Sustainability & Environment @ OWU

Choices for Sustainable Living Course | Stratford Ecological Center | Oct 1 – Nov 19, 2015

Earth Institute Course: Choices for Sustainable Living
When: October 1 – November 19, 2015: Thursdays 6:30pm-8pm
Location: Stratford Ecological Center
Cost: $30

Choices for Sustainable Living discussion course is part of a series developed by the Northwest Earth Institute in Portland, Oregon. The series is promoted by Simply Living in Columbus, Ohio. Their aim is to educate and motivate people to live more simply and sustainable in their lives. This course provides participants a powerful opportunity to explore sustainability more deeply and learn its unique meaning from individual, societal and global perspectives. We are excited to offer this updated eight week course, including introduction, for up to twelve people. The course is participant led with no right or wrong answers, providing an opportunity for open discussion. The $30 fee covers the postage and cost of the hard-copy book.

If interested in attending, let John Krygier know and maybe we can arrange ride-sharing.

2015 OWU Campus Bird Nesting Season Data

Earlier this year a posting about Bird, Bee & Bat Habitat on OWU’s Campus detailed the construction and placement of, among other things, a series of bird houses and feeders on OWU’s campus. Dick Tuttle has documented the bird’s use of the houses and feeders over the summer and provides the following report.

Earlier this year a posting about Bird, Bee & Bat Habitat on OWU’s Campus detailed the construction and placement of, among other things, a series of bird houses and feeders on OWU’s campus by Jayne Ackerman (OWU ’15, jjackerm@owu.edu), Blake Fajack (OWU OWU ’16, zbfajack@owu.edu) & Dick Tuttle (OWU ’73, ohtres@cs.com).

Dick has documented the bird’s use of the houses and feeders over the summer and provides the following report.

Bird Houses

All four nestboxes with 1-1/8 inch entrances produced a total of 23 native birds. The small entrance holes are designed to exclude non-native House Sparrows. Here is a detailed report on those boxes. Boxes #1 and #2 are in the back yard of the Tree House. Box #1 raised six House Wrens with the box being active with eggs and young from May 16 – June 19. Box #2 fledged five House Wrens and was active between July 6 and August 7.

Box #3 stands at the corner of the Student Observatory directly north of the Tree House and across a parking lot. House Wrens caused two chickadee nest attempts to fail before the wrens raised six young after laying their first egg on June 16 and fledging their last nestling on July 19.

Box #4 is located among evergreen trees between the Hamilton-Williams Campus Center and the Mowry Alumni Center. A first nest attempt by Carolina Chickadees failed after four eggs were laid but the second nest was successful between May 2 and June 6 to fledge six chickadees. I have not removed the old nest from this box.

A Wood Duck box located between Delaware Run (creek) and Henry Street remained inactive all season. Perhaps, lights from the stadium are a problem. Relocating the large nest box should be considered once Delaware City completes their plans for the stream where it runs through campus. Wood Duck boxes can also raise Eastern Screech Owls.

On April 13, 2015, students Jayne Ackerman and Blake Fajack and I installed four Carolina Wren boxes on two Student Living Units after three or so other students helped with construction and painting. I did not check these boxes until the end of the season and I only looked at them from the ground. The two boxes at the Inter-Faith House showed no signs of use while one of two boxes at the Citizens of the World House had nesting material sticking above the entrance slot. The box had been active and is located near the ceiling of the carport. My advice is to leave the nest material in the box so Carolina Wrens can roost in it this winter. If the nest contains any moss, it belongs to a Carolina Wren. A House Sparrow’s nest will not have moss, but will have grass with some trash items, etc.

Bird Feeders

I serviced the bird feeder station in front of the Chappelear Drama Center all summer while I only filled the thistle feeders at the station at the Science Center. I reactivated the Science Center feeders on Sunday, August 23 to greet returning students.

The large hopper feeder at the Science Center is one of two that I built for OWU. The second one resides in my basement waiting for an idea for its location. I would like to install it where students live and near a main artery where it could be watched as students walk from their campus “homes” to and from their classes.

The ears of corn on the hopper feeder are for Blue Jays. Blue Jays are common at my home, but so far, none of the ears of corn on campus have been pecked at. Even the resident crows have avoided the corn. Maybe, once the second hopper is installed, I believe Blue Jays will become more visible on campus.

Conserve on,
Dick Tuttle

May Move Out 2015 – Results

OWU’s Spring 2015 May Move Out focused on getting students to donate reusable items to Goodwill (by placing them in storage pods) while moving out of the dorms. Overall about 19,000 pounds of material was collected by Goodwill throughout the May Move Out period. That is about 9.5 tons of material kept out of the landfill (and close to our estimated 10 ton diversion rate).

OWU’s Spring 2015 May Move Out focused on getting students to donate reusable items to Goodwill (by placing them in storage pods) while moving out of the dorms. The effort worked well given our goals of diverting stuff from the landfill (and to Goodwill) while clearing the dorms (in preparation for their summer use).

Overall about 19,000 pounds of material was collected by Goodwill throughout the May Move Out period. That is about 9.5 tons of material kept out of the landfill (and close to our estimated 10 ton diversion rate).

Earlier this year, Ohio Wesleyan was awarded $10,000 from the Delaware, Knox, Marion, Morrow (DKMM) Joint Solid Waste District through the efforts of OWU’s Sustainability Task Force.

Overall, we rate the effort a B with areas of improvement to include promotion and logistics.

Of the larger items, according to Goodwill, we collected 45 mini refrigerators, 12 bins of textiles, 37 misc. wares, 13 futons, 14 office chairs, 18 rugs, 27 storage containers and a dozen or so misc. chairs.

Our Goodwill partners were very happy with the effort, as were OWU’s Buildings and Grounds and Residential Life staff. In other words, we have a model that can, with some tweaks, work in the future.

With overall success come a series of problems and proposed improvements to consider.

Problem: Promotional efforts did not work as well as possible. This will be a big challenge for May Move Out 2016.

Michelle Smith pulling a nice bike out of the dumpster. Potential donations were removed from the dumpsters by May Move Out volunteers. When asked, a signficant number of students professed ignorance of the May Move Out effort.

Solutions:

Earlier efforts to inform students and RAs, Fraternities and SLUs about the May Move Out effort. Promotion in the last month of classes came at a time when everyone was distracted by many other issues. Consider outreach efforts that will reach students already hit by a barrage of information.
Consider a fall and early spring promotional effort with a Goodwill truck with a “May Move Out 2016 (Early!)” banner parked in residential area. Possibly a similar effort mid-spring semester. Allow for early donations (as well as faculty and staff donations) but focus is to raise awareness for the actual May Move Out.
Banners for May Move Out on each donation pod. Potential for green balloons floating above pods.
Organizations and groups to help with outreach: Tree House, UC 160 Sustainability focused section, spring 2016. Students and courses in Environmental Studies.
Brainstorm promotional ideas:
- Pod Puppies: puppies (from Companion Dogs company?) for end of semester stress relief and promotion of May Move Out
- Green Week or Earth Day promotion
- Have a contest (like Greek Week) based on how much you get donated (organize by floor, dorm, SLU, etc.)
- Swag? Green Week efforts? Social Media?

Problem: Lots of recyclable material, particularly paper and cardboard, in the dumpsters. Part of the problem is the lack of a recycling program in the City of Delaware for businesses and multi-tenant buildings (such as the dorms on campus).

A May Move Out promotional poster (above) in the dumpster!

Lots and lots of paper and cardboard in the dumpsters.

Solutions:

work with the City of Delaware on this problem
investigate dual dumpster / recycling bins
improve campus recycling on the residential side of campus, in particular many of the cardboard boxes were from Aramark cleaning materials.

Problem: Limited donation dates and times meant that materials that could have been donated were thrown in dumpsters (for example, over night when the donation pods were locked).

Donations left by a locked donation pod overnight (above).

Solutions:

Have pods placed on campus earlier.
With better promotion, students will know to leave donations by the pods if they are locked. Banners: “May Move Out Goodwill Donations. Leave it Here if You’re Not Sure”

Problem: Students have a tendency to toss everything (including potential donations) in the closest dumpster or garbage can.

Potential donations in a dumpster that was closer to the dorm than the donation pod.

Potential donations dropped off by the trash can closest to the dorm exit.

Solution:

Better promotion of May Move Out effort to encourage students to carry their donations the extra distance to the donation pods
Adjust donation pod locations so that donations can be made by all well used dumpsters (see image above). Attempt to get donation pod closer to dorms than the dumpsters.
- Bashford pod: try to get dumpster and pod closer and facing same direction

Problem: too many nearly unused donation pods near SLUs and Frats.

Things were very quiet at the donation pods near the SLUs (Small Living Units) and Frats.

Solution: This is actually a good thing, as it means we will probably need fewer donation pods for the Spring 2016 May Move Out (saving some money).

Work with Fraternities & SLUs to determine if donation pods are needed and where they should be. Possible that the fraternities and SLUs can organize an effort to get donations to the donation pods near the dorms, rather than have their own donation pod.
Revised May Move Out Promotion effort for Fraternities and SLUs

Additional ideas and issues:

gloves for volunteers at each pod
hours for each pod posted on pod
have real estate lock boxes for pod keys (rather than pick up and drop off)
encourage volunteers to circulate – don’t have to stay by assigned pod

OWU’s Environmental Studies Wins Storm Water Prevention Award

OWU’s Environmental Studies Program was awarded the 2014 Storm Water Pollution Prevention Award by the City of Delaware, Ohio.

OWU’s Environmental Studies Program was awarded the 2014 Storm Water Pollution Prevention Award by the City of Delaware, Ohio.

The City of Delaware strives to reduce pollutants and improve water quality in our community using several methods of outreach and clean-up events each year. This effort cannot be accomplished alone but with the help of community members, like Ohio Wesleyan University, our efforts have become successful. Each year the City of Delaware recognizes a local business or organization that demonstrates efforts of reducing pollutants and improving storm water through our MS4 (Municipal Separate Storm Sewer System) program. The City is pleased to announce that Ohio Wesleyan University and their environmental studies program has been selected as the 2014 Storm Water Pollution Prevention Award winner.

Efforts mentioned in the award include numerous organized stream and river cleanups, water quality grants and projects, a floating wetlands project, Water Week at OWU, and research and proposals for naturalizing the Delaware Run adjacent to campus.

Downtown Delaware’s Native Plantings

Stroll through Delaware, and you’ll find something different. Replacing the exotic and colorful splash of color are about 20 concrete planters filled with muted, earthy-looking, shrublike plants, each one an Ohio native.

From The Columbus Dispatch • Sunday May 31, 2015 5:14 AM

By Dean Narciso

DELAWARE, Ohio — The vincas and petunias spill from baskets in many suburban downtowns. It’s a beautiful floral explosion, but one that is expensive and unnatural in central Ohio, where those plants aren’t native.

Liz Neroni came up with the idea while living in downtown Delaware, which went with petunias year after year.

Neroni is a naturalist at Preservation Parks, Delaware County’s park system. She envisioned the planters as tools for teaching, “to have people realize natural plants are super important. They’re supposed to be here. They’re a huge part of the ecosystem.”

Ohio’s birds, insects, bees and other pollinators evolved with native plants “like they have a relationship together,” she said. “They’re beautiful and beneficial to the wildlife that live here.”

Among the small shrubs are bayberry, blackhaw viburnum and smooth hydrangea. Each has medicinal uses.

And many of the plants are perennials, such as swamp milkweed, wild ginger and strawberry.

The natives, which have adapted to Ohio weather, require less water and little if any fertilizer or pesticides, said Rich Niccum, education-services manager for Preservation Parks. “Overall, (cities) don’t need as much time to maintain them. It’s a money-saving opportunity as well.”

Plus, they are a natural draw for birds and insects — helpful pollinators at a time when bee populations are in decline.

Downtown passersby seem to take little notice of the change. And city leaders hope that silence indicates acceptance.

“I expected to hear complaints about the lack of color because everyone is so used to us putting in petunias and sweet-potato vine, but no one has mentioned the change in a negative way,” said Frances Jo Hamilton, executive director of Main Street Delaware, which oversaw the project.

The plants, from local growers, cost about $1,200, Niccum said.

“People have this mindset of native plants being weeds, that they’re kind of unattractive and plain,” said Neroni. “They don’t think of natives when they’re designing planters or decorating their yards. But we’re trying to show people that they’re wonderful.”

dnarciso@dispatch.com

Bird, Bee & Bat Habitat on OWU’s Campus

In order to mitigate the loss of habitat for wildlife we have began enhancing wildlife habitat across OWU’s campus. A few species were selected in order to jump start OWU’s involvement in rehabilitating habitat area within Delaware. Bats, birds, squirrels, and solitary bees are all common area natives and were targeted to boost ecosystem productivity due to their ecological importance.

House Wren/Carolina Chickadee house installed on April 16, 2014 during a student event sponsored by the Landscape Course Connection. It now contains a Carolina Chickadee nest.

Jayne Ackerman (OWU ’15, jjackerm@owu.edu), Blake Fajack (OWU OWU ’16, zbfajack@owu.edu) & Dick Tuttle (OWU ’73, ohtres@cs.com)

Delaware County, Ohio, home of Ohio Wesleyan, is one of the fastest growing areas in the state [1]. As the county grows, the amount of wildlife habitat is drastically decreased through fragmentation and other anthropogenic interferences. In order to mitigate the loss of habitat for wildlife we have began enhancing wildlife habitat across OWU’s campus.

A few species were selected in order to jump start OWU’s involvement in rehabilitating habitat area within Delaware. Bats, birds, squirrels, and solitary bees are all common area natives and were targeted to boost ecosystem productivity due to their ecological importance [2][3][4].

Methods and Results

Our original goal for the project was to build and place bat boxes on campus since bats are in danger from habitat loss and important for pest control [19, 2]. We expanded the project to include bird houses and bee hotels because of their ecological usefulness for seed (birds [17]) and pollen (bees [20, 21]) dispersal [3]. OWU Alumnus Dick Tuttle joined our project, suggesting we build carolina wren nesting boxes and expand the project to include squirrel dens. Squirrels are important for tree growth and forest succession [4].

Dick Tuttle guided us on the construction of the bird houses and locations to hang them. We summarized our proposed work in a proposal and contacted OWU’s Buildings and Grounds (B&G) to get formal approval for the project [5]. Our proposal included general ecological support for the habitat enhancements, plans for the shelters (sources in references section at [6][7][8][9][17]), installation procedure [10][11][17], maintenance advice [12][13][17], and location suggestions.

The squirrel dens were dropped from the project because, given their size (and the need for three adjacent boxes) there was a lack of suitable locations for them [17]. The other dwellings remained on the list as we looked forward to the building process. Carlyle Ackerman (Jayne’s father) was the lead carpenter and designer of the bat boxes and a key collaborator in the project.

Bat box construction, October 2014.

Two bat boxes were put together with the help of Mr. Ackerman [18]. This was one of the most time consuming aspects of the project.

When B&G accepted our proposal we contacted the moderators of the Small Living Units (SLUs) on campus, suggesting the SLUs would be a good location for the shelters. Several SLUs came forward: the Tree House, the Interfaith House, and the Citizens of the World House. It was decided that the bird houses would be placed at the Interfaith House and Citizens of the World House, and the bat boxes would be placed at the Tree House. Bee hotels would be hung up along the bike path outside of the Science Center and various other locations.

Simple Bee Hotel Construction: reused plastic soda bottles with tops removed (above).

Fill with cut pieces of dried bamboo (above) and place in bottles (below), packed (Fall 2014) for installation in Spring of 2015.

An event was scheduled [14] to help build additional shelters and spread awareness in hopes of interesting campus groups to maintain and develop the shelters in the long term.

Building Carolina Wren boxes, November 2014.

The event required us to collect necessary materials, tools, and also promotion for the event with social media postings. We also presented our work in class [22]. Emily Webb, Ellen Hughes, and Cindy Hastings attended the event. At the event we built 7 bee hotels, and Dick Tuttle assisted us in building 5 bird houses.

The final step of actually mounting the shelters was planned to happen in January 2015. Fall projects, like ours, suffer from the inevitable descent into winter. Both Jayne, Blake and Dick Tuttle committed to finishing the dwellings and installing them in the spring of 2015.

Spring 2015 Efforts and Results

Bird feeders outside of the Schimmel Conrades Science Center (above) and Chapplear Drama Center(below). The feeders are currently maintained by OWU Alumni Dick Tuttle and we would like a student organization to take over maintenance of the feeders.

The feeder stands that hold four feeders are checked daily. Oil sunflower seeds are added to the milk carton feeders. The water bottle feeders are loaded with thistle seed for American Goldfinches and House Finches.

One bottle feeder at each stand has seed ports where American Goldfinches can feed while hanging up-side-down, a maneuver that House Finches cannot duplicate.

A small suet feeder hangs from one of the milk cartons and it is used by woodpeckers, nuthatches and chickadees.

A new hopper feeder was installed on April 27. It can go days before feed is depleted. Three ears of corn are attempts to attract Blue Jays, a species not yet seen at the feeder stations. Crows and grackles might also feed on the corn. Also, on each end of the hopper are compartments designed to hold suet and/or slices of bread, etc.

Carolina Wren boxes painted (above) by residents of the SLUs where the boxes will be mounted, March 2015.

April 25, 2015: Box 3 (above) at the student observatory has one egg in its moss nest.

April 25, 2015: Box 4 between the Hamilton-Williams Center and the
Alumni Center. It contains three Carolina Chickadee eggs.

Future of the Project

General Maintenance of Dwellings

All of the wildlife dwellings need general monitoring to keep an eye out for wear and tear.
Occasional repairs or remounting may be needed depending on the amount of weathering.

Bee Hotel Maintenance

The simple design of the bee hotels may not allow them to last very long but they can be easily made and replaced.

Bat Box Maintenance

Bat boxes are self sufficient but sometimes pests like wasps will take over while bats are not using the boxes. These types of problems may require professional services.
If the bat boxes are not being used after 3 summers they will need relocated.
The SLUs that are hosting bat boxes will be expected to keep these maintenance requirements in mind.

Carolina Wren Nestbox Maintenance

Nestboxes will need cleaned once a year in the summer after birds have left the house.
The SLUs that are hosting nestboxes will be responsible for the cleaning.

Other wildlife home ideas

Larger bee hotels, lady bug homes, general bug hotels [15]
Bee hives
Squirrel dens [4, 8, 11]
Other bird houses: bluebird nest boxes or chimney swift tower [17]
Wildlife brush piles [16]
Bird of prey nesting platform

Recommendations

Getting the B&G proposal done as soon as possible is the number one thing to do when working on this type of project as they took a while to get back to us. Research is very important in case B&G has any questions or your project needs more scientific support.
Have a back-up plan. Original plans may not work out, so be sure to always have an alternative. Don’t be afraid if it is not as good as a place to put the shelter. Even the most poorly placed shelters will help B&G get used to the idea of having them around.
Try to start a native garden near the shelters, or mount the shelters in close proximity to a native plant garden. This helps attract the targeted wildlife to the shelter.

References

[1] Delaware County: http://www.co.delaware.oh.us

[2] Why Bats are Important: http://www.batconservation.org/bat-houses

[3] Why Bees are Important: http://www.esa.org/ecoservices/comm/body.comm.fact.poll.html

[4] Why Squirrels are Important: http://www.rossoscoiattolo.eu/en/role-ecosystem

[5] B&G Proposal: https://drive.google.com/file/d/0B6uLhpiaH654OGoxV1dtMjFsZ3M/view?usp=sharing

[6] Bee Hotel Plans: http://www.opalexplorenature.org/sites/default/files/7/file/How-to-make-a-bee-hotel.pdf

[7] Carolina Wren Nest Box Plans: http://www.wholehomenews.com/blog/Carolina-Wren-Nest-Box/239

[8] Squirrel Den Plans: http://www.helpingwildlife.org/images/squirrelnestbox.pdf

[9] Bat Box Plans: http://www.nwf.org/How-to-Help/Garden-for-Wildlife/Gardening-Tips/Build-a-Bat-House.aspx

[10] Bat Box Installation: http://www.batcon.org/pdfs/bathouses/InstallingYourBatHousebuilding.pdf

[11] Squirrel Den Installation: http://northernredsquirrels.org.uk/Red-Squirrel-Nesting-Box-Info.pdf

[12] Bat House Maintenance: http://bathouse.com/bat-house-maintenance

[13] Bird House Maintenance: http://www.birdhouses101.com/Care-Maintenance-Birdhouses.asp

[14] Facebook Event: http://www.birdhouses101.com/Care-Maintenance-Birdhouses.asp

[15] Bug Hotels: http://gardentherapy.ca/build-a-bug-hotel/

[16] Rabbit Brush Piles: http://dnr.wi.gov/files/PDF/pubs/wm/WM0221.pdf

[17] Dick Tuttle

[18] Carlyle Ackerman

[19] Sheffield, S.R., Shaw, J.H., Heidt, G.A., McClenaghan, L.R. 1992. Guidelines for the protection of bat roosts. Journal of Mammalogy 73: 707-710.

[20] MacIvor, J.S., Cabral, J.M., Packer, L. 2014. Pollen specialization by solitary bees in an urban landscape. Urban Ecosystems, 17: 139-147.

[21] Danforth, B. Bees. Current Biology, 17,5: R156-R161.

[22] Wildlife Home Presentation: https://drive.google.com/file/d/0B6uLhpiaH654ay1jYzRYSWRPT0k/view?usp=sharing

May Move Out 2015

http://maymoveout.owu.edu

OWU Theory into Practice: Research on Olives & Sustainability in Morocco

Michael Durfee, an Environmental Studies and Medieval Studies dual major, was awarded an OWU Theory into Practice grant to travel to Morocco during the summer of 2015 to study sustainability and olive agriculture.

Michael Durfee, an Environmental Studies and Medieval Studies dual major, was awarded an OWU Theory into Practice grant to travel to Morocco during the summer of 2015 to study sustainability and olive agriculture.

Olives and Sustainability: A Traditional Setting in Marrakech, Morocco

Objective:

Behind this project lies the theory that traditional ecological and agricultural knowledge and practices are naturally more sustainable and beneficial for the environment and human health. Traditional societies, if we listen, can offer the Western world ways to combat issues with the environment and sustainability. The olive tree and its fruit are hardy and versatile, and Morocco is a place that requires it. The benefits of using olives and their products are endless. Marrakech has been growing olives for hundreds of years and is of great importance in the diet, agriculture and economy of the people. I will investigate the sustainable aspects of the olive and the production and sale of food and trades material as done in a traditional society.

Description:

As negative environmental consequences of human activity become alarmingly evident, sustainable alternatives to current practices grow in importance. Sustainable alternatives are found in traditional communities around the globe. These communities have ingenious approaches to living sustainably, having adapted their strategies to work well with the environment, not against it.

Traditional Ecological Knowledge (TEK) is the collectively owned and shared knowledge of people whose everyday lives depend on and/or support good land stewardship and species and environmental conservation. These people understand firsthand that biodiversity and environmental health are synonymous with human health. TEK can be found in proverbs, folklore, language, local trades, agricultural practices and conservation, dietary choices, commercial purchases and general mindset.

In order to understand the role of TEK in modern sustainability efforts, I will investigate the olive in Morocco. I will explore the practices of olive growing, processing and marketing within their environmental and sustainability context. Morocco’s High Atlas region and the ancient city of Marrakech is a prime region for olive production. My intentions in Marrakech are to trace the environmental impacts of olives and other produce growing, processing, transport to market, and consumption. To document the “farm-to-table” process in a more traditional society, I will visit several urban markets, bazaars and local restaurants in the city and as many olive groves and olive oil mills as possible.

Image: Fresh food markets in the Medina

As traditional knowledge is found throughout a society, I will supplement my focus by investigating local trades like smithies, tanneries, carpet makers, vineyards, and bakeries. I will get my hands dirty volunteering at these places. During two separate two-week periods, I will put theory into practice by living and volunteering at farms, immersing myself in the world of the olive. The first period I will participate in WWOOF (World Wide Opportunities on Organic Farms) at an organic farm near northern Morocco. My stay there is confirmed with the owner. I will determine my second volunteering experience while in Morocco (as the most traditional places have no internet presence) based on contacts I have made in Morocco.

Image: Landsat Satellite Image of Agricultural Areas Surrounding Marrakech, Morocco.

TEK can be found in the Developed World. We find it in Delaware County in small businesses like the Delaware Community Market, Stratford Ecological Center and the Glass Rooster Cannery. Their sustainable methods and are in many ways a reinvention of traditional practices. I plan to compare my experiences in Morocco with practices in central Ohio in order to gain a better understanding of both locations while providing insights into how to better integrate traditional practices in a modern, Western setting.

Fall ’15 OWU Environmental Travel Course to Costa Rica

Travel Learning Course: Geography 347: Environmental Alteration: Comparative Global Environmental Change: Bahia Ballena-Uvita, Costa Rica & Delaware, Ohio. Learn how to collect environmental data in Delaware, Ohio (Fall 2015) and coastal Costa Rica (January 2016) and understand how it relates to regional and global climate and environmental change.

Travel Learning Course: Geography 347: Environmental Alteration

Fall 2015

Focus: Comparative Global Environmental Change: Bahia Ballena-Uvita, Costa Rica & Delaware, Ohio

Learn how to collect environmental data in Delaware, Ohio (Fall 2015) and coastal Costa Rica (January 2016) and understand how it relates to regional and global climate and environmental change.

Collaborate with Amy Work (OWU 2004) and her community geography organization, Geoporter, in Bahia Ballena-Uvita. Work with local citizens in a developing ecotourism region

Contact: Dr. Nathan Amador (nsamador@owu.edu) & Dr. John Krygier (jbkrygier@owu.edu)

Students need to apply and be pre-approved for this course, prior to registration for fall 2015 courses:

Current Juniors and Returning Seniors April 6, 2015 (7am)
Current Sophomores April 9, 2015 (7am)
Current Freshmen April 13, 2015 (7am)

Details

Global environmental change is among the most important global issues of the next century and central to Geography 347: Environmental Alteration, a core course in Geography and Environmental Studies. The primary objective of Environmental Alteration is to explore the relationship between human and environmental systems from local to global scales. In order to grasp the importance of global environmental change, students need to 1) Understand the importance of scale to differentiate behaviors that modify the landscape (i.e., an individual throwing trash versus tropical deforestation) and their impacts (i.e., local stream pollution versus variability in large-scale precipitation patterns); 2) Understand and practice data collection methods, data analysis and presentation of findings; 3) Understand how research outcomes can affect local, positive changes addressing negative local and global environmental degradation; and 4) Understand the differential impacts of global environmental change by comparing various, worldwide locations, including differences between the Global South (e.g., Costa Rica) and Global North (e.g., the U.S.). The travel component proposed for Geography 347 allows students to effectively engage in all four of these course learning outcomes, building on our Sustainability Region model in Delaware, Ohio and extending it to collaborative work in Costa Rica. The course meets for 3 hours (regular course) + 2 hours (enrichment experience) per week.

The Travel Component:

Drs. Amador and Krygier and students in Geography 347 will travel to and conduct collaborative research in the region around Bahia Ballena-Uvita, Costa Rica.

View larger map

Students and faculty in our course will be working, before, during and after our travel, with Geoporter, a non-governmental organization (NGO) located in Bahia Ballena-Uvita, Costa Rica. Amy Work, a 2004 OWU Geography Major, manages Geoporter. Amy is well known to members of the Geology & Geography program, has a background in geospatial and environmental education, and provides us with a unique opportunity to develop a long-term collaborative project between her organization and OWU, with the potential for repeated future visits by different courses and faculty. As residents of a costal area in transition from a fishing economy to one based on ecotourism, community members in Bahia Ballena-Uvita are interested in understanding their natural environment and the potential impacts of global environmental change: they share many of the same goals as the Environmental Alteration course. Amy has been working with community members to collect and map environmental information for over several years, providing a solid basis in practice. Geography 347 students will also learn the practice of data collection and mapping (as part of the enrichment component of the course), but also, importantly, develop an understanding of the theories and concepts required to analyze and understand collected data. Theories and concepts will be put into practice in Costa Rica, the collaboration designed so students and community members in Bahia Ballena-Uvita will come to understand both the theory and practice of environmental change at a range of scales.

A fundamental focus of any discussion of human modification of the environment is recognition that the planet is composed of various, dynamically different climate regimes and biomes. A perfect case study is the comparison between environmental alteration and its effects in mid-latitudinal, continental Delaware, Ohio and coastal, tropical Bahia Ballena-Uvita, Costa Rica. Comparison between these two sites will allow us to observe (via various data collection sources) local and global-scale climate impacts on precipitation patterns, temperature variability, and sea level rise. The tropics represent the world’s most biodiverse regions, with Costa Rica accounting for 4% of the world’s known species (~500,000). The region is characterized by a warm, tropical climate and distinct wet and dry seasons. As a result of local and large-scale modification of the environment, the tropics are extremely sensitive to perturbations in the climate system, which generate an amplified response, making it vital to understanding the direct relationships between the human and environmental systems in the tropics.

Bahia Ballena-Uvita, on the Pacific Coast, borders Ballena Marine Park, which protects migrating humpback (and other species) of whales. Some of the best-preserved coral reefs in Costa Rica are a short boat ride away at Caño Island Biological Reserve. The coastal mountain chain forms the Path of the Tapir, a vital link in the Mesoamerican Biological Corridor. Nearby are indigenous reserves of the Terraba and Boruca people, and artifacts of their ancestors can be found close to the delta of the Terraba-Sierpe mangroves and wetlands, a protected, internationally recognized site. A little further south, near the town of Golfito, is a tropical fjord called the Golfo Dulce (1 of 4 tropical fjords in the world) with pods of dolphins sometimes numbering in the hundreds.

whale-in-ballena-marine-national-park

Specifically, in the Environmental Alteration course, students and Drs. Amador and Krygier will collaborate with Geoporter and its allied community members to collect environmental data on water quality and stream characteristics, temperature, and rainfall. Additional weather variables will be collected by Dr. Amador’s professional weather station (which will be used in both locations). We will acquire an array of various open source (e.g., free) geospatial data sets, including digital maps, remote sensing (satellite and at-site drone reconnaissance with Geology & Geography’s imaging drone) to monitor environmental conditions (such as meteorological and land use/land cover). These primary data sets will allow the students to assess the impacts of human behavior on the local environment, and to generate suggestions for local-scale changes and mitigation.

Impact of the Travel Component of Geography 347

Amy Work (OWU 2004) and Geoporter have over five years of experience and engagement with Bahia Ballena-Uvita and other regional communities, collecting and analyzing data and affecting community change with a focus on the environment. Before, during and after the course visit to Costa Rica, Drs. Amador and Krygier, Amy Work, students and community members will develop an expanded program of data collection and analysis, focused on the local impacts of global environmental change (with a focus on the locations in Ohio and Costa Rica). This expanded program meets the needs of both Geography 347 and community and Geoporter needs in Costa Rica. Bahia Ballena-Uvita provides an excellent opportunity for travel and engagement, given the rich ecosystem, economic importance of the environment for the future of the community, relevance to the study of local impacts on environmental change, and substantive connections (through Amy Work and Geoporter). Collaboration between participants in Costa Rica and OWU will occur through online, cloud-based GIS software, before, during, and after the travel. Each student will develop a focused course project that will reflect the four course objectives (outlined above). As a result of the students’ travel-learning experience, they will represent the University’s mission by applying course theory to a real-world problem, understanding the importance of citizenship and their ability to contribute to a global society.

Additional Experiences for Students in the Travel Learning Component of the Course:

Several themes will be covered in the Environmental Alterations course for all students, including how humans impact the hydrologic cycle and the global energy balance. Throughout the course, we will assess how humans are involved in altering the local environment (in Delaware, Ohio) with a focus on local data collection here at “home.” Methods learned in Delaware serve as training for data collection in Bahia Ballena-Uvita, Costa Rica, where students will share what they know and co-collect data with community members. Amy Work and Bahia Ballena-Uvita community members will collect some environmental data before the course visit. Before, during and after the visit to Costa Rica, the students will do comparative analysis of the two study sites, using the available data (collected prior, and during the visits). We hypothesize that this approach will allow students to more clearly understand the differential environmental impacts of global climate change and the distinct difference in the response to global environmental change in the Global North and Global South. We believe that some of the students who travel to Costa Rica will wish to continue work on the project, in independent study projects.

The .25 credit enrichment experience will focus on learning the techniques and methods of environmental data collection, mapping and analysis required for the Costa Rica experience but also for the broader goal of comparing and understanding the effects of global environmental change. It is feasible to teach these techniques to a class of 12, but not 35-40 (the typical enrollment of Geography 347). We will, as part of the enrichment experience, investigate how local ecosystems (such as streams) are impacted by humans, by collecting in-situ data, both in Delaware, Ohio (and later in Bahia Ballena-Uvita) on water quality, stream discharge, and stream pollution (due to surface runoff and trash infiltration). Techniques of collecting weather data (temperature, precipitation, etc.) will also be covered. We will “scale up” the research questions to investigate large-scale impacts humans have on the hydrologic system by using satellite imagery to detect variability in sea surface temperature (SST; applicable to tourism and whale watching), precipitation, and air surface temperature patterns. Additionally, we will investigate the effects of large-scale land-use land-cover (LULC) change, primarily through satellite and drone-acquired imagery. Insights from the enrichment experience will be used in the regular Geography 347 course.

Instruments for collecting data will be funded by various sources, including Dr. Amador’s start-up research funds, the Department of Geology and Geography, and Ohio Wesleyan University. We are requesting funds from the Travel Learning grant for relatively inexpensive instruments and equipment that will be used during our proposed course and left with Amy Work and Geoporter to continue collaborative data collection after the visit.

Weather Station: Includes measurements for air temperature, relative humidity, precipitation, barometric pressure, solar radiation and wind speed/direction (already acquired with Dr. Amador’s start-up funds)
A data logger and set of temperature and soil moisture probes (will be acquired with Dr. Amador’s start up-funds.).
A set of 24 thermometers ($6/each) and 24 rain gauges ($5/each), where half will be used in data collection at each site location (Delaware and Bahia Ballena-Uvita). The thermometers and rain gauges will be calibrated against the weather station data for accuracy and precision (we are requesting funds for these devices).
We will use a stream flowmeter ($249.95) to monitor stream velocity and changes in discharge over time. Changes in streamflow are a direct result of precipitation rates, changes in upstream surface runoff (i.e., paving roads), and can help indicate changes in erosion rates through sediment transport through the stream (we are requesting funds for this device).
In order to measure the water quality of nearby streams, we will use a comprehensive water quality testing kit ($398.95) and an additional refill for added samples ($112.95) for each of the two sites. The variables measured include: pH, nitrate-nitrogen, phosphate, dissolved oxygen, total alkalinity, turbidity, and temperature (we are requesting funds for this device).
For data notation, the data collectors will need appropriate, all-weather data notation notepads ($9/each) to record observations and notes during instrument installment and data collection periods (we are requesting funds for these items).

Together, we have collected a list of primary objectives that include data collection, analysis and problem solving, which can be accomplished between the facilitators (Drs. Amador and Krygier, and Amy Work), the community (residents of Bahia Ballena-Uvita), and the OWU students enrolled in the travel-learning course. Communication and pre-planning between the two sites (Delaware, Ohio and Bahia Ballena-Uvita, Costa Rica) will provide for a well-organized and mindful trip, which will lead to a better experience for all involved. The traditional Geography 347 course will meet Tuesday and Thursday between 1:10 – 3:00 pm, with the Travel-Learning component taking place (as a separate course) Tuesday and Thursday 3:00 – 4:00 pm.

OWU Alumni | Sarah D’Alexander (’13) | Practicing Sustainability

Sarah D’Alexander graduated from OWU in 2013 with a double major in Environmental Studies and Biology with a minor in Spanish.

She realized her interest in sustainability while participating in environmental projects at OWU. After assessing ongoing problems on campus, she began developing her own courses of action to promote greener practices.

Sarah D’Alexander graduated from OWU in 2013 with a double major in Environmental Studies and Biology with a minor in Spanish.

In 2012, Sarah created and implemented the May Move Out project, a program aiming to divert student generated waste at the spring semester student move from campus. In two years this initiative recycled over 90 tons of unwanted items such as electronics, clothing, and school supplies by donating to local charities and back to the student body. The university recently received a $10,000 grant supporting the project for 2015.

Sarah (center) and her team celebrating AmeriCorp’s 20 Year Anniversary at the White House. President Barak Obama and former President Bill Clinton spoke to commemorate the program’s legacy.

After graduation, Sarah served as a Team Leader for AmeriCorps NCCC, a 10-month service program devoted to strengthening communities through team based service.

In 2014, Sarah worked with Habitat for Humanity in Maine to increase energy efficiency in low-income households. In addition, she also worked on sustainable farms in Martha’s Vineyard, advocated for disaster preparedness in New York City, removed invasive species in Valley Forge National Park, and helped the city of Baltimore maintain their public parks.

During her time working with Habitat for Humanity—7 Rivers, Sarah and her team learned how to do home inspections to get a baseline for energy efficiency. They air sealed basements, crawl spaces, and attics so they could install insulation that improves the thermal boundaries of the home. Here, she is re-installing a bathroom fan.

Sarah is currently an apprentice at Crown Point Ecological Center, an organic farm located in Bath, Ohio. In the future, she plans to pursue a graduate degree in Sustainability Management.

“On 115-acres located in the rolling hills of Bath, Ohio, Crown Point expresses its mission through organic agriculture and educational programs that integrate four core values: Community, Justice, Spirituality and Sustainability.”

More information about Sarah and her work can be found at:

Twitter Feed: https://twitter.com/dalexands

LinkedIn Page: https://www.linkedin.com/in/sarahdalexander