Connecticut Sea Grant and the Rockfall Foundation are co-sponsoring the 2020 Symposium titled “The Birds and The Bees: What Your Mother Didn’t Tell You,” from 8 a.m. to 1 p.m. March 26.
The workshop, at the deKoven House at 27 Washington St., Middletown, will focus on landscaping practices for a sustainable future. Landscape choices, whether for a commercial site plan or a backyard garden, as well as what we plant for pollinators, can influence the viability of our farms and help mitigate climate change impacts.
Landscaping for Birds and Pollinators: the importance of creating a friendly place for nesting and migratory birds (it’s not just for birdwatchers) – Patrick Comins, executive director, Connecticut Audubon Society
Planting for Bees: the importance and benefits of bees and of public and private land rich with native plants and nutrition – Dr. Kimberly Stoner, agricultural scientist, Connecticut Agricultural Experiment Station
Beyond the Birds & Bees: landscape practices that encourage sustainable habitats of all types – Judy Preston, Long Island Sound outreach coordinator, Connecticut Sea Grant
Panel – The three speakers will be joined by Mary Ellen Mateleska, director, education & conservation, Mystic Aquarium with a perspective on the role of Citizen Scientists.
The symposium is intended for land use planners, landscape architects, gardeners, land trusts, conservation commissions, birders and butterfly enthusiasts, horticulturalists, engineers, beekeepers and all concerned with plant selection for a sustainable future.
AICP and CAZEO continuing education credits pending.
Registration fee: $45 / $15 Students
Optional lunch: $15 / Rockfall Members $5
Registration for lunch must be received by March 24.
I entered UConn as a Natural Resources Major, knowing I wanted to focus on the environment, but unsure of the exact path I wanted to follow. When choosing classes during my orientation session in Summer 2017, it was recommended that I take ANTH 1010: Global Climate Change and Human Societies, taught by Eleanor Ouimet. This was the class that helped me focus on what I wanted to continue doing here at UConn. We spent the class learning about anthropogenic climate change and how that was impacting the world. This became my passion and by the end of the semester, I had declared myself an Anthropology and Environmental Studies double major student.
When picking classes for sophomore year, EVST 3100 was brought to my attention as a major elective. This class is titled: Climate Resilience and Adaptation: Municipal Policy and Planning, also known as the Climate Corps. This class was co-taught by Juliana Barrett and Bruce Hyde, both of whom further increased my knowledge of climate change. Throughout the class, we took some time to look at the concepts, but focused more on applying them to real-world-based problems. One project in particular was called the “Cost of Sea Level Rise” and was an exercise in which each group was given a coastal location and the scenario of four feet of sea level rise. My group was assigned Miami Beach-Central and we decided to shift the entire population of the area to another section of Florida that would not be flooded in the same scenario. We created an entirely new layout using “Tempohousing”, which is a company that converts storage containers into stackable apartments. We also accounted for green initiatives such as solar panels, bike stations, and rooftop gardens. By having free reign with regard to our choices, we were able to formulate a radical solution and discuss concepts that we had never approached before. This allowed us to gain a better understanding of how to deal with these big issues and provided us with the opportunity to implement our own solutions. Throughout this class I learned the skills based on theoretical issues that I would later apply to actual scenarios.
Cost of Sea Level Rise Project
EVST 3100 came with the option of working on an independent study in the Spring 2018, and I decided that I wanted to continue developing the skills I learned in the class. I continued my work with Barrett and Hyde, working on a project with Diane Ifkovic. Ifkovic is the National Flood Insurance Program (NFIP) State Coordinator with CT Department of Energy and Environmental Protection (DEEP). I completed the independent study with her guidance about the Community Rating System (CRS). CRS allows towns to gain points for completing acts such as implementing stormwater management and having higher regulatory standards. Completing these actions gains points that then lead to lower flood insurance premiums for community members. Throughout this independent study I learned how to correspond with state officials and gather research for a real environmental project.
After completing the independent study, I learned about an opportunity for an internship with UConn Extension and Connecticut Sea Grant. I applied and was chosen to work on the project with Juliana Barrett and Robert Ricard. I then spent the summer working on two major tasks. The first involved traveling to different locations around Connecticut and Rhode Island including: Davidson, Putnam, Stonington, Groton, and Westerly. I took pictures of flooding and areas that would be susceptible to flooding. I also visited historical societies and gathered images of historic flood events in Connecticut such as the “Flood of ‘55”. These photos were then put together in a photo bank for reference of flood conditions throughout the state. The second task was to create a video, similar to one from a Rhode Island series, about coastal and inland flooding in Connecticut. This assignment provided me with skills in communication with city officials and allowed me to interact with people from my field of interest. The video has been shown to many city officials and the governor of Connecticut; it has been well received. I was also able to attend a Sea Grant Conference and discuss my involvement with them, which was an amazing opportunity!
Sarah Schechter – Evacuation Route Sign in Stonington, CT
I went into Fall 2019 with the intention of working on a new video, but after talking with Barrett and Ricard, we were unsure of what the next film in the series would be. First, we were looking at making a video about legal aspects of resilience in Connecticut, but that proved to be more complicated than originally thought and has currently been put on the backburner. Instead I have been working on another video about Climate Change in Connecticut, which will be added to the series. Throughout the semester I have been creating an outline by looking at the Rhode Island version, researching climate change impacts in Connecticut, and sorting through a variety of sources. At this point I have a solid outline and will be able to move forward with the next film.
In the Spring of 2020,
I plan to continue working with Barrett on the climate change script and finalize it by the end of the semester. I will then be able to create the climate change video during Summer 2020. This video will involve a similar process to that of the flooding video, as I will need to travel around Connecticut for pictures and to meet with city officials. I also plan to expand upon this project and base my thesis on my work with the Connecticut Sea Grant and UConn Extension. I am still in the planning process, but I know that I will be sending out a survey to city officials and community members to gather information regarding the content of the videos I’ve made. I will continue to develop this plan with Barrett over the course of the next semester.
With frequent downpours flooding many of the state’s coastal roads throughout the fall and into January – including the previous day – the workshop could hardly have had more relevance and timeliness.
“I spent yesterday dealing with countless calls to my office from people saying they couldn’t get to their houses because of flooding,” said Steve Johnson, acting assistant public works director, open space and natural resource agent for Milford. “This is getting to be the new normal. Yesterday I also watched a school bus drive through two feet of water to get the kids home.”
Johnson was one of the speakers at theClimate Adaptation Academyworkshop on Jan. 25 on road flooding. A capacity crowd of more than 80 municipal public works, planning and engineering officials from throughout coastal Connecticut came to the Middlesex County Extension Center in Haddam to spend the day learning about legal, environmental and practical approaches and challenges to “a problem with no easy answers,” said Juliana Barrett, coastal habitat specialist at Connecticut Sea Grant, during opening remarks. Co-sponsored by Sea Grant, UConn CLEAR and UConn Extension, the workshop is the third in a series focusing on the local ramifications of climate change and how towns can learn to cope.
Caught between the encroaching waters and dry land are salt marshes and roadways through low-lying coastal communities. Finding ways so that both can continue to exist on the Connecticut shoreline will be one of the main tasks of coastal town officials for the coming decades, Kozak said.Setting the stage for the issue at hand was David Kozak, senior coastal planner in the Land and Water Resources Division of the state Department of Energy and Environmental Protection. Ocean waters have been creeping onto land at accelerating rates over the past 50 years, and sea levels are projected to rise another 20 inches by 2050 and about four feet by 2100, he said. “Sunny day flooding,” when roads become submerged by high tides rather than heavy rains and storm surge, is becoming more common, he added.
Climate change is perhaps the biggest challenge humanity has ever faced, and just thinking about it can make someone feel exhausted and overwhelmed.
How can the next generation of environmental professionals be prepared to deal a problem that big?
One answer could be found this fall in the Climate Corps class taught at the University of Connecticut by Sea Grant’s Juliana Barrett and Bruce Hyde, land use academy director at UConn CLEAR (Center for Land Use Education & Research). Now in its second year, the course invites students to tackle this global challenge on local scales, methodically breaking it down into more manageable parts.
Often times students at my age find themselves concerned that the subject matter they have been studying for the past two, three, or even four years is not what they see themselves doing for the rest of their lives. Numerous questions begin to arise: Is it too late to change my study plan? If I do, will I now be incredibly behind? Have I just wasted a massive amount of time, money, and effort?
Figuring out what comes after college can be daunting, and everyone has to find their own path. For me personally UConn Extension played a major role in this process.
As most people will tell you, an education of any kind is a never a waste. Knowledge is invaluable beyond measure, and accruing any amount can rarely be a bad thing. That said, not everything we learn about is of interest, but that doesn’t mean it lacks purpose. My dad once told me that one of the best ways to find out what you want to do is by finding out what you don’t want to do, as long as you learn something from the experience. Take a class, or even a job you aren’t sure of. Try it out, learn what you can, and if in the end it wasn’t for you, it was a stepping stone to the next one. An education is as much about personal experiences as it is about lectures and tests. In order to make our contribution to the world we have to learn about ourselves; our strengths, our weaknesses, and where our interest most lies. For some this may take longer than others, but it is never too late to change things up. In fact, the longer it takes, the more you learned along the way! Never discount or disregard your past experience, just because it does not match perfectly with what you are pursuing in the present. Take that wealth of knowledge you have developed and mold it into something relatable to your current interests. Changing your course of study or career path may leave you somewhat behind your new peers in certain ways, but you have a different advantage that they lack. Bringing a new perspective, alternative insight, and fresh ideas to the table can be an extremely positive thing, and can lead you down a path you may have never thought possible. Explore your interests, pursue your goals, and actively take part in creating your future. My story of getting involved in the UConn Extension program is of doing just that.
I am a cognitive science major. For the past three years I have studied how the human mind works through psychology, philosophy, linguistics, neurobiology, anthropology, etc. I have learned a lot about human beings (and what we consider human nature), as well as problem solving, critical thinking, and communication skills, and I have certainly enjoyed it. So many are surprised when I now tell them that I hope to pursue a career in landscape architecture.
“But I thought you were going to be a cognitive scientist, how does that relate to landscaping?” A question I often receive after telling someone my plan. I have come up with a somewhat stock response about being interested in the way humans come to conceptualize and interact with the landscapes around them, but I realized that it doesn’t really matter how I justify it to them, as long as the transition feels like the right move to me. Truthfully, I don’t know if I ever really thought I was going to be a ‘cognitive scientist.’ When I was in high school I picked a school that was affordable with a major that seemed interesting. Since then, I have bounced around so many potential careers, from lawyer to marketing analyst, that I have started to lose track. One constant in this was that every summer, my job consisted of some form of landscaping. I have worked on a farm, in a state park, on a golf course, for commercial landscapers, and have even independently contracted my own jobs. Some of these jobs were a lot better than others, but I learned different things from each and, most importantly, I always loved being outside.
I have often thought about starting my own landscaping company from the ground up. I like the idea of owning my own business and managing people and projects, but many people I know who have done this started straight out of highschool (or even before) and didn’t bother getting a traditional college education. It felt to me like I was somewhat overqualified now, having nearly finished my undergraduate education at a top-notch public university, and while I have great appreciation for what general landscaping takes, I worked hard in college and wanted to make good use of it. I wanted to find a way to tie together my experience from cognitive science to my passion for landscaping projects, my desire to manage people, and my dream of owning my own company. Frankly, I was becoming increasingly confused and frustrated, while the question of ‘what to do with my life’ seemed to constantly loom.
As my frustration began to reach its pinnacle, a number of events occurred. The first was that while searching for summer internships I stumbled across the UConn Extension program, and through that, the Climate Adaptation Academy internship. I had been doing research that semester with a professor investigating people’s neural response to political issues, one of them being climate change, so I had been doing a lot of reading on the matter and had climate issues on the brain. If not for that I may have never clicked on it, and I certainly would not have been able to write the application essay. I did not think too much about the position when I applied (I sent in many applications to many places in my search), but I soon found out that I had received the job, and decided that it seemed to be the most interesting option I had. I still had very little information about what specifically the job would entail, so I waited to hear more.
Meanwhile, I came to the realization that I had a large amount of space in my schedule for the upcoming year. I decided to try and find out more about landscaping courses offered by the school, and if they were available to everyone. As it turns out many of them are, and so I met with a professor in the department, Peter Miniutti, who showed me around the design studio and I immediately fell in love with it. I enrolled in four landscape architecture courses for the upcoming year, and was told that if I was serious about design there were graduate programs out there that accepted plenty of applicants who did not have landscape architecture as a bachelor’s degree, especially if they had already started a portfolio, which these classes would help me do.
Soon the year had ended and I was preparing to start my internship with Dr. Juliana Barrett. Her partnership with Connecticut Sea Grant and UConn Extension has her working on projects that educate and spread awareness about the ways in which towns and communities can deal with the effects of Earth’s changing climate, from alterations to coastal landscapes to increased storm preparedness. I am now involved in all sorts of projects from helping plant one of Connecticut’s first living shorelines (an ecological form of coastal stabilization designed to prevent erosion while maintaining a healthy shoreline), to meeting with municipal workers from various towns to discuss how they have handled past storms and how they plan to handle those of increased severity in the future, to working on a design for a residential riverbank restoration project to replace the riparian vegetation buffer that was clear cut against state regulations. Dr. Barrett invites me to join her at all of her many meetings, and gets me involved in as many of her various projects as she can. When she found out that I was interested in landscape design, she steered me toward projects that would give me extremely valuable real life experience, which is the most important goal of the Extension program. I realized as soon as I started working with Dr. Barrett that she doesn’t care that I have been educated as a cognitive science major, she cares that I am eager to learn and that I am passionate about the work and the subject matter at hand. With this internship I learn new things every day, and while there certainly has been a learning curve in material, I use my past experiences to translate the incoming information into terms I understand, and let the prior insight I have developed shape what I produce. I intend to continue to do this in the coming year when I begin my landscape architecture courses, taking with me every experience I have gained from UConn Extension.
Maybe someday I will be a landscape architect, and maybe I won’t, it’s impossible to know for sure now. What I do know is that everything that I am down the road will be, at least in part, due to the active role I took in creating my future. A small decision like applying for an internship in climate change may not seem like it will change your life, but every experience is a valuable thing, and the interesting part is what it will lead to next. I can already see my Extension internship as being a milestone in creating my future.
UConn Extension’s Chet Arnold, Juliana Barrett and Bruce Hyde are part of a team that received funding from the University as part of the Academic Plan Proposal Awards. Other team members include: Mark Boyer (Geography), Maria Chrysochoou (Civil and Environmental Engineering), Sylvain DeGuise (Pathobiology), and John Volin (Natural Resources and the Environment).
This project will create the UConn Climate Corps, an undergraduate program built upon a new 3-credit course and a subsequent 3 -credit practicum during which students will assist Connecticut communities in adapting to climate change. During the internship, student teams will work closely with Extension faculty mentors to directly engage town officials; the students will collect and present information that will be used by towns as they plan for climate resiliency. The Climate Corps will contribute significantly to the Sustainability and Resilience Strategic Area of the Academic Plan, serve as a high profile facet of the University’s public engagement portfolio, and provide a real world service learning experience and work force development for high-achieving students in environmentally related programs, including the Environmental Sciences, Environmental Studies, and Environmental Engineering programs.
When the subject of climate change comes up, the first thing that comes to mind for many people is the impact of sea level rise on coastal communities. While the impacts of Tropical Storm Irene and Superstorm Sandy grab the headlines, with dramatic pictures of flooding, collapsed houses and eroded shorelines, there are many complex and equally important climate related issues that will challenge both coastal and inland communities in the next several decades.
Climate Adaptation Academy (CAA) sessions are running on various subjects, and more are being developed. Sessions that have been held include general climate adaptation education, inland flooding issues and research, and shore protection/living shorelines. Sessions that are under development include climate impacts on agriculture, and legal coastal climate change issues. The CAA has a website (http://clear.uconn.edu/climate/) with information on upcoming events as well as pertinent information and news on climate adaptation.
In early May, over 700 people gathered in St Louis, MO for the second National Adaptation Forum (NAF). The purpose of the NAF is to promote and share climate adaptation research, issues, tools and strategies. Participants gathered from across the United States and Canada including federal, state and municipal officials, consultants, NGO’s, academics and representatives from tribal nations. There were heart wrenching stories of climate impacts slowly destroying communities and changing lives as well as inspiring solutions and new technologies.
The Forum included presentations, many of which incorporated audience participation or discussion, a poster session, working groups, training sessions, exhibit booths, and networking events. The networking events provided time to meet new people and talk with other participants about issues and strategies that are working in their communities. Bruce Hyde (UConn Extension) and I presented a poster on the Climate Adaptation Academy in Connecticut and shared the topics and issues facing Connecticut municipalities and residents.
Having attended the Inaugural NAF in 2013, progress on climate adaptation solutions and strategies is very apparent. The first Forum was very much, “Here’s what we should be doing.” A short two years later, the focus is, “Here’s what we are doing/Here’s what’s working/Here are new tools.”
The next NAF, to be held in 2016, will hopefully bring more students into the discussion as many of the solutions and strategies to deal with the impacts of climate change will come from them.
The Climate Adaptation Academy (CAA) is developing a list of challenges that municipalities and residents are facing as a result of climate change and we need your help. CAA is a partnership between Connecticut Sea Grant and UConn’s Center for Land Use Education and Research (CLEAR) and was developed after talking to a variety of local officials and residents, consultants and state officials. While the impacts of Tropical Storm Irene and Superstorm Sandy grab the headlines with dramatic pictures of flooding, collapsed houses and eroded shorelines, there are many complex and equally important climate related issues that will challenge both coastal and inland communities in the next several decades. Identifying these issues in the near term will help advance the effort to fully determine the magnitude of each and begin to develop an adaptive response. This will be a long-term process and, to be effective, will require participation of a wide range of individuals, institutions and governmental agencies.
An important component of all CAA presentations is an opportunity for participants to share the challenges they face and ways they have developed to adapt to the impacts of climate change. We don’t know all the answers. In some cases we don’t even know the questions. The CAA is designed to be a continuous process by which the complex and emerging climate adaptation issues facing municipalities and residents are identified and innovative solutions are shared.
The list below includes the issues that our research has identified as being of concern to people in Connecticut as they begin to address the impacts of climate change. We have developed programs and held workshops to address a number of these issues. For others we are exploring partnerships and plan to engage in education and outreach on these topics in the future. Please let us know if there is an area of concern that you do not see below.
Climate Adaptation Academy topics identified to date:
General climate adaptation outreach for municipal officials and the public
Flooding—this includes impacts on stormwater systems, wastewater treatment systems, street flooding, flood insurance and more
Shore Protection/Living Shorelines
Climate Impacts on the real estate community
Adaptation issues for businesses, especially those located on the coast
Legal issues of climate adaptation
Impacts of climate change on agriculture
Climate impacts on the natural environment
Flooding, storms and mold
How climate change will affect septic systems and water supplies
Development of a Rapid Response Team to assist municipalities and homeowners after storm events
Climate impacts/storm surge on transportation systems
What to use –too much information from too many sources