Deer damage or feed on a wide variety of fruits and vegetables such as cole crops, lettuce, grapes, corn, pumpkins, berries, tomatoes, fruit trees and other plants. Because white-tailed deer lack upper incisor teeth, the damaged leaves and twigs or stems have jagged edges, compared with a clean-cut surface left by rodents and rabbit feeding. Vegetables are readily eaten and entire gardens may be destroyed. Sweet corn tips are eaten, including the silk and one to two inches of the ear but occasionally plants are grazed to the ground. In addition, deer trample many crops as they move about the field. Deer are active in Connecticut year-round. Breeding occurs from October to December. Fawns are born in May and June weighing about eight pounds at birth and increasing in weight over the next six to seven years. Peak feeding activity occurs in early morning and late evening; thus, deer may damage the garden without being seen. Damage by deer in Connecticut is increasing as residential development forces deer into smaller and smaller habitats and wild food sources decrease.
Deer are protected during all times of the year except various hunting seasons or by obtaining special crop damage permits. All methods of destroying deer such as using traps, poisons, toxic baits, etc. are dangerous to domestic animals and individuals and may result in liability for damage and poor public relations. Read more….
A new tool is available to make it easier for communities to create or enhance a map of their stormwater system. The CT GIS Network‘s Standards Committee has collaborated with the CT Department of Transportation (CTDOT)to develop a Stormwater System Mapping Template. The template provides a framework for mapping everything from your catch basins to your stormwater outfalls and everything in betw
een. It is geared toward meeting the requirements for system mapping found in the MS4 general permit, but is useful for any community looking to get a better handle on its stormwater drainage network.
a spreadsheet (if you don’t speak GIS and want to look at the template in Excel to see what categories there are),
a geodatabase (if you want to create a new Esri geodatabase in your GIS), or
an XML Schema (if you want to import the schema into an existing or new Esri geodatabase)
CTDOT is using this schema to map their entire statewide drainage network over the next 10 years. It is hoped that by working toward a standardized format for this information, the sharing of interconnections information between the state system and town and institution systems will be easier. Thus, even if you have already started mapping your system, it would be useful to review the new template to see how DOT is collecting, and will soon be sharing their data.
If you have any questions about the new template, contact firstname.lastname@example.org or email@example.com.
Gregory Desautels interned with Dr. Mike Dietz of UConn Extension in the summer of 2019, working with Dr. Dietz on projects for UConn CLEAR. Gregory has continued working with Dr. Dietz on projects funded by Connecticut Sea Grant during the fall 2019 semester. In the article below, Gregory reflected on his summer internship.
Through my summer as an Extension intern at the UConn Center for Land Use Education and Research (CLEAR), I learned skills and had experiences, which may shape my future. I learned technical skills, working in GIS programs such as Arc Pro and AGOL, as well as Microsoft Excel and Google Sheets. I improved my organizational skills, learning how to manage multiple iterations and edits of data files so they could be referenced in the future. I learned how to work independently and improved my problem solving while working on projects that were challenging, and sometimes over my head. Finally, I was able to practice communicating with coworkers and supervisors.
The technical skills that I developed this summer were one of the most valuable parts of this experience. Through projects such as the Shellfishing Atlas and Campus LID Map, I had to use many of the skills developed in my previous GIS classes. Furthermore, these projects required me to work outside the confines of my previous experiences and to learn new skills, often by reading tutorials and self-teaching. In programs such as Excel, which I had previously considered myself adept, I found that there was still a lot to learn, and hands on experience was the best way to do so. I consider these experiences valuable not only for the skills learned, but also in learning how to teach myself. In my career, I expect there will be times when I do not know how to solve a problem and I will need to use all the resources available to learn how to solve it.
Organizational skills, specifically in reference to managing files for GIS were one of the most practical skills that I developed. Through my own processes of trial and error, as well as through new iterations becoming available, I was often left with multiple seemingly identical files with small but vital differences. My previous nomenclature wasn’t sufficient to keep track of all these files, however several of my coworkers taught me how to build and manage file databases. This has allowed for a cleaner workflow and the ability to backtrack and reference previous steps, both important skills when working in GIS.
This internship was also a valuable experience in communication. In communicating with coworkers, supervisors
and faculty members, I learned to adapt my communications to them. As someone who defaults to excessive formality, I often had to tone back and learn how to match someone else’s level. I found that the formal “Thank You, double space, sincerely, double space, signature” format lauded by schools is not always practical or necessary and that being overly formal can actually hinder clear communication.
In terms of my career goals, I don’t feel that this summer has wildly altered my trajectory, however I do feel that I have a better understanding of what to expect. Seeing the “behind the scenes” work related to securing grants and funding, as well as how this office fits into the larger body of UConn has been eye-opening. This internship was valuable in more ways that I can say, and I am confident that as I progress through my career, I will find many more instances where this experience has helped me.
Article by Gregory Desautels, CLEAR Intern Reflection
This weekend at the Mass Trails Conference in Leominster Charlie Tracy, our new Connecticut Trail Census Coordinator, received an achievement award to recognize his over 30 years of dedication to trails work and building successful collaborative partnerships in Massachusetts and across the nation. Charlie is well loved in the trail community and we are so lucky that he has chosen the next stage of his career following retirement from the National Park Service, to include this work in Connecticut. Charlie and Laura Brown, our Community and Economic Development Extension Educator also presented a successful session on the Trail Census at the conference.
A UConn partnership led by CLEAR has received a $2.25 million grant from the National Science Foundation to expand and study a new public engagement program that combines teaching, service learning, and Extension outreach.
The program is called the Environment Corps and focuses on using STEM (Science, Technology, Engineering and Math) skills to address important environmental issues like climate adaptation, brownfields remediation, and stormwater management at the municipal level. Environment Corps combines the familiar elements of classroom instruction, service learning and Extension’s work with communities in a unique way that allows students to develop STEM skills and get “real world” experience as preparation for the workforce, while communities receive help in responding to environmental mandates that they often lack the resources to address on their own.
The Environment Corps project is built on an extensive partnership at UConn. It includes faculty from four schools and colleges in five departments: Natural Resources and the Environment, Extension, Geography, Civil and Environmental Engineering, and Educational Curriculum and Instruction. In addition, the project involves four university centers, all three environmental major programs, and the Office of the Provost.
The “E-Corps” came out of a three-year pilot project originally funded by the UConn Provost’s Office in 2016. That project developed the Climate Corps, an undergraduate instructional effort focused on local, town-level impacts of, and responses to, climate change. Designed to draw students from the Environmental Studies, Environmental Sciences, and Environmental Engineering majors, the Climate Corps debuted in the fall of 2017. The program consists of a class in the fall with a strong focus on local challenges and issues, followed by a “practicum” spring semester during which students are formed into teams and matched with towns work on projects. Partnerships with the towns are built on the long-term relationships that have developed between local officials and Extension educators from CLEAR and the Connecticut Sea Grant program.
Climate Corps was a hit with both students and towns, and in 2018 spun off a second STEM offering, this one focusing on brownfields (contaminated sites) redevelopment. The Brownfields Corps, taught by the Civil and Environmental Engineering Department, debuted in the fall of 2018. With the NSF funding, there will now be a third “Corps,” the Stormwater Corps, which is under development and will help towns deal with the many requirements of the state’s newly strengthened general stormwater permit. A Stormwater Corps pilot program, funded by the National Fish and Wildlife Foundation, is just finishing up and has been a great success.
The NSF-funded project involves expansion and coordination of the three programs, but also has a major focus on studying the impact of the E-Corps approach on students, faculty, participating towns, and the UConn community. The research will be conducted by faculty from the Neag School of Education. The Center for Excellence in Teaching and Learning will take the lead in working with university administrators and faculty to promote further expansion of the model.
The local, real-world focus of the E-Corps model is getting an enthusiastic response from students. One student wrote: “Climate Corps had a huge influence on me, and for a while I wasn’t super excited about the sorts of jobs I’d be qualified to do…but having this experience opened so many doors for me and exposed me to so many different things I could do. I’m really excited to start my new job because I’ve been able to combine a career with something I find super interesting.” Fall classes are filled to capacity for the Climate and Brownfields Corps, and Stormwater Corps begins in the spring.
Send your soil sample in for testing now. Our standard nutrient analysis includes pH, macro- and micro nutrients, a lead scan and as long as we know what you are growing, the results will contain limestone and fertilizer recommendations. The cost is $12/sample. You are welcome to come to the lab with your ‘one cup of soil’ but most people are content to simply place their sample in a zippered bag and mail it in. For details on submitting a sample, go to UConn Soil and Nutrient Laboratory.
UConn’s Conservation Training Partnership (CTP) program within the Natural Resources Conservation Academy pairs teen and adult volunteers together to conduct local community conservation projects throughout the state.
One of our current teams is working on a project to help raise awareness about bats in the northwest corner of Connecticut for the Kent Land Trust and Marvelwood School. CTP participants Laurie Doss and Aiden Cherniske recently took an exciting detour from their project to help state wildlife rehabilitators, Linda Bowen and Maureen Heidtmann, photograph a bat to determine its species identification.
Using macrophotography techniques, Aiden was able to capture an image of the bat’s tragus – a piece of skin in front of the ear canal and an important feature in identifying bats to species.
The photographs were sent to state and federal wildlife officials, and used to help confirm that the bat raised in rehabilitation was indeed a federally threatened Northern Long Eared Bat (Myotis septentrionalis). Fortunately, the bat survived the rehabilitation efforts and was able to be released back into its natural environment.
The Land Use Academy is offering anAdvanced Training session onOctober 26, 2019. Registration at 8:30. Training from 9:00 AM-3:30 PM at the Middlesex County Extension Office in Haddam, CT.The topics covered are listed below. Cost is $45 and includes continental breakfast, lunch and course materials.
Follow the registration link at the bottom to register online or to obtain a registration form. We hope to see you in October!
In response to feedback from both professional planners and land use commissioners, we are offering an all-day advanced training covering three topics in-depth.