Congratulations to Environmental Studies majors Tiara Adler and Zaya Delgerjargal, our 2018-2019 Environmental Leadership Scholarship recipients!
Program on the Environment, with support from generous donors, awards scholarships to two students each year who demonstrate a passion for environmental studies, integrative thought and action in their academics and activities, and a vision of how they hope to make a positive difference in the world.
Both Tiara and Zaya have shared their gratitude for the scholarship and the support they receive as Environmental Studies majors.
Tiara
This past summer, Tiara was a planning intern for the City of Bainbridge Island and developed a municipal monitoring program for shoreline development permits. She is spending Fall quarter in Cadiz, Spain, immersed in Spanish language learning and continuing her Capstone research regarding global perspectives on sea level rise, and the role of urban and ecological planning.
“All I can express is the utmost gratitude for this award! Program on the Environment has encouraged me from day one to discover and act upon my passions. This award is going towards my tuition at the University of Washington.”
Tiara has credited several experiences at UW that have shaped her growth as a leader including: co-managing the ASUW Student Food Cooperative, being an orientation leader with First Year Programs, teaching as a peer TA, and being active within her Program on the Environment community.
“My experiences at the University of Washington have humbled me, and showed me that being a leader is so much more than a title. Thank you to everyone that has supported me, challenged me, and encouraged me to dream bigger. I am overwhelmed and grateful for this opportunity.”
Zaya
Growing up in a less privileged community helped Zaya better understand the environmental challenges less fortunate and under-represented social groups face. Having seen unethical mining business practices in Mongolia, her home country, Zaya chose to direct her Capstone Internship to address these practices.
“Last summer, I interned with the environmental team in Oyu Tolgoi, one of the world’s largest copper mining companies. Seeing environmentally and socially responsible actions the company has been taking, I am more hopeful that businesses and locals can collaborate for the good of the society and the environment.”
Besides working two jobs as a Conservation and Facilities assistant, Zaya is also working as a student research assistant for an air pollution project in the School of Engineering and conducting an independent study on the Mongolian ground jay, an endangered bird species. She is pursuing majors in Environmental Studies and Economics, and wants to work in the environmental consulting sector and help businesses grow more sustainably.
“The Environmental Leadership Scholarship is one source of generous financial support that has enabled me to work far less than before, so I could spend much more time doing research. More importantly, it was one great word of encouragement. Now I feel more encouraged than ever to continue what I initially really wanted without any self-doubt. I can do more!”
“While the idea of ‘wilderness’ is very much a part of the American psyche, and central to the American environmental movement, it is also an idea that literally and figuratively dispossesses Native Americans of their traditional homelands. Glacier Bay, or Sit’ Eeti Geeyi as it is called in Tlingit, is no exception to this.” – Tim Billo
This past summer, Program on the Environment lecturer Tim Billo traveled to Southeast Alaska with nine UW students for a bold new course exploring wilderness management and its unintended consequences. While there, students examined the complex and evolving relationship between the Huna Tlingit People and the National Park Service (NPS) in Glacier Bay National Park.
Tim’s class was immersed in the culture and history of the region and the complex reconciliation process between the Huna Tlingit and the NPS. They grappled with questions about how a common understanding was achieved to share in the stewardship of the park, and how a partnership to preserve the subsistence rights of the original residents would balance out with the need to respond to human-induced climate change.
Don Starbard
The UW group (Tim Billo and his Wilderness management class) and Hoonah “pullers” preparing to paddle out of Port Frederick in Hoonah.
From a kayak camping trip through the backcountry with inspirational readings — including poetry by Tlingit poet, Nora Marks Dauenhauer, — to student-led discussions on the future of conservation, to encounters with bears, to the stories, songs and shared meals with the people of Hoonah, the place-based learning elicited deep reflections and broadened perspectives.
The class was welcomed by and learned from Bob Starbard, tribal administrator of the Hoonah Indian Association (HIA); the people of Hoonah; Kim and Melanie Heacox, author and ranger respectively; and Philip Hooge, superintendent of Glacier Bay National Park (along with several of his colleagues). Former Secretary of the Interior Sally Jewell also joined the trip, generously sharing her insights.
One of many deep conversations around a fire, in the wilderness of Sit’ Eeti Geeyi, the Huna Tlingit homeland in Glacier Bay National Park. On the trip, each student took turns leading a discussion on a topic relating to course themes. Photo: Tim Billo
Touching ice, drifting down-bay in stormy weather, in Sit’ Eeti Geeyi. Photo: Tim Billo
Students heard there are four grizzly bears for every person in Hoonah. Sure enough, a mother and her young cubs were spotted soon after. (Photo: Owen Oliver).
The concept for Tim’s new course and the ensuing class trip was made possible through friendships and connections that started 20 years back, when Tim was interning as a park ranger at Glacier Bay National Park. His time in the famed living lab made a lasting impression and it was there he became aware of how the environmental movement had been complicit in the hardships imposed on Native Americans, including the exclusion from their homelands and loss of language and culture — all in the name of wilderness preservation.
Around the same time, the NPS and the HIA were beginning to address their fraught relationship, shifting efforts towards more mutually beneficial outcomes. These efforts culminated in the building of a tribal house in the national park, which was occupied as part of the National Park Service Centennial celebration on August 25, 2016 in a ceremony jointly planned by the HIA and NPS.
Today, the cooperative relationship between the Huna Tlingit and the National Park Service demonstrate that together, culturally inclusive conservation practices can enrich and benefit both people and planet. The efforts in Glacier Bay could serve as the model for future wilderness management.
“The Huna Tlingit now have a tribal house in the national park, they conduct half of all educational programming in the park, and they have regained some rights to traditional subsistence practices in the park. The NPS recognizes these practices have been part of the cultural and biological fabric of that landscape since the very beginning. The Huna Tlingit, in turn, support the mandate of the Park Service to maintain the landscape of Sit’ Eeti Geeyi as a cultural and biological resource, open for future enjoyment by all Americans.” – Tim Billo
Read more in the reflective blog posts from Tim Billo and students in his class and learn about their extraordinary journey to Alaska this past summer.
Environmental Studies majors take part in a unique 3-quarter Capstone experience combining professional development, a built-in internship (locally or abroad) and a public presentation tying in their academic research with their practical on-the-job work. Students gain valuable hands-on experience exploring potential career paths and they build communications, research and analytic skills that serve them well beyond their time at college.
Read more about what the student experience is within our Capstone, in this fifth post in our Student Capstone Q&A Series.
Corina Yballa
Capstone Internship focus: Community and environmental stewardship Capstone organization: Young Women Empowered (Y-WE) Nature Connections UW faculty mentor: Jessica Hernandez
Why did you choose this internship?
I chose to intern with Young Women Empowered because this organization, more than any other I’ve seen, champions environmental and social justice, community organizing, and education in a way that centers and uplifts the voices of young people. In addition to my first impressions of Y-WE during ENVIR 490, a national staff member in my organization, United Students Against Sweatshops, shared with me their positive impression and respect for Y-WE. Another reason I decided to choose this internship was because of the dynamic I had with my future site supervisor, Anna McCracken, at the Capstone Meet and Greet! Knowing that capstone students spend a lot of time with their site supervisors during ENVIR 491, it was important to me to find someone I knew I would have a good relationship with.
UW Environmental Studies major, Corina Yballa.
What environmental challenges are you addressing? Why is it important?
My capstone project centers around environmental injustice in King and Pierce counties and the inability of affected groups to combat injustice collectively. Marginalized communities in our region are disproportionately subject to air, soil, and water pollution and have limited access to transit and public green space, among other environment-related issues. Often, different cultural and/or ethnic-based communities face similar environmental issues, but lack the institutional power, come up against differences of culture or language, and face systemic barriers to improving their conditions. As part of my capstone research, I wanted to get closer to understanding how we can overcome these challenges to build power in communities, foster deep understanding and solidarity, and work to collectively steward our land and the abundant gifts it offers us.
What are the goals of this internship and what are your expected deliverables?
The goal of my internship was to make a positive contribution to the communities that I identify with. To help Y-WE Nature Connections further their goal of fostering a connection between youth and their environment, especially among queer people and POC who often face greater barriers to it, I helped my site supervisor plan Y-WE’s first backpacking trip. Another one of my deliverables (aside from those delivered to my capstone and faculty advisers) was a report on the backpacking trip. The 17-page report I prepared documented details of the trip, consolidated the feedback we received from youth and mentors, and assessed the successes and opportunities for improvement.
What does a day in the life of your internship look like?
My day to day activities at Y-WE included creating emergency contact spreadsheets, writing environmental curriculum for youth ages 12 to 19, packing up our meals for the trip (including packing Sriracha into travel squeeze bottles), making a powerpoint for our backpacking prep night, picking up gear from the Washington Trails Association, and much more. Once we got to Olympic National Park, I was responsible for leading our 12-person group alongside another adult, checking in with our youth to ensure they had enough to eat, keeping us engaged with curriculum and activities, and making sure we set up camp before nightfall.
Corina on a Y-WE backpacking trip from Cape Alava to Sand Point on the Ozette Triangle.
What skills have you learned throughout this internship?
Some of the most important skills I learned or enhanced at my internship were time management, the logistics of organizing an outdoor event like our backpacking trip, and some of the operations for running a growing non-profit organization. My site supervisor, Anna, was really great about bringing me to meetings concerning Y-WE and their grant funding. I had the chance to learn about the grant process and how complicated it can be to juggle all the requirements of various grants. Another important skill I learned throughout the internship was the ability to work with young people in a way that empowers them, affirms their knowledge and experiences, and breaks down the hierarchical youth-adult dynamic that is common in many organizations for young people.
What’s been the most memorable moment of this internship so far?
Our 4-day backpacking trip to the Ozette Triangle in Olympic National Park was definitely the most memorable part of my internship. We saw black bears and eagles, got to hang out at the amazing beaches there, had the honor of speaking with a member of the Makah and visited the Makah Cultural and Research Center, had fun meals like campfire cinnamon rolls, and met many intertidal critters. The best part, however, was getting to know the people in the Y-WE community. The youth and mentors that make up Nature Connections are wonderful people and made me feel so included, despite being the new intern.
What are your career aspirations once you graduate?
After graduation this quarter, my hope is to pursue a career that combines my passions for environmental justice, social justice and labor, and community organizing. This internship helped me realize that I enjoy educational work, and would love to integrate it into my work. My hope is to work for an organization like Got Green, who provide environmental education (especially around environmental justice issues), develop community leadership, and engage in direct action to make tangible changes in their focus areas of climate justice, youth leadership, and food access. I would also love the chance to work for a labor organization to address the often unrecognized environmental harm and injustice that happens in the workplace and as a result of the cycle of poverty.
We’re living in the Anthropocene, or the epoch in which humans are—for the first time—the dominant driver of global change related to climate and the environment. As polar ice melts, sea levels rise, and storm and wildfire seasons get longer and more intense, climate projections suggest the Earth will be several degrees warmer by 2100. Although most Americans say climate change is an important topic, research shows fewer than half see it talked about in the media and just one in five discuss it with their peers. Science communication, or moving science outside the walls of academia, isn’t easy—but it’s imperative. Tyler Ung wants to play a role in that imperative.
Tyler is a 2018 graduate of the University of Washington’s Program on the Environment, a bachelor of arts offered through the College of the Environment.
He’s an artist and an academic—an atypical combination that may become more less-so as institutions, organizations, and individuals see the value of communicating science through both academic and cultural lenses. Tyler believes people practicing both disciplines within their traditional silos falls short in reaching the public, especially when it comes to contextualizing the precarious situations we face.
“In science, we’re taught to act inhuman to remain objective. On the other hand, art has been a method of communication since our ancestors could draw on rocks, but a common response to art is, ‘I don’t get it,” he said. “If we’ve got senators throwing snowballs, we know we have a gap in communicating science into public discourse.”
Tyler Ung
Recent UW Program on the Environment alum Tyler Ung.
As an intern at UW’s Center for Creative Conservation, now fully integrated in EarthLab, Tyler developed a senior project focusing on the budding “sci-art” movement, a concept that bridges the science communication gap through creative expression. Working with Sara Jo Breslow, an environmental anthropologist and the Center’s program manager, he wanted to know if sci-art could truly increase environmental awareness, where and how it’s currently being employed, and to try his hand at creating sci-art.
Tyler developed three categories that sci-art efforts commonly incorporate to appeal to individuals’ hearts and minds. Based on Kathleen Dean Moore’s book Moral Ground, he looked at sci-art projects through anthro-centric, bio-centric, and human virtue-oriented lenses. That is, sci-art often speaks to people by appealing to their sense of moral obligation to future generations of humans, the Earth itself and all its creatures and/or compassion and preservation for oneself.
Digging deeper, he wanted to see sci-art efforts and opportunities around the globe. In addition to examining the Pacific Northwest, Tyler analyzed sci-art’s prevalence through two study abroad experiences offered through the University of Washington. He traveled to China with Program on the Environment Lecturer Kristi Straus, as part of her “international flipped classroom” partnership with Tsinghua University in Beijing, as well as spent time in Bangalore, India with UW’s Grand Challenges Impact Lab.
“China, India, and the US. heavily impact the trajectory towards a more livable future. They hold records as one of the biggest emitters, highest in urban population growth and most wasteful per capita,” he said. “This inspired me to examine and connect these three cities and countries.”
Environmental Studies majors take part in a unique 3-quarter Capstone experience combining professional development, a built-in internship (locally or abroad) and a public presentation tying in their academic research with their practical on-the-job work. Students gain valuable hands-on experience exploring potential career paths and they build communications, research and analytic skills that serve them well beyond their time at college.
Read more about what the student experience is within our Capstone, in this fourth post in our Student Capstone Q&A Series.
Rachel Fricke
Capstone Study Focus: Using fishing technology to trace angler movement as a vector for invasive species Capstone Organization: Olden Freshwater Ecology and Conservation Lab UW Faculty Mentor: Dr. Julian Olden
Why did you choose this internship?
My academic interests encompass anthropogenic interactions with freshwater resources, and I knew going into my capstone that I wanted to work somewhere within this realm. While a student in Dr. Olden’s Aquatic Invasion Ecology (FISH 423) course last Fall I met with him to discuss potential projects, and at the time he was looking for a student to tackle a collaborative study with ReelSonar, the makers of iBobber – a sonar-enabled bobber with over 3 million records of fishing activity around the globe. I was excited by the dataset and its applications within aquatic ecology, and ultimately chose to pursue this internship because I knew the work would be both personally challenging and rewarding.
What environmental challenges are you addressing? Why is it important?
Recreational fishing and boating serve as pathways for the movement of aquatic invasive species into new waterbodies, and curbing the spread of noxious invaders through these vectors is an ongoing management challenge. Using data generated by iBobbers, I am characterizing fished ecosystems and integrating invasive species’ distributions with angler (fishing with a line and hook) movement patterns across the continental U.S. My study carries important implications for predicting and preventing future transmission of aquatic invasive species via recreational angling.
What are the goals of this internship and what are your expected deliverables?
Through my study I am developing my competency in quantitative analysis and science communication. To do so, I’ve synthesized research method and writing skills acquired in my Environmental Studies and Fisheries classes. My final expected deliverable is a publication-quality manuscript which I plan to submit to a peer-reviewed journal.
Photo courtesy Thiago Couto
Rachel Fricke preparing zooplankton samples on the shores of Lake Kulla Kulla in Mt. Baker-Snoqualmie National Forest.
What does a day in the life of your internship look like?
I typically arrive at our lab office in UW’s School of Aquatic and Fishery Sciences around 7 or 8 am, make a pot of coffee, and then pull up my to-do list. My work differs from day-to-day, but I usually spend time using ArcGIS and/or R to analyze data, searching and reading relevant literature, and drafting our manuscript.
I’ve also been working as a field technician in the lab over the summer, collecting samples for stable isotope analysis at high alpine lakes in the Cascades. On field days we’d leave from base camp at 6 am and backpack (sometimes bushwhack) a few miles to our lake for the day, where we sampled phytoplankton, zooplankton, fish, invertebrates, and plants using ultralight pack rafts.
What skills have you learned throughout this internship?
My proficiency in ArcGIS, R, and Python has increased by leaps and bounds through this study. I had some experience with these programs prior to starting my work, but using them to analyze my own data rather than simply completing a class assignment has substantially increased my understanding of their capabilities. I’ve also learned that a large part of conducting scientific research is simply deciding how to interpret findings and their broader relevance, both in narrative and visual form.
There is rarely one “right” way to execute a study.
I’ve often wrestled with decision-making, but while carrying out my work I’ve had to justify the choices I make to my mentors, which has in turn bolstered my confidence as a researcher.
What’s the most memorable moment of this internship so far?
This past May I had the opportunity to share some my initial findings as a talk at the Society for Freshwater Science Annual Meeting in Detroit, MI. While there, I received constructive feedback from professionals in the field, met a number of ecologists whose work I have long admired, and learned about ongoing projects in a range of freshwater-related disciplines. The most memorable moment was responding to audience questions after I gave my presentation – their interest reaffirmed my investment of time and energy into my work.
What are your career aspirations once you graduate?
My immediate plans are to pursue graduate studies in aquatic ecology, though I’m also exploring research fellowship opportunities overseas. In the long-term, I hope to continue advancing freshwater conservation as a university professor and allocate my time toward both teaching and research. Working in the Olden Lab has been one of the most meaningful learning experiences in my time as an undergraduate, and I would love to start my own lab one day and pay forward the support I’ve benefitted from as a young scientist.
Environmental Studies majors take part in a unique 3-quarter Capstone experience combining professional development, a built-in internship (locally or abroad) and a public presentation tying in their academic research with their practical on-the-job work. Students gain valuable hands-on experience exploring potential career paths and they build communications, research and analytic skills that serve them well beyond their time at college.
Read more about what the student experience is within our Capstone, in this third post in our Student Capstone Q&A Series.
I chose to do my capstone internship with Waste Management’s Recycle Corps internship program because this was an opportunity to step out of my comfort zone. Before this internship I did not know much about the waste industry besides me putting my recycling and garbage at the curb and someone picking it up every week. I also chose this internship because I wanted to get experience working for a private company in my field and learn how to educate the public on a broad scale.
What environmental challenges are you addressing? Why is it important?
One challenge that I addressed through my internship was lack of access and knowledge to recycling and composting. It is important to provide correct access and knowledge to communities about recycling and composting so that we are able to decrease the amount of materials that end up in landfills and then strive to decrease our consumption entirely.
Brooke Stroosma fielding questions about recycling at a Waste Management outreach event.
What are the goals of this internship and what are your expected deliverables?
A goal that I had going into my internship was to make connections and contacts with everyone I met during the summer. I was able to do this and find direction in what I want to do after I graduate. My deliverable for my host organization was to draft an outreach report for one of the communities I worked with this summer.
What does a day in the life of your internship look like?
Every day is different at my internship. There are always new projects that are happening. I worked events and did outreach at multifamily properties and businesses. My favorite day during my internship was getting to do door-to-door outreach at multifamily properties and individually have conversations with the residents about how they can decrease their waste and improve their recycling and composting behaviors.
What skills have you learned throughout this internship?
A few skills that I learned through my internship include; professional outreach and education tools, data analysis, and writing a comprehensive report.
What is the most memorable moment of this internship so far?
The most memorable part of my internship has been able to see a spark in someone’s eye when they want to do what is best for our environment and they want to take the knowledge and information that I provided for them and use it to be more environmentally friendly.
What are your career aspirations once you graduate?
After I graduate I want to continue with education and outreach on environmental topics. It might be in the waste industry or it might not! I am very open for what comes next!
Environmental Studies majors take part in a unique 3-quarter Capstone experience combining professional development, a built-in internship (locally or abroad) and a public presentation tying in their academic research with their practical on-the-job work. Students gain valuable hands-on experience exploring potential career paths and they build communications, research and analytic skills that serve them well beyond their time at college.
Read more about what the student experience is within our Capstone, in this second post in our Student Capstone Q&A Series.
Joy Shang
Capstone Internship focus: Analyzing visitation in WA state parks and potential barriers to disenfranchised populations Capstone organization: Washington State Parks Foundation (WSPF) UW faculty mentor: Dr. Clare Ryan
UW student Joy Shang in Olympia where she met with public officials, including an advisor to Governor Jay Inslee, as part of her internship with WA State Parks Foundation.
Why did you choose this internship?
I chose to intern with WSPF because they offered an opportunity to work on policy issues, an area I wanted to gain more experience in. I think a lot of the environmental challenges we are facing today – such as climate change, plastic pollution, and air quality – are affecting people on a broad scale and thus need broadly impactful solutions. Environmental policy is a way to integrate better behaviors into our corporations and institutions, but that won’t happen without passionate and knowledgeable people pushing for change.
I was also immensely impressed by the passion and insight that my mentors at WSPF displayed. Even though I knew very little about state parks, their dedication reminded me of how important parks were for the development of my own love for nature and that the more people can visit them, the better.
What environmental challenges are you addressing? Why is it important?
After the 2008 recession, Washington state parks began requiring an entrance fee for the first time in its almost 100-year history. This pass was implemented out of necessity, but unfortunately, parks did not have the luxury to consider the ramifications of putting a price on nature. While the “Discover Pass” is not a huge financial burden to most – $30 for an annual pass and $10 for a day pass – it still erects a barrier to visiting parks. Furthermore, the people most likely to be hindered by this fee are also those who are already visiting parks in lower numbers, namely those of racial and ethnic minorities, young adults, low-income, and low education level.
As such, for my internship I wanted to look into possible disparities between Washington’s increasingly diverse population and park visitors. After all, our parks were created to be enjoyed by all.
What are the goals of this internship and what are your expected deliverables?
For my internship I am developing four infographics that highlight little-known facts about the Washington state parks, such as how 80% of their funding comes from user fees. The purpose of these infographics is to not only educate the general public, but may also be shown to public officials to lobby for increased funding or new parks.
I also helped complete a survey to state parks agencies and nonprofits across all fifty states, then analyzed the results in conjunction with a national survey of state parks. I utilized this data for my infographics, and also created interactive graphs on Tableau, a data visualization software.
What does a day in the life of your internship look like?
I typically arrive at the office around 8:45am and mentally prepare myself for the day with a cup of cold brew. WSPF’s office is a really cute space in Ballard with little succulents, a whiteboard wall, and convertible standing desk. What I’m working on varies by the day. I could be interviewing the Assistant Director at North Carolina State Parks, sorting through thousands of data entries on land acquisition, or meticulously crafting an image of a kid with a backpack for an infographic.
To liven up my days of working at a computer, my supervisors invite me to sit in at meetings that have allowed me to meet key players in the parks and recreation field, like an advisor to Gov. Jay Inslee, as well as learn what goes into managing a nonprofit.
What skills have you learned throughout this internship?
In order to effectively display the immense amounts of data I have been collecting, I’ve been learning Tableau, a powerful data visualization software that can create beautiful interactive graphs. Tableau has so many options that I feel I have barely scratched the surface, but I’m really proud of some of the visualizations I’ve made so far.
I’ve also had the opportunity to learn about political processes by meeting with public officials and picking it up from my supervisors. For instance, I now know the difference between a capital budget and operating budget, as well as the legislative mechanisms leading to the passing of said budgets.
Draft versions of an infographic Joy developed to highlight park funding sources.
What is the most memorable moment of this internship so far?
I fondly remember the day I finally received the last response to my survey to all 50 state parks agencies. The last state I was waiting on was New York and I had been talking to them for over a month. The guy who answered their main line knew me by name. They were supposedly working on my survey, but it had been weeks and there was nothing I could do but keep emailing and calling them at intervals that I hoped wasn’t too annoying. I was tempted to give up, but the satisfaction of achieving a full set of 50 states fueled me. Eventually, I decided to pursue an alternate route: I contacted a nonprofit in New York and the director reached out to their contact in the agency. I came into the office the next morning to find that beautiful survey pop up in my inbox. I jumped in my seat and pumped my fists in the air. Later that day, we celebrated with artisanal ice cream.
What are your career aspirations once you graduate?
As an incoming senior, this is an answer that I’m supposed to know by now. The “correct” answer is that I want to have a career in environmental policy, creating policies that will support communities to be more sustainable and approach the pressing environmental issues that we are facing from an interdisciplinary perspective. That being said, my ultimate goal is do something impactful with my life. The environment is shared by every person on every corner of the Earth, and taking care of it means that we are also caring for each other.
For the past three years, Program on the Environment lecturer Tim Billo has been monitoring the sword fern die-off in Seattle’s Seward Park. He’s not the only researcher to be stumped by the mysterious decline of this once abundant plant that covers the forest floors.
Despite copious research, nobody has yet found the reason for the rapid and alarming decline of this ubiquitous Northwest plant, which is now disappearing in the North Kitsap forests as well. This plant is not easy to kill, and its plight is attracting the interest of more researchers and naturalists.
Environmental Studies majors take part in a unique 3-quarter Capstone experience combining professional development, a built-in internship (locally or abroad) and a public presentation tying in their academic research with their practical on-the-job work. Students gain valuable hands-on experience exploring potential career paths and they build communications, research and analytic skills that serve them well beyond their time at college.
Read more about what the student experience is within our Capstone, in this first post in our Student Capstone Q&A Series.
Carly Lester
Capstone Internship Focus: Direct Farm Marketing Capstone Organization: Worldwide Workers on Organic Farms (WWOOF) UW Faculty Member: Dr. Beth Wheat
Carly Lester
This sign at n’ Groene Kans farm reads, “Welcome to our Organic Company”, and is only hung on Saturday during the farm’s on-site market day.
Why did you choose this internship?
During Winter quarter (2018) I asked Beth Wheat if she knew of any programs that involved working on a farm in a study abroad format. I was highly interested in going abroad for my Capstone, and she suggested the program WWOOF (World Wide Opportunities on Organic Farms). I looked into the program before Spring Quarter started as I wanted to get a jump start on planning for my Capstone. I explored a few options in India, New Zealand, and the United Kingdom, but decided on the Netherlands because I had heard a lot about their agriculture sector. The Netherlands is ranked second in the world, next to the United States, in exporting agricultural goods. This is pretty remarkable, considering the Netherlands is just 41,500 km^2 with around 18 million people; it shows that small countries can pack a large punch on the world market if they optimize their growing space.
What environmental challenges are you addressing? Why is this important?
The environmental challenge I chose to focus on is sourcing local food products. Sourcing locally, as opposed to transporting mass quantities of food vast distances, has been linked to benefiting the environment, economy, and human health. I believe that sourcing locally is also important because it re-establishes a relationship with consumers and their food; we as a society are accustomed to walking into a grocery store, picking out some vegetables or fruit, and leaving the store without knowing where and who that produce is coming from.
Carly Lester
Carly tending to a container of seeds she sowed during her first week at n’ Groene Kans (broccoli, cabbage, kohlrabi, and curly kale). She sowed over 300 seeds during her stay.
What are the goals of this internship, and what are your expected deliverables?
My goal for this internship was to gain an abundance of knowledge about organic farming, and the struggles and opportunities that farmers encounter when selling directly to consumers. The internship aligned with my research question(s), which were: How do direct farm marketing strategies vary by region, and what are the struggles and opportunities that farmers encounter when directly selling to consumers?
My deliverables included a written document to my host family (the owners of the farm that I lived and worked on while in the Netherlands) summarizing the farm’s operations and suggestions for how to improve their operations. I also was a part of the brainstorming session for re-designing the farm’s website layout and web-shop format. The web-shop attributes more than 50 percent of the farm’s income, so it was important to design a website that will continue to contribute to the web-shop’s success.
What does a day in the life of your internship look like?
I spent 4 weeks in Groenekan, Netherlands working on a farm, and am now back in the United States interviewing farmers in Colorado and Washington for the other half of my Capstone. While I was in Groenekan, a typical day began with waking up at 5:30am and working in the greenhouse until 8:00am before taking a break for breakfast. We began with work in the greenhouse because in the late mornings and early afternoons it would become too hot to work comfortably. After breakfast we usually prepared beds for planting, sowing seeds, weeding, watering, etc. until 1:00pm when our work day ended with lunch.
What skills have you learned throughout this internship?
Although I only stayed for 4 weeks, the amount of knowledge and set of skills I gained was extensive. My hosts Floor and Jan treated me as an intern, – as opposed to past WWOOFers who only stay for 2 weeks to volunteer for fun – so they took their time teaching me how the farm operates and trusting me with more tasks than normal. In fact, one weekend my host family left for a family reunion and I was entrusted with taking care of the farm, delivering produce to the organic food store, and taking care of the animals.
I learned how to use a flame burner to burn away small weeds after sowing seeds, install a sprinkler system in the greenhouse, prune different types of vegetables, and so much more! The most important thing that I learned though, is just how hard farmers work. I’ve always known that farmers are hard workers, but it never dawned on me just how hard they work until I was working alongside my hosts.
What is the most memorable moment of this internship so far?
One of my most memorable moments happened after farm working hours. My hosts had a plethora of black and red currants growing – more than what they could sell in their web-shop or their Saturday shop – so we made a huge batch of jam. We stayed up until almost midnight making jam, even though we knew we had to wake up early the next day to begin work. We laughed a lot, shared stories, and I was able to ask more questions about farming that I wasn’t able to have answered during our working hours.
What are your career aspirations once you graduate?
My long term goal is to open a farm-to-table restaurant in Washington where I locally source food from Washington farmers. My goal is what inspired me to work on a farm for my internship, and it’s why my Capstone question looks at the struggles and opportunities that arise from direct farm marketing because, one day, I will be buying directly from the farmers and aiming to pay them fairly for their work.
A new course add-on option adds short-term travel to international, online collaboration — helping more students to have rich global learning experiences, at home and abroad.
Teaching sustainability through international partnership
Kristi Straus, lecturer, Program on the Enivronment
Kristi Straus, lecturer in the College of the Environment, knew that her students could learn an enormous amount about sustainability issues if they could place them in more global context. But traditional study abroad programs aren’t always feasible, or accessible, for many students.
So when Straus was approached by the Academic & Student Affairs in Fall 2017 to design and pilot a new “global flip” course model, she jumped at the chance to add a short-term study abroad option to her introductory course on sustainability.
Straus partnered with professors at Tsinghua University in Beijing to design an international — and internationally collaborative — component to her ENVIR 239 Sustainability: Personal Choices, Broad Impacts course. The 15 students who enrolled in the “global flip” option (of 80 total students in the course) worked alongside their peers in China to tackle real environmental issues in both countries — first online, then in-person — without the time or cost of traditional study abroad.
“All I can express is the utmost gratitude for this award! Program on the Environment has encouraged me from day one to discover and act upon my passions. This award is going towards my tuition at the University of Washington.”
“Last summer, I interned with the environmental team in Oyu Tolgoi, one of the world’s largest copper mining companies. Seeing environmentally and socially responsible actions the company has been taking, I am more hopeful that businesses and locals can collaborate for the good of the society and the environment.”
