Center for the Environment, Ecological Design, and Sustainability ...

CenterfortheEnvironment,EcologicalDesign,andSustainability

SmithCollege

AnnualReport

August2016

Submittedby RobertM.Newton,Director

CEEDSannualreport,August2016 2

ExecutiveSummaryTheCenterfortheEnvironment,EcologicalDesign,andSustainability(CEEDS)preparesallSmith students to lead on issues of environment and sustainability. In 2015‐16, SmithCollegereceived$1.2millioninendowmentsupportforCEEDS,furthersolidifyingitsroleintheeducationofourstudents.Headingintothe2016‐17academicyear,wewillwelcomebackstudentswhohaveneverknownaSmithwithouttheenvironmentalconcentrationsorthe Bechtel Environmental Classroom. All of the CEEDS programs continue to grow anddevelop, engaging more and more students and faculty from across a wide range ofdisciplines.The2015‐16yearsawtheinitiationofanArtsAfieldprogram,acollaborationbetweenCEEDSandAthleticsforthemanagementofthelow‐ropeschallengecourseattheMacLeish Field Station, updated environmental monitoring, innovative curricularenhancements across campus, numerous field trips for students and faculty, andopportunities to engage with environmental leaders through a range of workshops andcolloquia. We also welcomed to Smith Alexander Barron, assistant professor in theEnvironmentalScienceandPolicyProgram,andEllenHarterWalltoalimited‐termpositionasCommunicationsCoordinatorforCEEDS,theOfficeofCampusSustainabilityandtheStudyGrouponClimateChange.

Regularoperatingexpenses (includingall salaries and compensation)during2015‐2016,totaled$337,813andCEEDShadanadditionalexpenditureof$70,137ofone‐timefunds.

1 MissionandOutcomesBuilding on a strong tradition of women’s leadership at Smith, the Center for theEnvironment,EcologicalDesign, andSustainability (CEEDS)brings together faculty, staff,and students from the natural sciences, social sciences and history, humanities, andengineeringtoaddressenvironmentalquestionsandchallenges.Ourmissionistograduatewomenwhoexcelat integratingknowledgetosupportenvironmentaldecisionsandactions.Thismission,andCEEDSitself, isintendedtocomplementandenhancethewiderangeofcurricularpathwaysthatstudentscanchoosetostudytheenvironmentatSmith.CEEDSisaboutlinkingknowledgeacrosstheliberalartsandcriticallyapplyingthisknowledgetoreal‐worldsolutions.

Inpursuitofthesegoals,theactivitiesoftheCenteraredirectedtoward:

Enhancingthecurriculum Sponsoringintegrativeenvironmentalprojects Usingourcampusasamodelofsustainability Integratingenvironmentalresourcesandinformation

Sections3through6ofthisreportareorganizedaccordingtothesecategories.


AsCEEDSisdrivenbyeducationaloutcomes,ouractivitiesfocusonmaximizingtheimpactof the Center in accomplishing our mission. Through the programs, activities, andcollaborationsfacilitatedandsupportedbytheCenter,weintendthatSmithstudentswhoengagewithCEEDSwill:

MakeConnectionsStudentsbringtogetherknowledgeanddatafromdifferentfieldswithintheunifyingcontextoftheenvironment.

SeeMultiplePerspectivesStudentslearntoseeenvironmentalissuesfrommultipleperspectivesbyinteractingwithfaculty,staff,alumnae,otherstudents,andcommunitymemberswithdifferentbackgrounds,experiences,andknowledge.

GetOutsideStudentslearnfromthecommunitiesandbuiltandnaturallandscapesinwhichtheyliveandstudy.

TakeActionStudentstakeonenvironmentalprojectsinsideandoutsideofthecurriculumanddrawupontheirliberalartseducationinpursuitoftheseprojects.

CommunicateEffectivelyStudentsdevelopskillsinlisteningtoandcommunicatingwithotherstofacilitatedecisionsandaction.

BuildMeaningfulCareersStudentsfindmeaningfulinternshipsandemploymentinenvironmentalfieldsoverarangeofsectors(graduateschool,business,non‐profit,government).

Additionally,asaresultoftheCenter’sexistence:

FacultyareSupportedMembersofthefacultyuseCEEDSasaresourcetosupportandenhancetheirteachingandscholarship.

AlumnaeConnectSmith alumnae connect with the college, current students, and each other to shareknowledge,experiencesandexpertiserelatedtotheenvironmentandsustainability.

SmithGainsRecognitionSmith enhances its reputation as amodel of environmental sustainability, as a place forstudentstolivesustainably,andasoneofthebestplacestostudytheenvironment.

SmithEvolvesInnovative ideas that prove successful within CEEDS are adopted and implementedthroughoutthecollege.


2 GrowthandDevelopmentCEEDSisrecognizedasanimportantresourceforcollaborationandtheplacetocomeforinformationabouttheenvironmentatSmith.CEEDSstaffmembersconnectstudents,faculty,andvisitorstoenvironmentalorganizationsinourcommunityandresourcesrelatedtothecurriculum,projects,operationsandfacilitiesatSmith.Thiscentralizationisofgreatvalueto our community and helps to reinforce Smith’s commitment to the environment andsustainability.TheroleofCEEDSintheeducationofSmithstudentscontinuestogrowanddevelop.Duringthe2015‐2016year,CEEDSinteractedwiththousandsofpeople—fromstudentsandfacultytocommunitymembersandlocalleaders.OurenergiesweredirectedtowardincreasingourvisibilityandconnectionsoncampusandwithinthegreaterFiveCollegearea.Tothisend,theyearsawcollaborationsdeepenwithanumberofSmithofficesandprograms,severallocal non‐profit organizations, and members of the Five College consortium—Amherst,Hampshire,MountHolyoke,andUMass‐Amherst.

Students,staffandvisitingenvironmentalfellowswiththemanyboxesofapplestheygleanedforaSpringfieldsoupkitchenwithlocalorganizationRachel’sTable.

2.1 Personnel

Asof July1,2016, theCEEDSstaffcomprisesthedirector,assistantdirector, fieldstationmanager, environmental research coordinator, communications coordinator, andadministrativeassistant.EnvironmentalFellows,appointedfromtheSmithCollegefaculty,providestrategicguidancetothedirectorandstaff.Separateadvisoryboardsexist tosetpolicy andmake decisions related to the MacLeish Field Station and the environmental


concentrations. During the fall, CEEDS partnered with the Institute for Training andDevelopment to host an international environmental fellow from Peru (see box below).CEEDSalsosupported9studentinternswhoengagedinavarietyofprojectsbothon‐andoff‐campus.Table1providesalistofCEEDSstaffandaffiliatedfaculty.

Table1:CEEDSstaffandaffiliatedfaculty,2015‐16.

StaffDirector RobertNewton

AssistantDirector JoanneBenkley

FieldStationManager ReidBertone‐Johnson

Env.ResearchCoordinator PaulWetzel

CommunicationsCoordinator EllenHarterWall

AdministrativeAssistant JohannaWalter

EnvironmentalFellows JesseBellemare,BiologicalSciences,EnvironmentalScienceandPolicy(ENV),LandscapeStudies(LSS)

DanielGardner,History

AnnLeone,FrenchandLandscapeStudies(LSS)

JamesLowenthal,Astronomy

AmyRhodes,Geosciences,ENV

L.DavidSmith,BiologicalSciences,ENV

MacLeishAdvisoryBoard AmyRhodes(Chair),Geosciences,ENV

JesseBellemare,BiologicalSciences,ENV,LSS

ReidBertone‐Johnson,CEEDS,LSS

ScottJohnson,Athletics

RobertNewton,CEEDS,exofficio

AdvisoryBoardforEnvironmentalConcentration:SustainableFood(EFX)

ElisabethArmstrong,StudyofWomenandGender

JoanneBenkley,CEEDS

BarbaraBrehm‐Curtis,ExerciseandSportStudies

MichelleJoffroy,SpanishandPortuguese

AnnLeone,French,LSS

RobertNewton,Geosciences,CEEDS,ENV

NancySternbach,SpanishandPortuguese

PaulWetzel,CEEDS


2.2 AlumnaeAdvisoryBoard

TheCEEDSAlumnaeAdvisoryBoardsharestheirprofessionalexpertiseandinsightswithCEEDSstaffandEnvironmentalFellowsandinturnsharesourmissionandsuccesseswithalumnaeandexternalaudiences.Membershipcomprises:

Donna Attanasio ‘81, Senior Advisor for Energy Law Programs, the GeorgeWashingtonUniversityLawSchool

KatherineBorgen’64,BoardChairofRachel’sNetwork;TrusteeEmerita,TheNatureConservancy(CO);Director,BorgenFamilyFoundation;Director,WalkingMountainsScienceCenter

LeslieCarothers ‘64,VisitingScholarat theEnvironmentalLawInstitute;member,BoardofDirectorsoftheCenterforClimateandEnergySolutions

AiméeChristensen‘91,FounderandExecutiveDirector,SunValleyInstitute;FounderandCEO,ChristensenGlobalStrategies

IlonaJohnson‘06,MechanicalDesignEngineer,GHTLimited

Erinn McGurn ‘94, Co‐founder and Executive Director of SCALEAfrica;Owner/Principal of SCALEStudio; member, Board of Directors of the AlumnaeAssociationofSmithCollege;member,STEMAdvisoryBoardforthePartnershipforAfterSchoolEducation(PASE)

JanVanderVoortPortman‘78,Trustee,TheNatureConservancyofMontana;RareandArtWorks,Cincinnati;HonoraryLifeTrustee,TheNatureConservancyofOhio

The advisory board met in October 2015 and connected again via a Google HangoutconferencecallinJune2016todiscusstheongoingworkandgoalsofCEEDS.Thenextin‐personmeetingwiththeBoardisscheduledforOctober2016.

AdvisoryBoardforEnvironmentalConcentration:ClimateChange(ECX)

JesseBellemare,BiologicalSciences,ENV,LSS

JoanneBenkley,CEEDS

ElliotFratkin,Anthropology,ENV

NathanaelFortune,Physics

DanielGardner,History

AliceHearst,Government

DanielleIgnace,BiologicalSciences,ENV

JamesLowenthal,Astronomy

RobertNewton,CEEDS,Geosciences,ENV

AmyRhodes,Geosciences,ENV

SusanSayre,Economics,ENV

GregoryWhite,Government,ENV


CEEDSHostsEnvironmentalFellow

CEEDSsponsoreditsfirstinternationalprofessionalenvironmentalfellow,LuciaDelbene,thisfallthroughtheInstituteforTrainingandDevelopment(ITD).TheprogramissponsoredbytheU.S.StateDepartment’sBureauofEducationandCulturalAffairsandbringsemergingenvironmentalsustainabilityprofessionalleadersfromMexico,Peru,andUruguaytotheUnitedStatesforintensivefellowshipsdesignedtobroadentheirprofessionalexpertise.AyoungbiologistfromUruguay,Luciarunsagender,ecologyandsustainabilityprogramtherethataimstoexplorehowwomenarelinkedtotheenvironmentandaffectedbyitsdestruction.Sheisworkingtogatherinformationforabookonthistopic.DuringherthreeweeksatCEEDS,Luciaconductedresearchinthearchives,attendedseveralclassesandseminars(bothatSmithandUMASS)andparticipatedinanumberofCEEDSevents.Neartheendofhertimeoncampus,shegavealunchtimetalktitled“EcofeminisminLatinAmerica,”whichwasattendedbymorethan50studentsinterestedinlearningabouttheintersectionsinherentinthetopicofecofeminism.ItwasapleasuretowelcomeLuciatoCEEDSandlearnfromherperspectiveonenvironmentalissues.

LuciatalksaboutecofeminismwithanoverflowaudienceinCEEDS.


2.3 GrantProposals,Gifts,andFundraising

In2015‐2016,theCenterfortheEnvironment,EcologicalDesign,andSustainabilityreceivedanumberof giftsandcommitments fromalumnaeand friends.Gifts greater than$1,000include:

Pledge/Giftamount Donor Intent

$1million MaryWilson‘69 Endowment

$200,000 Namewithhelduponrequest Endowment

$20,000 KatherineSharpBorgen Currentuse

$10,000 AndreasFoundation Currentuse

$10,000 Schwab Fund for CharitableGiving

Currentuse

$2,000 DonnaAttanasio Currentuse

$1,000 WilliamPortman Currentuse

Three Questions for Marcia MacHarg, Smith College Board of TrusteesmemberandCEEDSdonor

Q:HowdidyoubecomeinvolvedwithCEEDS?

A:WhenIwasexploringwaystosupportSmith’smission,IlearnedaboutCEEDSandwasimmediatelyattractedbythecross‐pollinationofideasitpromotes.EveryoneImet—staff,faculty,andespeciallystudents—weresopassionateaboutCEEDSthatIbecamejustaspassionate.HelpingputCEEDSonafirmfinancialfootingforthefuturewasahappyfitforme.

Q:You'recurrentlyamemberoftheStudyGrouponClimateChange,whichislookingathowSmithcanrespondtoglobalclimatechange.Whatcanyousharewithusaboutthecommittee’swork?

A:I’vecometoseethataddressingclimatechangeandsustainabilityisoneofthemostcomplexissuesfacingthecollegenowandin

thefuture.It’slikeamillion‐piecejigsawpuzzle.Butwiththesheertalent,dedication,timecommitmentandknow‐howofthemembersoftheStudyGroup,andthehelpofthewiderSmithcommunity,we’reputtingthepiecesofthepuzzletogether.We’llhaveareportforPresidentandtheBoardofTrusteesbytheendof2016.

FormerDirectorAndrewGuswaandMarciain CEEDS.


Q:Whathaveyouenjoyedmostaboutworkingonthecommittee?

A:Iloveworkingwithsuchareallysmartgroupofpeoplewithvariousstrengths,perspectivesandhistories.It’sbeenparticularlygreattoworkwiththestudents—they’resoaccomplished!Thisspring,ProfessorCamilleOttombre‐Washington’sENV201/202classledworkshopstogaugetheprioritiesand concernsof the Smith communitywith regard to climate change.They thenpresented theirfindingstothecommitteeandsubmitteda100+pagereport!

3 EnhancetheCurriculum

3.1 EnvironmentalConcentrations

CEEDSofferstwoenvironmentalconcentrationsthatprovideaframeworkforstudentstointegratetheiracademicandexperientiallearningaroundcross‐disciplinaryenvironmentaltopics:climatechangeandsustainablefood.Eachconcentrationcomprisesfourcomponents:agatewaycourse,corecoursesselectedfromacrossthefivecollegesinconsultationwithafacultyadvisor,twopracticalexperiences,andaproject‐basedcapstonecourse.In2015‐16,28studentswereaffiliatedwithourenvironmentalconcentrationsinsustainablefoodandclimatechange.

3.1.1 GatewayCourses

Studentschoosebetween twogatewaycourses thatpresentenvironmental issues fromarange of perspectives: LSS 100 Landscape, Environment, and Design; and ENV 100Environment andSustainability:Notes from theField. ENV100 is a courseorganizedbyCEEDS staff that exposes students to real‐world practitioners in a broad range ofenvironmentalfields.

This year, speakers inENV100 ranged from a local architect discussing energy efficientbuildingstoanagriculturalspecialistdescribingwhylocalfoodmatters.Twoalumnaspoketotheclass:artistJillMetcoff‘69showedandinterpretedherphotographsofprairiefiresintheMidwest;Molly Sauvain ‘11, theEducationCoordinator at theFoodBankofWesternMassachusetts,spokeonfoodsecurityandtherighttofoodforallpeople.Theclassalsotooka field trip to the Northampton water treatment plant for an informative tour of theiroperations.AppendixAprovidesa complete listof the2015‐2016ENV100andLSS100speakersandtheirlecturetitles.

3.1.2 CapstoneProject:SustainableFood

Thegoalofthesustainablefoodcapstoneclassistoprovidestudentswiththeexperienceofworking together on a real project. The class of seniors work with a “client” gatheringinformation,conductingsurveys,creatingmaps,andeventuallymakingrecommendations.Throughoutthesemester,studentsapplytheknowledgeandskillstheyhavelearnedduringtheirtimeatSmithtowardtheirparticularproject.Invariably,theyalsolearnatremendousamountaboutteamwork,communication,projectmanagement,andmeetingacommongoal.

Thisyear,thecapstoneclassinvestigatedthemethodsofprocessingorganicmaterials—foodscraps,paperproducts,landscapetrimmingsandcompostableeating‐ware—forthecollege.These valuable resources are currently either composted off campus or incinerated. Theinvestigation focusedspecificallyonaerobicandanaerobicwastedigesters.Thestudents


determined the appropriate size of commercially available units needed, estimatedeconomicreturnsandprojectedhowmucheachsystemwouldreducethecollege’scarbonfootprint.Theclassalsoconsideredtheeducationalbenefitsofeachsystemandconductedashort survey of faculty asking if they would use either digester as a teaching tool. Thestudentsfeltthatprocessingorganicwasteoncampuswouldmakeavailableanimportantteachingtoolandresultinvaluableproductsthatcouldthenbeusedoncampus.

Thiswinterjuniorsandseniorswentonamini‐retreatwithstafffromCEEDSandtheWurteleCenterforWorkandLifetoreflectontheirexperienceswithintheconcentrations.

Aerobic digestion provided a simple, on‐site, relatively low cost method of processingorganicmaterialwiththebenefitofproducingcompostforthecampusgrounds.ProcessingSmith’s organic materials with an anaerobic digester had the benefit of producing bothenergy and compost fertilizer. The students estimated that an anaerobic digesterwouldproduce0.3%ofthecollege’senergyneeds,saving$10,140or0.2%oftheannualenergycosts.However,Smith’swastestreamwasnotlargeenoughtosupportananaerobicdigesteryear round.Anaerobicdigestionwasonly feasible for the collegewith collaboration in aregionalfacility.Eventhoughsuchafacilitycouldnotbelocatedoncampus,thecapstonestudents recommended that the college investigate joining a regional anaerobic digesterprojectasthebestwaytoconvertorganicmaterialsintofuelandfertilizer.

Likelastyear’scapstoneclass,thestudentsfeltthatoneoftheprimarygoalsofthecollegeisto educate students in sustainable life practices. The advantage of having a digester oncampuswas that students could see the connection between organicwaste from diningservices, composting food scraps and fertilizer on the grounds. It is another example of


workingtowardalegacyatSmiththatisenhancedbyusingthecampusasaclassroomandteachingstudentshowtostewardtheresourcesthatsustainthem.

3.1.3 LinkingAcademicsandAction

Anintegralpartoftheconcentrationsarethepracticalexperiencesstudentscomplete.Thisyearourstudentstookpartininternshipswithtwelveorganizations,includingtheGlobalInstituteforWater,EnvironmentandHealthinGeneva,Switzerland;Noho’anaFarminWaikapū,Maui;theCommunityHarvestProjectinNorthGrafton,MA;andtheSachamamaCenterforBioculturalRegenerationinPeru.Theirprojectsincluded:

conductingresearchonthescientificwatermonitoringsystemsinJordaninordertohelpthatcountryplanclimateresilientsolutionstoevolvingwaterscarcityissues

learningandteachingnativeHawaiiancultivationmethodsinacommunity‐basedculturalagricultureprogram

helpingrunasustainablefarmdedicatedtoprovidingfreshproducetotheWorcesterFoodBank

workingwithKechwaandPeruvianengineers,scientistsandcommunitymemberstorecreateperenniallyfertilesoilbybuildingbiocharovensandstudyingthemicroorganismsinthesoil


MakingConnections

JadeChihara ‘17 internedatNoho’anaFarminWaikapū,Hawai’i,whereshe learnedtocareforthelandandplantandharvesttarousingnativeHawai’iancultivationmethods.Shealsoworkedwithcommunitymembersinthefarm’sculturalagriculturalprogram.

Thispastsummer,whileworkingonmyhomeislandofMaui,Iwasenlightenedbythemany great things Hōkūao Pellegrino (Farm owner and cultural specialist)taughtmeasweworkedtorestoreancientloʻikalo(taropatches)andto‘learnbyteaching’Hawaiianyouththroughculturaleducation.

Arecurringthemeinourconversationswasthecentralityofwaterinourlives.Thephrase“Olaikawai”(waterislife)wasprintedoneachkid’sshirt,andtheterm“wai”hasdualityinitsmeaning.“Wai”canmeanwater,butwhenitbecomes“waiwai”,thetermmeans“abundantwater”andalsomeans“wealth.”Thisconnectiontowater,lifeandwealthwasextremelyimportanttograspbecausecommercializationofresourceshasbecomeaprominentissueamongfarmers.Historically,theuseofwaterwasprivatizedforusebysugarcaneplantations—inpartbecausetheeconomyoftheHawaiianKingdomwasheavilycontrolledbythesugarindustryinthelate1800’s.Thoughmanyoftheplantationsarenolongeractive,thewaterisstillbeingdivertedandhasnotbeenrestoredtothemainriverorwatershed.FarmingisaculturaltraditionforHawaiians;theremovalofwaterfromtheirlivesinterfereswiththeirrightstolive,farm,andpracticetheirculture.

BringingbacktraditionalfarmingpracticesisawayforHawaiianstorestoretheirculture.Hōkūaoisdoingitinhisneighborhood,buthe’salsoaleaderbeyondhisowncommunityandbeyondthisgeneration.HehasrestoredawayoflifetoNativeHawai’iancommunitiesandturnedstudentslikemyselfintoeagerlearnersabouttheplacewelivein.–JadeChihara

Childrenworktogethertoplantloʻikalo(taro).


TakingAction

Eliza Mongeau ’16 worked as an intern at Book and Plow Farm in Amherst,Massachusetts.Whilethere,sheexperiencedallthatisinvolvedwithrunningavegetablefarm.Herdailyworkincludedplanting,weeding,harvesting,washing,andmore.

WhenIfirstarrivedatBookandPlowinearlyJune,Iwasn’tsurewhattoexpect.OfcourseIhadheardthatfarmingwashardworkand,whenIinterviewedfortheinternship,Iwaswarnedabouthowdemandingitwouldbe.Itookthesewarningsseriouslybut,intypicalyoungadultfashion,IwastooheadstrongtoconsiderImightnotbeupforit.

Iwasn’tsurprisedbythedifficultyoftheworkasmuchasIwassurprisedbytheconstantneedtorepeattasks.Farmingisaboutgrowingandeverytimeyoulookaroundaftercompletingatask,thetomatoesarereadytobelatticedagainandtheonionsthatyouweededlastweekaresoovergrownyou’renotsureifthereareactuallyonionsinthere.

MysecondweekatthefarmIwokeuptoadarkskyfullofominousclouds.IbikedtoworkdespitetheimpendingrainstormandbythetimeIarriveditwasafull‐ondownpour.Ithought,“Surely,we’renotgoingtobeworkingoutsideinthis.”Thatwasmyfirstlessoninwhatsooncametobeanimportantpartofthesummer.Farmingdoesn’tstop…theworkonafarmisneverdone.

Frommyfirstdayonthefarmtomylast,Ilearnedsomanythings.Notjustabouttheprocessofgrowingfood,butalsoaboutthemachinery,thelandandtheimportanceofcommunity.HavingtheopportunitytowatchsomethingIplantedbetransferredtothefield,becaredfor,andthenharvestedandpackedmademeappreciatethefoodIeatsomuchmore.‐ElizaMongeau

TheBookandPlowcrewinaction.Eliza(inpink)isinthecenter.


3.2 EventsandWorkshops

3.2.1 ConcentrationEvents

To complement our environmental concentrations, CEEDS hosts or co‐sponsors eventsrelated to the topics of sustainable food and climate change, and also helps support andpromotesucheventswithintheFiveCollegeConsortium.Examplesfromthisacademicyearinclude:

Alecture:“ThisChangesEverything:CapitalismVSClimate”byNaomiKlein,heldatMountHolyokeCollege.CEEDScollaboratedwithENVtobringstudents,facultyandstafftotheevent.

Agleaningfieldtrip incollaborationwith localorganizationRachel’sTable for thethirdyearinarow.

Alecture:“AGlimpseIntotheFutureofEnergy”bySallyBenson,agloballyrenownedclimatescientistonthefacultyatStanfordUniversityandmemberofthe2007NobelPeacePrize‐winningIntergovernmentalPanelonClimateChange.Thisfallsemesterlecture was part of the Climate Change series. These events, organized with theintentionofengagingthecampuscommunityonthetopicofclimatechangeintherun‐up to the COP21meeting in Paris, France, inDecember,were a collaborationbetweenCEEDS,theLewisGlobalStudiesCenter,FrenchStudies,theEnvironmentalScience and Policy and Landscape Studies programs, and the Department ofEconomics.

A lecture: “ClimateChange,Conflict, andMigration:The Intersection”byChristianParenti, professor at New York University, contributing editor toTheNation andauthor ofTropicofChaos:ClimateChangeand theNewGeographyofViolence. Hespoke about how climate change intensifies conflicts, resource scarcity and therefugeecrises.ThiswasapartofourClimateCaféSeries,aseriesofweeklyeventsandconversationsduringthespringsemesteraimedatcontinuingtheconversationaboutclimatechange followingCOP21. Topics in theseriesrangedfromglobal tonational to regional to local/hyperlocal in their focus, with some “open” Cafessprinkledthroughouttoallowforfluidconversation.ThisserieswassponsoredbyCEEDSinpartnershipwithDivestSmithCollege,5CollegeScopes,theEnvironmentalScienceandPolicyprogram,EngineersforaSustainableWorld‐SmithChapter,andtheStudyGrouponClimateChange.

A documentary screening and panel discussion: “OutHere: AQueer Farmer FilmProject”withfilmdirectorandfarmerJonahMossberg'07;farmerDanielleSmith,ofWild Rose Farm, Easthampton; farm manager Aaron Drysdale of GreenfieldCommunityFarm/JustRoots,Greenfield;StinaSoderling'06;andmoderatorEmmettWald'15.

Twofieldtripsopentoallstudentstolocalsugarhousestotakeabreakfromcampus,learnaboutthissweetNewEnglandtraditionandenjoybreakfasttogether.

Aperformanceof“Dr.Keeling’sCurve”aone‐manplayperformedbyenvironmentalactivist,journalistandauthorGeorgeShea.ThiseventwaspartoftheClimateCaféSeriesandwasadditionallysupportedbytheEnglish,AmericanStudiesandTheatredepartments.


3.2.2 OtherEvents,Lectures,andFieldTrips

CEEDSalsohostsorcohostsnumerousengagingspeakersandeventsduringtheyear.Someexamplesfrom2015‐16include:

Alecture:“CulturalHeritageandtheWondersofWaste”withRobinNagle,ClinicalAssociateProfessorofAnthropologyandEnvironmentalStudiesatNewYorkUniversity,heldincollaborationwiththephilosophydepartment.

Alunchtimepresentation“RainforestConservation:PracticalApproachesfromChucanti,ACloudForestinPanama”withGuidoC.Berguido,CertifiedInterpretiveGuidethroughtheNationalAssociationforInterpretation(NAI)intheU.S.,heldincollaborationwiththepsychologydepartment.

Alunchtimeconversationforstaffandfaculty“WhatMakesaSustainableLibrary?”hostedbyCEEDSincollaborationwithmembersoftheNeilsonLibraryprogrammingsustainabilitysubcommitteeandthedesignfirmShepleyBulfinch.

Aworkshop“MediaAdvocacyforCampaigns”ledbyAlyssaJohnson‐Kurts'18J,MediaLeadfortheSustainUSU.S.YouthdelegationtoCOP21andtheCommunicationsDirectorforRights&Democracy—aVermont‐basedgrouporganizingtoaddressclimatechangeandpromoteworkers'rights.

Alecture:“DesignfortheJustCity”withToniL.Griffin,founderofNewYork‐basedUrbanPlanningfortheAmericanCity,heldincollaborationwiththeDesignThinkingInitiative.

Documentaryanddiscussion:“Re‐WeavingtheWeb:AmazonianDarkEarth”withFredriqueApffel‐Marglin,DirectoroftheSachamamaCenterforBioculturalRegeneration,Brazil.

Anafternoonwith“TheNationalWaterDance”sixsite‐specificmovementinstallationsacrosstheMacLeishFieldStation.Theeventculminatedinaunifieddanceandagroupefforttorestorethenaturalworldbyplantinganimportantriparianzoneandsupportlocalartists.TheeventfeaturednewworksbySofiaEngelman,KateSeethaler,KellySilliman,SusanWaltner,andWhitneyWilson.

3.2.3 IntertermWorkshops

OnJanuary19to21, JoanneBenkleyandPaulWetzel ledan intertermfoodpreservationclassaimedatteachingparticipantsthepracticalskillsneededtopreservetheabundanceofthesummerharvestforthecoldwintermonths.Thisyearsixteenstudentsandstafflearnedhowtomakeandcanapplesauceandjam.Thegroupalsocannedpears,madedriedappleringsandlearnedhowtoblanchandpackagevegetablesforfreezing.


Wealsohavefunwhilewework!Someofthe“PuttingFoodBy”classparticipantshamitupwiththeirfinishedproducts.

3.3 CurricularEnhancementGrants

Each year CEEDS invites proposals from faculty for modifications and enhancements ofexisting courses that are congruentwith the CEEDSmission.Over the past six academicyears,CEEDShassupportedthirty‐eightfacultymembersfromacrossallacademicdivisionsastheyhaveenhancedtheircoursestoenabletheirstudentstoengagewiththeenvironmentinnewandinnovativeways.For2016‐17,wearesponsoringfiveprojectsbyfacultyfromenvironmental science and policy, history, engineering, and Spanish and Portuguese.AppendixBprovidesdescriptionsofalloftheprojectsfundedtodate.


ThreeQuestionsforLeslieCarothers,CEEDSAdvisoryBoardMemberandDonor

Q:You’veworkedasanenvironmentalistsince1970,holdingpositionsasalawyerandanexecutive inbusiness,non‐profitsandgovernment.What isoneof themost interestingprojectsyou’veworkedon?

A.Ihaveworkedonsomanyinterestingprojectsthatit is hard to choose. In the 1970s, Iworked on theinitiation and legal defense of the program at thefederal Environmental Protection Agency to beginremovingleadfromgasoline.Morerecently,I’vebeenworking with a team at the Environmental LawInstitutetodesignworkshopsthatexploretheethicsof communicating scientific uncertainty onenvironmental issues in the professions of science,lawandjournalism.

Q. Do you see intersections between what you’vedone in your career and what CEEDS is doing atSmith?

A. Absolutely! CEEDS helps develop environmentalleadership by giving students the opportunity toenjoythenaturalenvironmentandtolearnwhyandhowtoprotectit.Workingonprojectsasteamsisalsoa prerequisite for activism and leadership. I worrythatmanypotential leadersare spending toomuch

timelookingatscreensandnotenoughtimeoutdoorsandworkingwithotherpeopletoadvance their ideas. I agreewithGloria Steinem that effective activism requires directpersonalconnectionsanddemandsmorethanwritingastatementandpressing“send.”CEEDShelpsfacilitatethoseskillsinstudents.

Q.You’ve servedonanumberof boards and in a varietyof environment‐related rolesthroughout your career. What is one thing you see as being unique or particularlyimportantintheworkthatCEEDSdoes?

A. I’ve been intrigued by the Center’s role as a catalyst for greater integration ofenvironmental thinking into many other disciplines in the college. I think theenvironmentalmovementneedstodobetterinengagingothers.Forthisreason,Idirectedmy50threunioncontributiontofundtheCenter’scurricularenhancementgrantprogram.The program supports faculty across the college who are interested in integratingenvironmentalissuesintotheircourses.ConnectionsareMade:CurricularEnhancementGrantsinAction

ProfessorsReyesLazaro (SpanishandPortuguese),DeniseMcKahn (Engineering) andCristina Suarez (Chemistry) worked to bring students in two very different coursestogether through a common and shared “environmental” project: the famous “tiltingagainstthewindmills”episodenarratedinChapterVIIIofCervantes’DonQuixote,oneofthemostinfluentialworksofliteratureintheentireSpanishliterarycanon.Theirgoals


weretointroducestudentstoamorecompleteenvironmentalstoryofwhereandhowwegetourelectricity,challengethemtostepoutsideoftheircomfortzones,andmodelthecomplementarynatureoftheliberalartscurriculum.

Thecoreoftheprojectconsistedofpairedin‐classreadingsandmaterialforCLT204/SPN356: Spanish Literature of the 17th century and CHM346: Environmental Analytical

Chemistry. These separatecomponentscametogetherlaterinthe semester during a jointcommunity meeting in whichrepresentatives of a wind farmgeneration company (thechemistry students) presented aproposedwindgenerationprojecttothe“historic”inhabitantsofoneof the 17th century Spanishvillages (Spanish literaturestudents) described in Cervantes’novel.Given thatDonQuixote canbe read as a denunciation of themassive implementation of newmodels of windmills in 17thcentury Spain, the interactionengendered a rich conversationaboutthewindindustry.Students discussed and debated the costsand benefits of environmentaltechnology, and shared concernstypical of those that arise whensignificant change is proposed inanycommunity.

Followingthemeeting,theclassescametogethertolearnhowmodernwindturbinesfunctionandexaminethesimilaritieswithhistoricwindmills.Thetwo

classesthenwentonafieldtriptovisitawindturbineinnearbyCharlemont,MA.Whilethere,theyhadtheopportunitytocontrasttheexperienceoflivingnexttomodernwindturbineswiththeexperienceexpressedinDonQuixote.Livelydiscussionsaboutpolitics,governance,economicsandenvironmentalimpactensued.Everyonebenefittedfromanintroductiontothebehind‐the‐scenesengineeringcomponentsofwindenergygeneration.

Studentslearnfirsthandaboutwindenergy.


CurricularEnhancementGrantsinActionGeosciencesProfessorJackLovelessmodifiedhisGEO/ENV150:ModelingOurWorld:AnIntroduction to Geographic Information Systems course to integrate amore inclusivegeoscience,environmentalscienceandpolicyperspective.HealsodevelopednewcasestudiestoenablestudentstoexplorearangeofdatatypesandmodelhowGIStechnologycanbeusedtosolveavarietyofreal‐worldproblems.The fall2015semester‐longgroupprojects (see listbelow),carriedout inpartnershipwith local non‐profit conservation organizationsMass Audubon and the Kestrel LandTrust,successfullyenhancedstudentlearning.Inevaluatingthecourse,onestudentsaid,“I really enjoyed being able toworkwith a community partner and I hope thatmoreclassesatSmithcanincludethisaspectof learning.Ifoundthatitreallymotivatedme,morethangradesevercould,todoagoodjob.”

Studentspresenttheirmethodforidentifyinghemlocktreesusingaerialphotos.

Incarryingouttheirprojects,studentsmetkeygoalsofCEEDS.Studentsmadeconnectionsbetweenseeminglydisparatetopicsbyapplyingtheir technicalGISskills tosolvereal‐worldproblemsposedbythecommunityorganizations.Studentstookactionbylearningaboutprojectgoalsfromtheirpartners,butthenindependentlycollectingdata,designingmethodsofanalysis,andorchestratingeffectivemeansofpresentingtheirfindingstothecommunitypartnerand,insomecases,toapublicaudienceontheweb.Peopleinteractedin the frequent in‐person and virtual meetings between students and communitypartners.Severalstudentgroupsalsoconductedadhoc interviewswithvisitors to theconservationareasinordertorefinethestudents’datacollectionschemes.Inallcases,thestudentgroups’finalproductsprovidedconcretevaluetothecommunitypartners.


3.4 EnvironmentalMonitoring

To support research and understanding in the environmental sciences and improvequantitative literacy among all students at Smith College, the Center supports anenvironmentalmonitoringprogram.QuantitativedataontheenvironmentsaroundSmitharemadeavailabletofacultyandstudentsforuseincoursesandprojects.AttheMacLeishFieldStation,wecontinuouslymeasureprecipitation,temperature,atmosphericpressure,relativehumidity,windspeedanddirection,solarradiation,soiltemperatureandmoisture.TheCenteralsopublisheditsthirdAnnualWeatherReportfromtheMacLeishFieldStationforcalendaryear2015.

CommunicatingEffectively:AnnualWeatherReports

The weather stations at MacLeish measure the weather every second, average thatinformationevery10minutes,andrecordit.EachyearCEEDSstafftakethatdataanduseittoproduceanannualweatherreportwhichincludeshighsandlowsandgeneraltrends.ThisyearEnvironmentalMonitoringInternMollyDay’19,didtheworkofcalculatingthereportstatisticsandcreatingthemonthlysummaries.

Variable 2013 2014 2015HighestTemperature(°C) 34.9(July17th) 31.6(July23rd) 33.3(Sep.8th)

LowestTemperature(°C) ‐20.2(Jan.24th) ‐21.4(Jan.6th) ‐22.5(Feb.16th)

GreatestMaximumRainEvent(mm)

85.1(July23rd) 92.7(Aug.13th) 113.8(Sep.30th)

AnnualPrecipitation(mm) 1305.2 1348.1 1306

GrowingSeason(days) 188 184 175

FirstAutumnFreezeDate October26th October19th October17th

LastSpringFreezeDate April21st April18th April25th

Afewweatherhighlightsarelistedabove;toviewordownloadthefullweatherreports,pleasevisitourwebsite:http://www.smith.edu/ceeds/macleish_monitoring.php.

Theclassprojectsincluded:•Anautomatedmethodforidentifyingtheproportionofhemlocktreesfromaerialphotos•AninteractivewalkingtourthroughtheArcadiaWildlifeSanctuary•AnanalysisoftheproportionofKestrelLandTrustpropertyholdingsonwhichhuntingwouldbelegalunderstatelaw•AninteractivetouroftheMountHolyokeRangeandsurroundingconservationareas•AdetailedtrailmapoftheSawmillHillsConservationAreainFlorence,MA


StudentsenjoyabeautifulMountainDayattheAdaandArchibaldMacLeishFieldStation.

4 SupportingProjects

One of the key activities for the Center is the sponsorship of integrative environmentalprojects in which students, faculty and staff work together toward solutions toenvironmentalchallenges.Currently,studentsareworkingonlocalprojectsrelatedtotheAmerican chestnut restoration, sustainablewatersheds andwaterways, and the invasivehemlockwoollyadelgid.

4.1 SustainableWatershedsandWaterways

During2015‐16,CEEDScontinuedtosupportarangeofprojectsrelatedtosustainablewatershedsandwaterways,whichinitiallybeganwiththegeneroussupportfromtheStephenBechtelFund.Withoursupport,ProfessorsCarolBernerandAlRudnitskyfromtheDepartmentofEducationandChildStudycollaboratedwithfourSmithstudentsandateamoflocalK‐3teacherstoadvancescientificinquiryinclassrooms,usingwaterontheschoolgroundsasasourceofinvestigationandinspiration.Eleventeachersfromthreelocalschoolsinvestedover100hoursinaseriesoffiveprofessionaldevelopmentworkshops,kickedoffbyalatesummerfieldtriptrackingwaterdownstreamfromMacLeishFieldStation.Outcomesincludedlearningfromandaboutwaterinnaturalandbuiltlandscapes;makingconnectionsbetweenSmithCollege,localpublicschoolsandmunicipalwaterresources;anddevelopingsuccessfulstrategiestoengageteachersandchildrenininquiry‐basedlearning.Thegrouphasalreadymadeplanstobuildonitscollaborationswithlocalteachersduringthe2016‐17academicyear.VisittheWaterInquiryblogformoreinformationaboutprojectgoals,questionsandfindings.


WaterInquiryteachersmakeobservationsattheBotanicGardenpool.

CEEDSalsosupportedadifferentprojecttoremovesedimentfromParadisePondusinganexperimentalsedimentsluicingtechnique.AgroupoffivestudentsworkedwithProfessorRobertNewton(geosciences)andMarneyPratt(labinstructor,biologicalsciences),togetherwith Gary Hartwell (Facilities Management) to collect baseline data from the pond anddownstream locations on the Mill River as part of the initial monitoring phase of theexperiment.

Sediment sluicing flushes sediment downstream in a way that more closely mimics thenaturalsystemincontrasttopastdredgingpracticesthatremovedsedimentfromthepondandcreatedsediment“starved”conditionsdownstream.DatacollectedbythestudentswaspresentedatthefirstannualParadisePondSymposium,heldattheSmithCollegeConferenceCenteronApril8,2016,andattendedbyfaculty,students,andrepresentativesfrombothlocalandstateregulatoryagencies.TheexperimentalmovingandflushingofsedimentwillbegininJulyof2016.


MayaDomeshek’18takesadischargemeasurementdownstreamfromParadisePond.

4.2 AmericanChestnutRestoration

Toengagestudentswithconceptsofconservationandrestoration,CEEDShascollaboratedwithTheAmericanChestnutFoundationfor thepast fouryearstoestablishanAmericanchestnutseedorchardattheMacLeishFieldStation.Thepurposeoftheseedorchardistogrowupthelast(5th)generationofcross‐bredchestnutstoproduceblight‐resistanthybridnuts.Theresulting6th‐generationhybridtreeswillhave94%Americanchestnutgenesand6%Chinese chestnut genes. This year, about 1,100American chestnut hybrid nutswereplantedintheseedorchardby35students,staffandvolunteers,fillingouttheremainingspaceintheorchard.Plantingchestnutswasanofficialseniorweekactivity.Studentsgotoutside,learnedaboutthechestnutstory,engagedinamajorconservationeffortandhadfun. The nuts thatwere plantedwill be allowed to grow for three years before they areintentionallyexposedtothefungalblight.The3,000treesintheorchardwilleventuallybereducedto20 individuals.ThosetreeswillbeallowedtogrowandthriveatMacLeishtoproduceblightresistantnutsthatwillbeplantedthroughouttheregion.


ThefullyplantedAmericanChestnutseedorchardatMacLeish.

4.3 HemlockWoollyAdelgid

ResearchonhemlockforestecosystemsattheMacLeishFieldStationcontinuesasacollaborationamongtheBellemare(biologicalsciences),Ignace(biologicalsciences),andRhodes(geosciences)labsatSmithCollege.Hemlockisuniqueamongforesttreesintheregion,asitcreatesadenseevergreencanopyandcangrowfromseedinitsownshade,creatingapositivefeedbackloopfavoringhemlockdominanceofmanyforestsitesoverdecadesorcenturies.Hemlockforestsintheregionarecurrentlyunderthreatfromtwoinvadingexoticinsects:thehemlockwoollyadelgidandelongatehemlockscale.IncomingdecadesitisexpectedthatthisimportanttreespecieswillfadefromitsdominantroleinsouthernNewEnglandforests,orevenbecomelocallyextinct,asaresultofinsect‐causedmortalityanddecline.

Thedensecanopyofforestsdominatedbyhemlocktendtobecoolandmoist.Theyalsotendtodevelopadeeplayerofpartiallydecomposedorganicmaterialonthesoilsurface.Theseuniquecharacteristicsmakehemlockforestsimportantformanyplantsandanimalsthatrequirecool,shadyconditions,andalsoallowhemlockforeststostorelargequantitiesoforganiccarbonintheforestfloorasacarbon"sink"—carbonthatmightotherwisebefullydecomposedandrespiredbacktotheatmosphereascarbondioxide.Withthedeclineofhemlockthereisconcernthatbiodiversitywillbeimpactedastheplantandanimalspeciesdependentonhemlockhabitatsarelost,andthatcarbon


mightbereleasedfromtheseecosystemsasdecompositionratesincreasewhentheforestfloorbecomeswarmerandmoreexposed.

BoththehemlockwoollyadelgidandelongatehemlockscalepestinsectshavebeendetectedontreesattheMacLeishFieldStationsincearound2010,althoughwehavenotyetseenwidespreadmortalityofhemlocktrees.Rather,treesappeartobehoveringinanintermediatestateofmoderatetopoorhealth,withsomeneedlelossandreducedgrowthratescomparedtopre‐2010levels.Beginningin2009‐2010,weestablishedstudyplotsinhemlockforestsatMacLeishtomonitorecosystemprocessesandinvestigatehowplantandanimalcommunitiesmightchangeastheforestsshiftfromevergreenhemlockcanopiestoreplacementbydeciduoustrees,suchasblackbirch.Inthepastyearwehavefocusedinparticularonthecarboncontentofforestsoils,comparingthehemlockforeststonearbyexamplesofdeciduousforestthataresimilartowhatmightdevelopafterhemlocksdecline.Wehavefoundthathemlockforestsoilsdoindeedhavesignificantlyhighercarboncontentthanthatseenindeciduousforestareas,suggestingthatorganiccarboniscycledmorequicklyanddoesnotbuildupindeciduousareastothesameextentasseeninhemlockecosystems.Consistentwiththeseresults,theIgnacelabhasalsomeasuredsoilrespirationratesinthedifferingforesttypesatMacLeishtogaugelevelsofcarbondioxidebeingreleasedfromthesoilandfoundthatrespirationratesareoftenhigherindeciduousforestplots.Thissuggeststhatanetreleaseofcarbonfromtheecosystemispossibleashemlockscontinuetodeclineinthefuture.

AnumberofSmithstudentshavebeenengagedwithresearchinthehemlockforestsatMacLeishduringthepastyear.ThisworkhasincludedanhonorsthesisbyElizabethBesozzi‘16focusingonforestflooranimalecology,andajointprojectbytwostudentsfromtheAEMESprogram,LisaUtzig'18andSamGoss'18,focusingonforestfloorcarbondynamics.WorkfromthepastyearhasbeensharedasresearchpostersattheannualCelebratingCollaborationseventoncampusinApril,andtwoSmithstudents,ElizabethBesozzi'16andMichelleJackson'15,aretakingpresentationsbasedonMacLeishdatatotheEcologicalSocietyofAmericameetinginFortLauderdale,FloridainAugust.Inaddition,severaloftheresearchplotsestablishedforthehemlockecosystemstudyhavebeenincorporatedintointroductorybiologylabsandindependentstudentprojectsforthePlantEcologycourse.

5 CampusasaModel

5.1 AdaandArchibaldMacLeishFieldStation

TheAdaandArchibaldMacLeishField Stationhas grown tobe a260‐acrepatchworkofforestandfarmlandlocatedinWestWhately,MA.Itcontinuestoprovideopportunitiesforfacultyandstudentstopursueenvironmentalresearch,outdooreducationandlow‐impactrecreation.[See6.4formoreinformationonoutdooreducation].Twohundredandtenacresof the field station are permanently protected from development via conservationrestrictionsdonatedbySmithCollegetotheKestrelLandTrust.

The field station now includes a student‐designed fruit orchard, a restoration chestnutorchardaffiliatedwiththeAmericanChestnutFoundation,alowropeschallengecourse,fourmilesofstudent‐designedandbuilttrails,theeverpopularstudent‐designedfirepit,andanewly installed permeable paver parking lot, designed by Laura Krok‐Horton ‘17 andinstalledbytheMacLeishstudentinterncrewthesummerof2016.


Thisyearwastheyearoftheretreat.Approximately30groupsheldretreatsorworkshopsintheBechtelEnvironmentalClassroom.Alltold,morethan1,800totalvisitstothefieldstation by students, faculty, staff, and non‐Smith affiliated community members wererecordedin2015‐16.AtleastelevenclassesfromSmith,twoclassesfromUMass,andoneeachfromMt.HolyokeandHolyokeCommunityCollegevisitedasapartoftheircoursework.Morethan300peoplemadeuseofthechallengecourse,hundredsmoreengagedinresearch,usedthesiteasinspiration,participatedinsite‐specificdesign,wentonguidedtours,andusedtherecreationaltrails.AppendixClistsallofthecoursesatSmiththatusedthefieldstationthisyear,groupsthattouredthefieldstationandalloftheretreatsandworkshopsheldatthefieldstationin2015‐16.

5.2 TheMandelleExperiment

Thisyearsawthecreationofafieldlaboratoryoncampusthatwillbeusedtoevaluatethepotentialforpermeablepavementtoreducestormwaterrunoffandincreasegroundwaterrecharge.Theproject,begunasacollaborationbetweenCEEDS,theEnvironmentalScienceandPolicyprogram(ES&P),theOfficeofCampusSustainabilityandFacilitiesManagement,resulted in the construction of a fully instrumented parking lotwith both standard andpermeablepavementsections.

Thisprojectisaprimeexampleofhowwecanuseourcampusasalivinglab.Themonitoringequipment and collecteddataare available for classes interested in evaluatingquestionsconcerningtheuseofpermeablepavement,including:

WillpermeablepavementworkoncampuswheremuchoftheareaisunderlainbylowpermeabilitylakesedimentsfromGlacialLakeHitchcock?

Willpermeablepavementworkduringthewinterwhenthegroundisfrozen? Willpermeablepavementmakeiteasierforcontaminants,suchasroadsaltandoil

fromvehicles,toenterthegroundwatersystem? Willthepavementneedtobecleanedtokeepitfrombecomingclogged?

Tohelpanswerthefirstquestion,studentsinGEO251:Geomorphologycollecteddataonthe infiltration capacity of the unconsolidated geologic materials exposed duringconstructionoftheparkinglot.Afutureclasswillevaluatetheinfiltrationperformanceofthe system relative to the measured infiltration capacity to determine if permeablepavementwillworkinotherareasofcampus.


TessaMcGann’16measuresinfiltrationcapacityduringageoscienceclassattheMandellesite.

Resultsofthisexperimenthavethepotentialtoinfluencepolicydecisionsbeyondcampus.ThecityofNorthamptonislookingforwaystoreducestormwaterrunoffandhasintroducedafeesystemthattaxespropertiesbasedonthepercentageofimpermeablesurfaces.Theuseofpermeablepavementinparkinglotsacrossthecitywouldreducestormwaterrunoffandfeesforpropertyowners.

Inaddition,permeablepavementisnotcurrentlyapprovedforuseinprimaryrechargeareasnear municipal wells anywhere in the state because of fears that it could increase thevulnerabilitytocontamination.TheMandellefieldlaboratory,designedincollaborationwithSmith’sCenterforAqueousBiogeochemistryResearch,includesaseriesofobservationwellsand lysimeters(devices forcollectingwater in theunsaturatedzone) thatcanbeusedtocollectwatersamplesforchemicalanalysis.Thesystemwasspecificallydesignedsothatawide range of potential contaminants can be measured in order to evaluate the risk ofgroundwatercontamination.

ConstructionofthelotwascompletedinAprilof2016,andpreliminaryresultsshowthatthepermeablepavement isveryeffectiveatreducingrunoffandincreasing infiltrationofhighqualitywaterintothegroundwatersystem.Finalinstallationsofmonitoringequipmentwill be completed during the summer of 2016 so that faculty in ES&P, chemistry andgeosciencescanusetheMandellelabintheirclassesinthecomingacademicyear.


TheMandelleparkinglotduringaraineventinMay.Thepermeableside(right)completelyabsorbedalltherainfallingduringthisevent.(PhotobyPeterGagnon,FacilitiesManagement)

6 CommunicationandCollaboration

6.1 CEEDSBlogandOtherMedia

CEEDS has more than 500 followers on Facebook (www.facebook.com/pages/Smith‐College‐Center‐for‐the‐Environment‐CEEDS/) and our posts can reach asmany as 2,000people.Wenowhave262followersonTwitter(@SmithCEEDS)andwecontinuetotweetaboutouraccomplishments,ourevents,andrelatednewsitems.WealsostartedpostingonInstagram (smith_ceeds). We post stories throughout the year on our blog [CEEDS](smithceeds.wordpress.com)whicharesharedtoourfollowersonourothersocialmediaplatforms.Wecontinuetoencouragestudentsandfacultyengagedinenvironmentalworkof all sorts, both on‐ andoff‐campus, to use our socialmedia connections as ameans ofsharingtheirexperienceswiththelargerSmithcommunity.Withthehelpofstudentinterns,CEEDS manages an email ListServ [ENVIRO], which provides current students (580+),alumnae (380+), and interested faculty/staff (80+) with information about events,internships, job opportunities, graduate schools, funding and more. This year BrittanyBennett ’16 and Liz Nagy ’18 worked as CEEDS interns to support our outreach andcommunication efforts. In March we hired Ellen Harter Wall into a limited‐termcommunicationscoordinatorposition,sharedwiththeStudyGrouponClimateChangeandtheOfficeofCampusSustainabilityandSpacePlanning.

6.2 SupportingStudentsandStudentOrganizations

Thisyear,CEEDSworkedwithindividualstudentsandstudentorganizationstocohostandsupportavarietyofevents.CEEDScontinuedtoprovidesupportandameetingandeventspacefortheBikeKitchen,CommunityGarden,DivestSmithCollege,Eco‐Reps,EngineersforaSustainableWorld,Five‐CollegeScopes,andGreenTeam.Joanneworkedcloselywithstudent leaders in Divest Smith College and Five‐College Scopes to writemini‐grants toSecondNatureaspartoftheNewEnglandSustainabilityForum.Shethenactedasadviserto


bothgroups,providingsupportandadviceasneededthroughouttheacademicyear.CEEDSandDivestcollaboratedonbringingspeakerstocampuswhoaddressedtheintersectionsbetween climate change and social and environmental justice. CEEDS, togetherwith theStudyGrouponClimateChange,alsohelpedDivestorganizeadivestmentforumthisspringaimedatengagingfacultyandstaffintheconversation.

CEEDSandthebotanicgardenagainsupportedaninterntoworkintheSmithCommunityGardenassummermanagerin2016.Inadditiontocaringfortheannualsandperennialsinthegarden,studentDanielleJacques‘16hostedregularworkparties,designedandpaintedgardensigns,laiddownmulchandbloggedforCEEDS.HerworkoncampusledhertoapaidinternshippositionwithKeepFarmingNorthampton.

JoanneactedasadvisertoBikeKitchenandworkedwithstudentleaderSamanthaBehrenstostrengthentheorganization.Thisincludedstrategizingondevelopmentandmembershipretention, student engagement and updating the Bike Kitchen Cookbook. One specificoutcomeofthecollaborationwasfourworkshopsofferedinthefallsemesteronavarietyoftopics,includingbikesafetyandbikemaintenance.

6.3 SpatialAnalysisLab

The Spatial Analysis Lab is a campus‐wide resource that supports the use of geographicinformationsystems(GIS)andvariousformsofspatialanalysisinresearchandcourses.Asnearlyallenvironmentalissuesinvolveageographiccomponent,theresourcesoftheSALareintegraltotheworkofCEEDS.TheSALcuratesanddisseminatesGISdataandteachesGeospatialPositioningSystems(GPS)andGISskillstoSmithfaculty,staffandstudents.Forexample,studentshaveusedTrimbleGPSunitstomapdataontheAmericanchestnutandfruittreegrovesatMacLeish,tomapthemovementof local invasiveplantspeciesandtocontinueworkonongoingprojectsalongtheMillRiver.Thisspring,withSALstaffsupport,CEEDSinternshavebeenworkingtocreateastorymapforworkatthefieldstationusingArcGISOnline.FacultyandstudentsarealsoworkingwithSALstafftogatherresearchdatausingdrones.SALstaffplayedanessentialroleinhelpingcollectandanalyzedroneimageryforthecreationofDigitalElevationModels(DEMs)fortheParadisePondsluicingproject(See following image). Availability of GPS and the support and expertise that the SALprovidesforcollectingandmanagingdataremainsinvaluabletotheworkofCEEDSanditscommunitypartners.


Droneimageofsediment‐filledParadisePondbottomexposedduringapartialdrawdowninSeptember2015.(SeeSection4.1formoreontheParadisePondsluicingproject)

During2015‐16,CEEDSagainfinanciallysupportedthepost‐baccalaureatepositionintheSAL.Thisstaffpositionbenefitsfacultyandstudentsacrossthedivisionsand,inadditiontoclassandresearchsupport,allowstheSALtoofferworkshopsandtimelyopportunitiesfortheSmithcommunitytoengagewithreal‐worldissues,suchashelpingmapdamageintheaftermathofearthquakesinEcuadorandJapan.

6.4 OutdoorEducation

ThechallengecourseattheMacLeishFieldStationcontinuestohostmanynewgroupsofpeople for experiential outdoor education. In fact, demand has exceeded our ability tofacilitatealloftheinterestedgroupsand,overthepastyear,weworkedwithathleticstomovecoordinationofchallengecourseusefromCEEDStotheOutdoorAdventureProgram.SaraDorseywashiredbytheOutdoorAdventurePrograminthefallof2015tooverseeuseof the course; even so, she was forced to turn away more groups than she couldaccommodate. We continue to work with athletics on a plan to complement our manyvolunteerstafffacilitatorswithtrainedstudentleaderswhocanbehiredtofacilitategroupsonthecoursethroughouttheyear.


Studentsinthe“AdventuresatMacLeish”First‐yearOrientationgroupworktogethertobalanceontheWhaleWatchelement.

Inadditiontothechallengecourse,manystudentsinexerciseandsportsstudiescoursestookadvantageofthe“OutdoorSampler”classandaclassinprimitivewildernessskills,bothofwhichmetfrequentlyatMacLeish.Studentsusedthefirepit,trailsandboththegroupandremotecampsitesaspartoftheseclasses.

6.5 ArtsatMacLeish

Newartistic endeavors tookplace and tookhold at theMacLeishField Station this year.WhitneyWilson,danceMFAstudent,organizedanafternoonofsite‐specific,water‐themedchoreographeddanceaspartoftheNationalWaterDance.TheNationalWaterDanceisaninitiativetoheightenawarenessaboutourwaterissuesandconcernsaroundthenationandto take action through the arts. Whitney chose the MacLeish Field Station for herperformance site because, as she noted, the site itself is already addressingmany of theissuesaroundourwaterandtakingstepstowardshealingourplanet.

ArtsAfieldisanewinitiativetoformalizeandencourageworkintheartsandhumanitiesatthe field station. Faculty and staff from the departments of psychology, art, English,landscapestudies,environmentalscienceandpolicy,andFrenchhavemetregularlyoverthepasttwoyearstocreateaprogramthatcanfosterthisconnection.Thisfallmembersofthegroup worked with CEEDS to host an EcoPoetry workshop at MacLeish with local poetMargaretBabbott.Theindoor/outdoorwritingworkshopwasinformedbyPabloNeruda’sBook of Questions. This spring, MacLeish interns worked with the Arts Afield group toestablishtenlongtermreflectionplotsatthefieldstationand,withsupportfromtheSAL,havebegunaStoryMapaboutthesitesusingArcGISOnline.


StudentsketchingduringtheEco‐PoetryworkshopatMacLeish.

6.6 ResearchattheFieldStation

Inadditiontothelong‐termstudiesoftherestorationoftheAmericanchestnut(Section4.2)andthedeclineoftheEasternhemlockforest(Section4.3),NiveenIsmail(engineering)hasbegunaprogramconductingwaterqualitytestsalongasmallstreamatthefieldstation.Sheand her students are currently focused on quantifying E. coli levels and zooplanktonassemblagesinastreampotentiallyimpactedbyfecalinputsfromgrazingcattle.

Researchers fromtheUMassDepartmentofGeosciencescontinue tomonitor twoUnitedStates Geological Survey (USGS) wells and maintain several different research projectsconnected to the wells. David Bout and his doctoral student, Amy Hudson, assist SteveMabee,StateGeologistandDirectorof theMassachusettsGeologicalSurvey, in recordingtemperature,waterlevelandspecificionandisotopeconcentrationsinbothwellsaspartofalong‐termregionalclimatechangestudy.

AdamRosenblatt,aPostdoctoralAssociateatYaleUniversity’sClimateandEnergyInstitute,installed temporary cages around some of the site’s goldenrod as part of a regionalexperiment that he is conducting. EvanGrant and SeanSterrett, from theU.S.GeologicalSurvey,PatuxentWildlifeResearchCenter,Silvio.O.ConteAnadromousFishLaboratory,inTurners Falls, MA, are conducting a study on the effects of freezing soil on salamanderpopulationsattheMacLeishFieldStation.

6.7 SupportofCampusInitiatives

CEEDSsponsoredanopenforumonNovember5fortheSmithcommunitytodiscusstheimportanceofsustainabilityindesignconsiderationsfortherenovationofNeilsonLibrary.CEEDS staff serveon theStudyGrouponClimateChange (SGCC) and the center activelysupportsSGCCactivities.


In fiscal year 2013, in an effort to exemplify its values and in keepingwith the college’scommitmenttobecomecarbonneutralby2030,CEEDScommittedtooffsettingitscarbonemissionsfortraveleachyear.Thisyear,CEEDSpurchasedoffsetsequivalenttofivemetrictonsfromTerraPass.


AppendixAENV100SpeakersENV100September14 Jim Barry, Regional Coordinator, Green Communities Division,

Springfield,MAEnvironmentandSustainability:TheRoleofGovernment

September1 RebekaNovak,PretreatmentCoordinator,Northampton,MACityofNorthamptonWastewaterTreatmentPlantFieldTrip

September28 JillMetcoff*,Artist,SpringGreen,WIIntegratingArtandConservation:CreatingtheBook“Firelines”

October5 MollySauvain*, EducationCoordinator, TheFoodBankofWesternMassachusetts,Hatfield,MATheRighttoFoodandFoodSecurityinWesternMassachusetts

October12 FallBreak

October19 PhilipWarburg,Author,Newton,MABuckingPoliticalStereotypes:ANewEnglandEnvironmentalAdvocateLooksatWindPower’sAscentintheAmericanHeartland

October26 MarcSternick,VicePresidentandSeniorArchitect,Springfield,MABuildingOurFuture:TheStateof theArtofEnergyEfficientBuildingPractices

November2 AndyPressman,AgriculturalSpecialist,Jaffrey,NHWhyLocalFoodMatters

November9 RossHackerson,Owner,GrayDog’sFarmMeatCSA,Huntington,MAPeople,PlanetandProfits:MakingaDifferenceandMakingEndsMeetonaSmallSustainableAnimalFarm

November16 Robin MacEwan, Senior Associate, Environmental Services,Northampton,MALettheWaterFlow!AquaticRestorationOneDamnDamataTime

November23 KirkMaasch,Faculty,UniversityofMaine,Orono,MENorthernNewEnglandClimate:Past,Present,andFuture

*Smithalumna


LSS100

January25 StevenMoga,LandscapeStudiesProgram,SmithCollegeIntroductiontoLandscapeStudies

February1 TheMitiaS.SawhillLectureFundpresents:MichaelMarcotrigiano,Director,BotanicGarden,SmithCollege,ShapingPlantsthatShapetheLandscape

February8 Janet Milne, Professor of Law, Director, Environmental Tax PolicyInstitute,VermontLawSchoolALegalStrollThroughtheRuggedClimateChangeLandscape

February15 Hiba Bou Akar, Assistant Professor of Urban Planning and MiddleEasternStudies,HampshireCollegePlanningfortheWarYettoCome

February22 JosephHeathcott,AssociatePresidentofUrbanStudies,TheNewSchool,NewYork,NYRemakingParis:Designand thePost‐Industrial Imaginary in theCityofLight

February29 BarbaraKellum,Professor,ArtDepartment,SmithCollegeLuxury:AncientRomanGardens

March7 TheMitiaS.SawhillLectureFundpresents: JamesWescoat,AgaKhanProfessor,DepartmentofArchitecture,M.I.T.,Cambridge,MAPoeticsofGardensandLandscapesinEarlyMughalIndia

March21 LeighGraham,UrbanStudiesandPlanning,JohnJayCollegeofCriminalJustice,CUNY,NewYork,NYTheImpactofSuperstormSandyonPublicHousingPoliticalParticipationinRockaway,Queens.

March28 HeideGilpin,ChairofArchitecturalStudies,AmherstCollegeDesigningMovement:LandscapePerformance

April4 MaxPage,MSDesignProgramDirector,DirectorofHistoricPreservationInitiatives,DepartmentofArchitecture,UMass,AmherstBuildingPolitics in theCity:RememberingandForgettingMussoliniandFascisminContemporaryRome

April11 SigneNielsen,FASLA,Principal,MathewsNielsenTheGarden:Yesterday,Today,andTomorrow

April18 JaneHutton,AssistantProfessor,DepartmentofLandscapeArchitecture,GraduateSchoolofDesign,HarvardUniversityReciprocalLandscapes:CasesinMaterialMovements

April25 LSS 100 Annual lecture in honor of John Burk‐ Emeritus, BiologicalSciences: Reid Bertone‐Johnson, Field Station Manager, Lecturer,LandscapeStudies,SmithCollegeNewPerspectivesandDynamicLandscapes


AppendixBCurricularEnhancementGrants:AwardeesandProjectsto‐date2016‐2017AlexanderBarron(ENV):ENV201/202:ResearchingEnvironmentalProblemsAdaptthecurriculumandmaterialstocoverimportantmethodologicalconceptsanddrawlinkstopolicy.Developcorelabexercisestoincludeoffcampus,real‐worldproblemsthatcanthentranslateintoindividualprojectsinaservicelearningsettingwithlocalpartners.SarahHines(HIST/LALS):FYS:TheWorldWaterCrisisDevelopanewcoursethattakesaninterdisciplinaryandhistoricalcase‐studyapproachtobegintoanswerthequestionofwhy1billionpeopletodaylackaccesstosafeandreliabledrinkingwaterandtheimplicationsofaddressingthecrisis.Developindependentresearchprojectstoengagestudentswithlocalwaterinitiativesinordertofacilitateanunderstandingoftheland,watersupplyissuesandlocalWesternMassachusettshistories.NiveenIsmail(EGR):EGR390:ContaminantFateandRemovalinAquaticSystemsModifythecurriculumandmaterialstoexplorecontaminantfateandtransportinaquaticsystemsinamorehands‐onmanner.Expandthenumberofdiscussion‐basedclasssessionsthroughintegrationofrelevantcasestudiesandpeer‐reviewedliteratureinadditiontoincludingasemester‐longindependentgroupproject.MichelleJoffroy(SPP/LALS):FYS:VidayTierra:LandandtheEcologicalImaginationinU.S.Latin@LiteratureDevelopanewcoursefocusedontheecologicalimaginationinliterature.WorkwithstudentsandlocalorganizationCasaLatinatodevelopaseriesoflocalLatin@landnarrativeswiththegoalofdevelopingdigitalnarrativestobeusedinastorymappingproject.Oneultimategoalofthestorymappingwillbetocreateacommunityresourcethatcouldbeusedinlocalcommunitybuildingandculturalmemorypreservationprojects.NancySternbach(SPP):SPN245:TopicsinLatinAmericaandPenninsularStudies:BuenProvencho:FoodandtheSpanish‐speakingworldModifythecurriculumbyincorporatingevenmoreenvironmentalconcepts.Deepenstudentconnectionswithfarmworkersandwhole,unprocessedfoodbyvisitingalocalfarmandparticipatinginatleastoneharvestingactivity.2015‐2016AndrewGuswa(EGR):EGR100:EngineeringforEveryoneAdaptthecurriculumandmaterialstocenteronwater.DevelopacourseinwhichstudentscanengageincriticalanalysisofhistoricalandcontemporarywaterissuesandinfrastructureinCaliforniaandwesternMassachusettsinordertogainanunderstandingofthetechnical,environmental,economic,political,legalandculturalinfluencesandconstraintsonengineeringworks.ReyesLázaro(SPP),DeniseMcKahn(EGR),andCristinaSuárez(CHM):CHM346:EnvironmentalAnalyticalChemistry;CLT204/SPN356:WritingsandRewritings:


Queering“DonQuixote”;EGR388:PhotovoltaicandFuelCellSystemDesign;andEGR390:ThermodynamicsII.Developcurriculumandmaterialsforthecoursesthatwillprovideaframeworkforformaldialogueinwhichchemistsandengineerscanengageliteraryscholarsontheimpactoftechnologyontheenvironmentandsocietyandviceversa.JackLoveless(GEO):GEO/ENV150:ModelingOurWorld:AnIntroductiontoGeographicInformationSystemsTransitionprojecttopicsinthecoursetohaveageoscience,environmentalscienceand/orpolicyfocuswithareal‐worldapplication.ChangethestructureofthefinalprojecttoemphasizethepracticalnatureofGISandspatialanalysisinaservicelearningsettingwithalocalpartner.MalcolmMcNee(SPP):POR220:TopicsinPortugueseandBrazilianLiteratureandCulture:Topic: Contemporary Cityscapes: Mapping Brazilian Culture onto an Urban GridModifycoursebydevelopingtwomulti‐modalcomponents:ondroughtconditionsandthewatercrisisinSãoPaoloandinfrastructuredevelopmentinRiodeJaneiroinpreparationforhosting the 2016 Olympic Games. The components would then be explored through anumberofthemes.

2014‐2015MichaelJ.F.Barresi(BIO)andAmyL.Rhodes(GEO):BIO159Y:FromEnvironmenttoEmbryo:AnInterdisciplinaryResearchCourseandGEO301:AqueousGeochemistryCooperatively develop curriculum and materials that are designed to investigate thepotentialenvironmentalimpactsofhydraulicfracturing(fracking)oftheMarcellusShalefornaturalgasextraction,anenvironmentalresearchquestionthathashighrelevancetothescientificcommunityandsociety.JudithKeyler‐Mayer(GER):GER250:AdvancedIntermediateGermantoTheEnvironmentalCultureofGermanyRedesign the course in order to foreground Germany’s deep‐rooted engagement withenvironmentalissues.DevelopstudentunderstandingofGermanenvironmentaldiscoursebyexamininganddiscussingliteraryandjournalistictextsinGermanwhilealsodevelopingabasisforcomparativestudiesthroughtripstotheMacLeishFieldStation.(Chris)JanVriezen(BIO)andChrisWhite‐Ziegler(BIO):BIO205MicrobiologyModify the lab curriculum and materials. Instead of teaching a testable environmentalmicrobiologicalhypothesisusingastandardsetoflab‐strains,use“realunknown”isolatesfromsoilsobtainedbystudentsatavarietyofMacLeishFieldStationsiteswhichwillallowforthestudyofdifferentbiotopesandcomparisonofbacteriocinproducingbacteria.SarahMoore(EGR):EGR110FundamentalEngineeringPrinciplesEnhancethecoursebydevelopingasemester‐longteamprojectinterwovenwiththeMacLeishFieldStation.


2013‐14JesseBellemare(BIO):BIO115Biodiversity,Ecology,andConservationLabDevelopaformalmanualthatwill,1)increasefocusonappliedconservationissueswithaneye toward integrating science and policy; 2)make extensive use of theMacLeish FieldStationand theBechtel classroom; and3) enhance theemphasisonoriginal, student‐ledresearch.NailaMoreira(ENG):ENG118:Water:ScienceandPoliticsDevelopaunitonsustainablewaterinfrastructuretoenhancesciencewritingbyintroducingexperientialinformationthroughphysicalinteractionandobservation.Encourageaproject‐basedlearningapproachthroughengagingwiththeenvironmentwithinaunitonflooding.PaulettePeckol(BIO):BIO268/269MarineEcologyandLabModifythecoursetoincludeaunitthatengagesstudentsinthinkingaboutcomplexfisheriesconsiderations through direct experiencewith different types ofmariculture facilities inMaine. Develop internship partnership with the facilities to enable Smith students tocontinuetolearnaboutenvironmentallysound,sustainablepracticesofsmall‐scale,open‐andclosed‐mariculturefacilities.GregoryWhite(GOV):GOV242InternationalPoliticalEconomySignificantlymodify thecourse to incorporateenvironmental issuesandanalysisdirectlyandsystematicallywithafocusonfiveissueareas:development,oil,food,consumption,andclimatechange.2012‐13CaroleLearned‐Miller(EDC):EDC345ElementaryScience&MathTeachingMethodsDevelopcurriculumtoteachstudentsscienceandmaththroughoutdoorexperimentsandprojects. Encourage a project‐based learning approach through engaging with theenvironment.L.DavidSmith(BIO)andKatherineSchneider(ART):BIO261InvertebrateDiversityLaboratory,ARS163DrawingI,ARS362PaintingIICreateaninterdisciplinarystudyofinvertebratesbybringingstudentsandfacultytogethertosharetheirperspectivesandknowledge.CollaboratetopaintanddevelopinformationalsignagetoplaceneartheBurtonlobbyaquarium.AnnalieseBeery(PSY):NSC315NeuroendocrinologyLaboratory,PSY192ResearchMethodsinPsychologyBringstudentstotheMacLeishFieldStationtostudyandsampleanimalbehavior.Engagestudentsinthinkingabouthowenvironmentandlifehistoryaffecthormones.JustinCammy(JUD):JUD125/REL225JewishCivilization:Topic:EnvironmentalismTeach a course on Judaism and environmentalism which explores environmental ideas,imperativesandphilosophicalproblemsposedbytheTorah,Talmud,medievalphilosophersandmysticsconnectingtheseproblemstopresentday.JustinCammy(JUD):GES103GlobalEngagementSeminar:JerusalemBringstudentsinJerusalemtoconnectwithProfessorLaster,whowillgiveatourthrough


areas—urbancenters,desertwildernessandacrosspoliticalboundariesofconflict—tostudywater.2011‐12JamesMiddlebrook(ART):ARS386TopicsinArchitectureDevelopinterpretivesignageaboutsustainablesystemstobeusedatMacLeishFieldStationandtheBechtelEnvironmentalClassroom.Organizeafieldtrip,opentoallSmithfacultyandstudents,toacertifiedLivingBuilding.MichelleJoffroy(SPP):SPN372Women,EnvironmentalJusticeandSocialActionConnectstudents tocommunity‐basedprojects inWorcester,Holyoke,andBostonwheretheywillutilizecasestudiesfromon‐goinggender‐based,environmentaljusticecampaigns.ReidBertone‐Johnson(LSS/CEEDS):LSS250LandscapeandNarrativeDesign projects in Ward 3 building on the previously conducted Rapid EthnographicAssessmentProcedure(REAP).DevelopinterpretativesignsfortheBechtelEnvironmentalClassroom.SaraPruss(GEO):GEO108OceanographyDiscussionsections/labDevelopcurriculumandmaterialsrelatedtotheearthquakeandtsunamiinJapan.OrganizeanoceanographiccruiseclasstripwhichisopentoallSmithfacultyandstudents.2010‐11JesseBellemare(BIO)andKatherineHalvorsen(MTH):BIO364/365PlantEcologyandLab,MTH245PracticeofStatisticsReciprocal learning: connecting real life ecology‐based research design and analysis forbiologyandstatisticsstudents.DanielGardner (HST/EAS): EAS 220 Environment and Society in Contemporary ChinaDevelop a course that will enable students to view the society, politics and economy oftoday'sChinathroughthelensofenvironmentalconcerns.VirginiaHayssen(BIO)andJonCaris(ENV):BIO272/273VertebrateBiologyandLab,BIO362/363AnimalBehavior:MethodsModifylabsforbothcoursestoincludecollectingactualdataattheMacLeishFieldStationinordertoenhanceecologicalliteracyandskillinusingGIStechnology.OvertimethiswouldalsoresultinmapsofthevertebrateecologyoftheMacLeishFieldStation.VirginiaHayssen(BIO)andJamesMiddlebrook(ARH):ARS283IntroductiontoArchitecture:SiteandSpace,BIO272/273VertebrateBiologyandLabCollaborative project between a vertebrate biology class and an architecture studiodesigningandconstructingviablebirdhousehousesforMacLeishFieldStation.ReidBertone‐Johnson(LSS):LSS250/255/389AllLandscapeStudiesstudiosEngagestudentsinacommunityparticipationdesign/planningscenarioinNorthampton.DeniseMcKahn(EGR):EGR388PhotovoltaicandFuelCellSystemDesignEngagestudentsindesigningaphotovoltaicsystemfortheMacLeishFieldStation.


PaulNewlin(PPL):PPL222USEnvironmentalHistoryandPolicyEnhanceunderstandingofthepowerstructureatplayinenvironmentalcasestudiesthroughtheuseofpowermaps.PaulettePeckol(BIO):BIO268/269MarineEcologyandLabFostereducationalskillsandmarineenvironmentalliteracythroughprojectcollaborationwithanEasthamptonHighSchoolclass.CandiceSalyers(DAN):DAN252IntermediateDanceCompositionIncorporateinterdisciplinaryperspectivesonthemeaningofecologyandthespace,design,movementandlivingcomponentsofMacLeishFieldStationintoasubstantialsite‐specificperformanceproject.


AppendixCCoursesthatVisitedtheFieldStationSmithCollegeARS173Cross‐disciplinaryFoundationsAST103SkyandTelescopesBIO154/155ConservationBiologyBIO205MicrobiologyLaboratoryEGR390AdvancedTopicsinEngineering‐WaterQualityEngineeringENG118Water,Science&PoliticsENV101EnvironmentalIntegrationI:PerspectivesENV201/202EnvironmentalIntegrationII:CollectingandAnalyzingInformationESS940OutdoorSamplerESS940WildernessSkillsFYS103GeologyintheFieldOtherInstitutionsARCH520BuildingPhysicsI‐UMassArt‐Hist118History/Architecture&BuiltEnvironment‐UMassBio103ConservationBiology‐HolyokeCommunityCollegeRetreatsandWorkshopsintheBechtelEnvironmentalClassroomSmithCollegeBiologicalSciencesDepartmentCommunityServiceBoard,JandonCenterforCommunityEngagementDevelopmentOffice,GiftsandRecordsTeamEducationalTechnologyServices(ETS)InformationTechnologyServices(ITS)ITS‐MediaProductionCenterforMediaProduction(CMP)CampusSchoolStaffMeridiansProgramSmithCollegeBoardofTrusteesKahnLiberalArtsInstitute,“PLAY”ProjectFellowsPickerEngineeringProgramDesignThinkingInitiativeCollegeRelationsGovernmentDepartmentCEEDSAdvisoryBoardMorrowHouseParson’sHouseFrisbeeTeamEco‐PoetryWorkshopBiomimicryWorkshop


OtherOrganizationsAmericanChestnutFoundation,RegionalChapterCenterforEcologicalTechnologyEco‐FellowsFiveCollegeWritingRetreats(x7)InstituteforTrainingandDevelopment(ITD)Mt.HolyokeLibraryandIT(LITS)Mt.HolyokeLITSLeadershipSPARCnetSalamanderSymposium,USGS/SilvioO.ConteWildlifeServiceToursoftheBechtelEnvironmentalClassroom/MacLeishFieldStationBruner/CottArchitectsandPlanners,Cambridge,MassDartmouthCollegeclassEaglebrookAcademy’sGlobalDay(annual)FamilyWeekend(annual)HampshireRegionalHighSchool(annual)EnvironmentalSustainabilityProfessionalsProgram,InstituteforTrainingandDevelopmentLizMoulewiththeDevelopmentOfficeNatalieWestwiththeDevelopmentOfficeNorthamptonHighSchool‐environmentalscienceclassSmithCollegeBoardofTrusteesSmithCollegeCampusSchool,5thGradeClassSmithCollegeClassof‘56SmithCollegeClassof‘61(andoneclassmemberfrom‘41)SmithCollegeLibrarystaffTheConwaySchoolofLandscapeDesignVermontGreenBuildingNetworkWrightBuilders,Inc.,Northampton,MA


Coverphoto:Studentsinthe“AdventuresatMacLeish”First‐YearOrientationgrouptakeabreakinthetreesatthechallengecourse.

Center for the Environment, Ecological Design, and Sustainability ...

Documents

Transcript of Center for the Environment, Ecological Design, and Sustainability ...