but I think it is even more beneficial to find a topic you don’t. It only brings your closer to finding the subject you are truly passionate about, whether it be water, soil, or GIS. Personally, during NRCA, I learned my passion lies in wildlife and biodiversity!

If you could describe your NRCA experience in 3 words, what would they be?

Hannah: My three words to describe my NRCA experience would be “Saving the world!”

Take a look at Hannah’s independent community project, linked below:

Thank you, Hannah, for contributing a blog! If you have participated in an NRCA program and would like to contribute a blog about your experience, email us at nrca@uconn.edu.

That Sound You Hear is the Hatching of Conservation Projects!

July 18, 2017

Written by Chet Arnold

Last week saw the successful launch of the Conservation Training Partnership program, the goal of which is to develop and carry out local conservation projects around the state powered by teams of high school students and community volunteers. The CTP is an outgrowth of the Natural Resources Conservation Academy, the week-long program for high school students that is in its 5th year (and taking place this week!). That program has been so successful that — with a big boost from the National Science Foundation — CLEAR, the Department of Natural Resources and the Environment, and the Center for Environmental Sciences and Engineering were able to create the CTP.

Like the NRCA Mother Ship (actually called the NRCA Conservation Ambassador Program), the CTP has twin goals of educating the participants about natural resource protection, and catalyzing on-the-ground conservation projects in communities across the state. However, CTP workshops are only two days and include both students and their community partners, joined together into teams. Last week’s workshops were held in Storrs and New Haven, but participants came from all over the state. Faced with a two-day barrage from the teaching faculty on natural resource topics and geospatial tools training, the teams bravely took it all in and came up with great ideas for projects, from bear awareness to invasive species mapping. Congrats to the CTP graduates! Much more to come as their projects progress!