Community, Environment & Planning

Individual Study Plan

Carolyn Hartman

Revised: April 2017

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Table of Contents

Letter of Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Visual Map of Individual Study Plan . . . . . . . . . . . . . . . . . . . . . . . 4

2014 Spring Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2015 Autumn Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2016 Winter Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2016 Spring Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

2016 Summer Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2016 Autumn Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2017 Winter Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2017 Spring Quarter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Internship Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Extra Curricular Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Senior Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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Letter of Introduction
Through this individual study plan (ISP), I was able to guide myself in the education I

wanted in order to be successful in an environmental education, teaching, or

environmental science career. I have a strong interest in building community as well and

this plan helped me achieve the skills necessary to build a positive and engaged

community in a teaching environment and in the workplace.

After high school I came directly to the University of Washington with the intent of

studying environmental science. I did exactly that, along with joining the ASUW Student

Senate, Northwest Women, the Campus Sustainability Fund, a part time job at Leschi

Elementary School, a full time job at Discovery Park over two summers, and working in

the Sharon Doty Lab. My positive experiences in these extra curricular programs inspired

me to pursue an education that also encompasses community and education, like in CEP. I

have chosen environmental education as my focus in CEP. My ISP has allowed me to gain

more experience in community building and teaching skills.

The classes and activities I have selected have helped me build on my environmental

science knowledge while also giving me the tools I need to teach it effectively in the

classroom or larger community. I will continue to build on this plan as a living document

and continue my path to an environmental education career by making the best choices

and uses of time that I can, even after graduation from my undergraduate career.
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Visual Map of Individual Study Plan

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Spring 2014
EDUC 401: Practicum in Community Service Activity (Native American culture, art,
and nature in the classroom) (D, VLPA)

This seminar presents diverse pedagogical approaches to teaching about art and the
environment. With a focus on Salish Coast native art practices, students will learn about
indigenous plants, lichens, and fungi and how they are used by Native communities.
Students will explore topics such as ethnobotanical uses of plants, Salish basketry and
natural dyeing techniques, and the use of gardens and wild spaces as classrooms. We will
take field trips to different educational sites on campus, hear from guest speakers, and
even go urban foraging! In this seminar, UW students will be tutoring in elementary
classrooms throughout the quarter and will design a workshop about art and nature from
the approaches learned in seminar. Students will present their workshops to their
classrooms during the last two weeks of the quarter.

This class was not only a great way to learn about Native American culture, but also how
to teach about it. This is different from my culture in many ways, but the most notable was
the many ways they use native plants in their daily life, such as basketry and in teas and
medicine. In my own culture, we tend to buy a lot of artificial baskets, teas, and medicine.
A great component of this class was actually cooking food from native plants, like nettle
pesto. This is also relevant to my education and career path because I want to teach about
nature eventually and this has given me more ideas on how to make plants more
interesting to a younger age group (kindergarten).
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Autumn 2015
CEP 301: The Idea of Community

Theories of community and communal rights and responsibilities. Experience building a

learning community within major. Explores struggles for community in every sector of
life.

This class will has helped me understand how communities are built and how human
communities differ from animal communities; this is what makes us unique and thrive. By
knowing how communities thrive, I can now foster community in my workplace. It is also
useful in building leadership and communication skills through discussion and facilitation
of the class.

CEP 300: CEP Retreat

Focuses on planning analysis assessment and development of the major. Opportunities

for community building and all-major policy deliberation and decisions. Workshops for
skill building in consensus, facilitation, and for major-specific activities such as
developing individual study plans and study abroad experiences.

This was a great way to build a strong community with my peers, which is a useful tool
with any group. Through retreat activities, I have also learned the importance of creating
expectations within a community that works together.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.
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ESRM 362: Introduction to

Restoration Ecology (M)

An introduction to ecological
restoration of damaged ecosystems.
Examines the philosophical base of
restoration as well as the social,
biological, and political forces that
impact the success of any restoration
project. Includes lectures, readings,
case studies, and field trips.

This class is essential for my

Environmental Science and
Resource Management major
because my focus is in Restoration
Ecology and Environmental
Horticulture. I have learned there is
also a lot of potential to use
restoration as a community building exercise and as a teaching tool. I have learned that
people generally do not volunteer for the good of the environment, but for social reasons,
to build community, and to feel good. Ecology restoration is done outside in the
environment and it is a great opportunity to teach volunteers about the environment while
they are there. Restoration work can also be turned into art, and used as an outreach tool.
(see picture above)

ESRM 250: Introduction to Graphic Information Systems in Forest Recourses

Applications of GIS technology to forest science and management. Fundamentals of GIS

systems: data sources, preprocessing, map analysis, output; remote sensing as a source of
GIS data, image analysis, and classification. Emphasis on GIS as a source of management
and technical information requests.

GIS can be used for a multitude of questions and special problems. Through course
exercises I have discovered data on environmental learning centers in King County, which
could be useful someday, along with knowing how to use it. For example, it can be used to
look at certain demographics near these learning centers, or look at environmental
problems such as where to plant a sensitive species of tree or how rising ocean levels will
change urban landscapes and demographics.
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Winter 2016
CEP 302: Environmental Response

Explores issues of environmental crisis and societal responses. Readings and reflective
analysis from broad selection of authoritative sources to develop grounded perspective in
ecological literacy and consciousness. Concurrently, experiential education in challenges
and practical responses to building sustainable society through participation in
community-based environmental effort.

Knowledge of current issues and responses to environmental problems could be useful

when teaching about the environment. I also want to learn how to effectively encourage
community-based environmental effort, especially with a multitude of age groups.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.

ESRM 200: Society and Sustainable Environments (M)

Introduces the application of social concepts and theories to understanding and managing
urban, urbanizing, and wildland landscapes in a sustainable manner. Of particular interest
are factors that shape patterns on the landscape and resulting social and economic benefits.
Explores landscapes across the urban to wildland gradient.

Eventually I want to teach in an outdoor setting, but some environmental learning centers
are situated in the urban landscapes. This is going to be useful in learning more about
urban sustainability, as much of my education in sustainability has been outside of urban
areas.
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STAT 311: Elements of Statistical Methods

Elementary concepts of probability and sampling; binomial and normal distributions.

Basic concepts of hypothesis testing, estimation, and confidence intervals; t-tests and chi-
square tests. Linear regression theory and the analysis of variance.

Statistics is a requirement for my ESRM major. In an education career, statistics could

provide data to determine what to work on with students. It can also be used to show
improvement and how students are performing over time.

EDUC 411: Practicum in Community Service Activity (Literacy Through

Photography) (VLPA, M)

Tutoring and teaching experiences in a school or community service organization.

Practical experience in a classroom is necessary to better my teaching skills (hopefully

with a new age group). Literacy through photography is interesting and could be useful in
teaching students with different learning styles and abilities.
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Spring 2016
CEP 303: Social Structures and Processes

Investigates use of formal and informal social structures and processes within context of
community and environment. Looks at patterns and institutions of social organization and
relationships among different sectors. Issues of interrelatedness, citizenship, knowledge,
and communication.

This class helped me with more practical skills such as communication. A goal of mine
has always been to improve my communication, both written and spoken. Knowledge of
social structures was also helpful in learning how to build community.

CEP 300: CEP Retreat

Focuses on planning analysis assessment and development of the major. Opportunities

for community building and all-major policy deliberation and decisions. Workshops for
skill building in consensus, facilitation, and for major-specific activities such as
developing individual study plans and study abroad experiences.

This was a great way to build a strong community with my peers, which is a useful tool
with any group. Through retreat activities, I have also learned the importance of creating
expectations within a community that works together.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.
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ESRM 412: Native Plant Production

Advanced plant propagation techniques, emphasizing native plants, propagation for

restoration projects, and unique problems associated with providing appropriate plant
material for restoration or conservation purposes. Emphasizes greenhouse and fieldwork,
and includes lectures, field trips, and a class project.

For whatever reason, student groups I have worked with in the past have been extremely
interested in plant reproduction and pollination. It is sometimes the only thing they want to
talk about. This class helped me better understand plant production so I can answer
questions and teach about this subject more effectively.

ASTR 270: Public Outreach in Astronomy (M)

Emphasis on giving effective scientific presentations, developing and giving educational

programs to school-age groups, and communicating knowledge of astronomy to others.
Give talks at the Jacobsen Observatory on campus and presentations in the Astronomy
Department's planetarium. Learn to operate a telescope and the planetarium equipment.

This class was useful in learning how to teach a science to a class with different age
groups in two very different environments. I had the opportunity to teach an interactive
planetarium show about the sun, stars, and moon to a group of 5th graders and give a
lecture about cosmology to a group ranging from elementary aged children to elders.

COM 220: Introduction to Public Speaking (VLPA, M)

Designed to increase competence in public speaking and the critique of public speaking.
Emphasizes choice and organization of material, sound reasoning, audience analysis, and
delivery.

This course was useful for a variety of reasons. It has taught me to speak in public with
more comfort, to memorize speeches in an easier manner, and to develop an argument in
writing and in speaking. This is especially useful in teaching because I would most likely
be speaking in front of a group of others on a regular basis.
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Summer 2016

ESRM 304: Environmental and Resource Assessment (M)

The processes of measuring, monitoring, and assessment; illustrated in diverse

environmental and resource case studies. Explores the scientific method, hypothesis
testing, sampling, and experimental designs, the role of questionnaires and polling
techniques, remote sensing techniques, and population measurements.

This class was a core class for my ESRM major. It is useful because I will need the
knowledge of environmental science in order to teach it. It will also be useful if I decided
to someday conduct my own research.

CLAS 101: Greek and Latin in Current Use (VLPA, M)

Designed to improve and increase English vocabulary through a study of the Latin and
Greek elements in English, with emphasis on words in current literary and scientific use.

This class is useful for my methods because it improved my vocabulary by teaching me

what the bases of words mean, allowing me to determine the definition of previously
unknown words. Along with improving my own vocabulary, this knowledge will help
when it comes to teaching others. For example, in the past when I have been taught
scientific plant names, it helped to know the underlying meaning of the word.
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Autumn 2016
CEP 460: Planning in Context

Examines theory against backdrop of practice for broad historical understanding of

social, political, environmental planning. Critique from viewpoints, e.g., planning history,
ethics, ecofeminism, environmental justice, class and capitalism, planning and global
economy. Develop personalized history reflecting individual experience, professional
experience, and philosophical heritage of planning profession.

Understanding planning helped me better understand the backgrounds of individuals, such

as how much or how little they have been exposed to. I have the waste management
system in mind specifically. Some people are raised to compost and recycle, while others
are raised to throw everything into one bin. Good planning can be an excellent
environmental education tool by providing exposure.

CEP 300: CEP Retreat

Focuses on planning analysis assessment and development of the major. Opportunities

for community building and all-major policy deliberation and decisions. Workshops for
skill building in consensus, facilitation, and for major-specific activities such as
developing individual study plans and study abroad experiences.

This was a great way to build a strong community with my peers, which is a useful tool
with any group. Through retreat activities, I have also learned the importance of creating
expectations within a community that works together.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.
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CEP 490: Senior Project Prep Seminar I: Research and Scoping

Supports the conceptualization and planning of senior project/capstone work. Focuses on

selecting a project, beginning a literature review, finding a mentor, and developing a
plan.

Research and scoping are both important skills when planning to do anything. Thoroughly
researching and scoping a topic can make planning easier and it is almost always
necessary. Finding a mentor was also important because guidance made the product of
what I was doing more successful and focused.

B BIOL 220: Introductory Biology III

Animal physiology, plant development and physiology.

This was a requirement for my ESRM major. It is useful because I need the knowledge of
environmental science in order to teach it. I also have a personal interest in plant
physiology.

ESRM 494: Senior Capstone Proposal

Selection of a capstone topic and type, either thesis or project. Students select a faculty
adviser to assist them in the proposal writing process.

This class helped me build on the ability to create and implement a project that is more
focused around the scientific method. I wanted to be able to cater towards different
knowledge levels, this being a more scientifically advanced level, when teaching.
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Winter 2017
CEP 461: Ethics and Identity

Examination of personal, societal, vocational, environmental, planning ethics. Readings

and discourse on ethical foundations for public life. Individual and group readings on
values, human potential. Develops understanding of ecological context, moral
responsibility, self-awareness. Constructs positive, diverse view of humanity, environment
regardless of race, gender, ethnicity, beliefs.

I was most excited about the environmental ethics in this class. This is valuable because
some environmental issues can be controversial. Our awareness and moral responsibility
are hugely important when teaching about the environment.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.

CEP 491: Senior Project Prep II: Methods and Actualization

Focuses on implementing the senior project/capstone, including revisions and updates as

seen fit.

Learning how to implement a project is necessary in making anything happen. Without

implementation, there would be no project; no change.
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CEP 499: Undergraduate Independent Study

Individual reading, research, fieldwork, other special project approved and supervised by
faculty adviser most appropriate for the project proposed.

This experience consisted of peer assisting in CEP 302: Environmental Response with a
new professor. I was able to facilitate class discussions, give feedback on student
presentations and the new teachers teaching style, and lead a two hour class at Yesler
Swamp with a CEP alum.

ESRM 495: Senior Project

Individual study of an environmental science and resource management problem under

direction of a faculty member.

This class helped me build on the ability to create and implement a project that is more
focused around the scientific method. I wanted to be able to cater towards different
knowledge levels, this being a more scientifically advanced level, when teaching.

EDUC 315: Issues and Trends of Educational Theory, Research, and Practice

Examines issues and trends in the past and present that have influenced or may have the
potential to influence the field of education. Research, discussion, and reading
assignments enable students to analyze and understand topics such as charter schools,
accountability, privatization, national standards, and other topics.

This class gave me a better introduction to the field of education by allowing me to learn
about potential influences in education. This information could be beneficial when
teaching as a profession and developing my own curriculum or research. I also benefited
from becoming familiar with national standards.
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Spring 2017
CEP 462: Community and Environment

Capstone quarter merges core seminars, disciplinary courses in major, community field
experiences for mastery of personal knowledge and skills. Reflection and synthesis of
themes in major; engagement with contemporary issues. Compares theoretical definitions
of community and environment with individual philosophies and knowledge within
thoughtful, applied context.

This class helped me bridge together and reflect on different concepts that I have learned
throughout CEP. I also learned how to apply these concepts, such as reflection in my
personal and professional life.

CEP 300: CEP Retreat

Focuses on planning analysis assessment and development of the major. Opportunities

for community building and all-major policy deliberation and decisions. Workshops for
skill building in consensus, facilitation, and for major-specific activities such as
developing individual study plans and study abroad experiences.

This was a great way to build a strong community with my peers, which is a useful tool
with any group. Through retreat activities, I have also learned the importance of creating
expectations within a community that works together.

CEP 400: Governance

Emphasizes personal and collective leadership, democratic decision making, and learning
through direct action and reflection. Explores and develops students' personal skills as
doers and leaders, while also learning how to form and function as effective groups.

Governance has been useful in learning and practicing goal setting, meeting deadlines,
working with peers, and evaluating others and myself. Many of these skills are useful in
everyday life and in the workplace. Goal setting is valuable and necessary for getting tasks
done in a reasonable amount of time. Evaluation is an important process in bettering my
work and myself.
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CEP 446: Internship

Connects core and individual courses with field work. Group and individual readings
develop understanding of how students' internships and field placements constitute
particular element of community and environmental planning. Explores how what we do
for a living is part of our lives as citizens and public service.

I was able to learn how my service and field work fits into our community as a whole.
Analyzing what we do and why we do it is a great way to make improvements.

ESRM 435: Insect Ecology

Covers major principles of ecology as they apply to insects, and follows a level of
organization from the individual to populations to communities. Applications of insect
ecology are extended to insect ecosystem services, conservation, and pest management.

This class was useful because eventually I want to teach in an outdoor setting. Young
students are bound to be curious and ask questions about insects found in the forest. Being
knowledgeable about this field could help me educate others to a fuller extent.

ESRM 436: Laboratory in Insect Ecology

Supplements the lecture course (ESRM 435) by providing hands-on lab and field
experience on ecological principles as they pertain to insects.

This class was useful because I was able to connect the ideas I learned in lecture to hands
on applications with insects, such as insect morphology and development and even insect
forensics. These hands on labs are excellent ways to observe and participate in activities
that I could use while teaching biology or science.

ESRM 411: Plant Propagation: Principals and Practice

Science and practice of plant propagation including sexual (seed) and asexual (cutting,
layering, grafting) propagation. Includes discussion of physiological effects, methodology
and laboratory exercises. Wide variety of plants covered.

The plant physiology learned in the lecture portion of this class will help me better
understand and teach concepts relating to plant physiology. These hands on labs are
excellent ways to observe and participate in activities that I could use while teaching
biology or science.
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Internship Summary

I was an Environmental Educator at Discovery Parks Environmental Learning Center

over the summer of 2015 and 2016. The program is a weeklong nature day camp for ages

4-12, every week I worked with a new group. The camp is divided into different age

groups; Nature Play which is ages 4-6, Nature Adventure which is ages 6-8, and TNT (I

cannot remember what this stands for) which is ages 8-12. Campers over the age of 12 can

volunteer to be a Junior Naturalist, which assist the Environmental Educators. During my

internship I learned how to delegate tasks to a Junior Naturalist and work in a team. I had

the opportunity to develop multiple curricula on the topics of habitat, food chains,

wildlife, and locomotion in different types of ecosystems. Discovery Park contains forest,

meadow, beach, and pond ecosystems. I also had the opportunity to teach the curricula I

created in an outdoor setting. My goals for this internship were to foster a positive and

inviting community with both my coworkers and the children I will work with. I also

gained the skills to create a successful lesson plan for multiple age groups and work with

those groups effectively with respect to their age. I also feel that it is important and

necessary to learn how to manage a group of children in an outdoor setting with many

distractions. This internship perfectly relates to my goals, as it is exactly what I see myself

doing in a later career. I want to teach a younger age group about the environment and

why it is important.
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Extra Curricular Activities

Leschi Elementary School

I worked as a tutor at Leschi Elementary School in a Kindergarten and first grade split

classroom for two years. The classroom I worked in participated in a contemporary and

Montessori split education program. This meant that the students spend half of the day

being taught with a contemporary approach and half of the day being taught with a

Montessori approach. This new mixed way of teaching brought together the families who

were interested in Montessori education and families who were interested in contemporary

education, which has resulted in a more diverse group of students learning in one

community together. I learned a lot by observing this program from when it was still in the

testing phases to its successful state that it is now. I think there is a lot of potential to

bridge gaps in communities by the structure of our educational system. I have also gained

experience working with a variety of students individually and as large groups through

this job. I have worked with the white, black, Muslim, Hispanic, energetic, quiet, able, and

disabled to name a few.

Campus Sustainability Fund

I served on the Campus Sustainability Fund (CSF) committee as the ASUW Senate

liaison, vice chair, and interim chair. The CSF funds student run sustainability projects

that can be implemented on campus. Serving on the committee has given me experience

leading meetings, participating in group conversation in sometimes a tense environment,

creating agendas, taking minutes, and managing a large (over $300,000) budget. This will
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help me with my future career path because I am likely to encounter a stressful

environment, budgets, and meetings.

ASUW Student Senate

The ASUW Senate has taught me to stick strictly to a schedule, think critically and

question every word in a document, stay orderly (with Roberts Rules), and how to

collaborate, and how to defend my opinion when appropriate. These are important skills in

any workplace because it teaches how to stay civil and organized in heated conversations

and improve accuracy in writing in order in order to send the correct message.

Northwest Women

Northwest women was started in the Fall of 2014 with the purpose of giving women a

safe, comfortable, and fun community to explore the outdoors. I served as Program

Coordinator, when the club first began, which gave me the skills to successfully plan

events with large groups. It has also given me experience building a community from

scratch. I also served as Director of Environmental Sustainability, the first of this position.

I have had the opportunity to teach women about the environment via in person

confrontations, group announcements, and social media and email. This was valuable

because the Internet is becoming more and more used for communication and even

learning. It also gave me experience teaching an older age group.

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Climbing

Although climbing does not give me much of an academic advantage, it has been

necessary for improving both my mental and physical health, which is important to me. I

have also build on yet another supportive community at the climbing gym and I have

made valuable connections within the climbing community.

Rafting

Over spring break and four weekends in 2016, I went through an intensive raft guide and

river rescue training with Orion. The raft guides in Orion are the closest community I have

ever seen. I have learned an incredible amount of information about building a community

through this experience. Guide training also taught me a lot about river ecosystems and

physiology, which could become useful when teaching about the environment.

Sharon Doty Lab

I began working in the Sharon Doty Lab autumn quarter 2016 for my ESRM major senior

capstone. The project I worked on was about nitrogen fixation by microbial endophytes in

crop plants and drought stress alleviation by endophytes in crop plants. This experience

also helped me decide if I want to pursue a career in environmental science before

teaching.
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Senior Projects

CEP

Increasing Environmental Appreciation Through Photography in Public Schools

There is a current lack of art and outdoor environmental education within the public

school system in Seattle. Outdoor education refers to any topic that is taught outside,

while environmental education concerns the natural environment and issues that pertain to

the natural environment. Students are often taught about problems relating to our

environment, but they are rarely taught to simply appreciate it. Art can be used as a tool to

give students enjoyable hands on environmental learning in an outdoor setting. By using

photography students are able to interact with their environment, show others how they

see the world, and feel a deeper sense of appreciation towards nature. This project was

inspired by the Literacy Through Photography program at Duke University and will

address the question of how photography in an outdoor curriculum can increase a

students environmental awareness within public schools. To begin answering this

question I have compiled a comprehensive literature review and taught a pilot curriculum

activity with a K/1 class at Leschi Elementary School that incorporates being outdoors, the

environment, and photography. My literature review and observation results suggest that

students enjoy interactive activities outside and that outdoor and environmental education

is beneficial for student health, environmental awareness, and happiness. In the future,

these findings could be studied further with more pilot programs in a variety of school

locations, such as within intercity schools where nature is lacking.

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ESRM

Endophyte Mediated Drought Stress Alleviation in Rice and Nitrogen Fixation by

Endophytes in Rice and Tomatoes

With a changing climate, rising temperatures are predicted to increase frequency and

severity of drought. Along with drought, there is a need to increase crop production and

expanding agriculture into areas with poor quality soil is one solution. Approximately

78% of the Earths atmosphere consists of nitrogen; however, plants cannot use nitrogen

that is available in the atmosphere, since it is in the form of dinitrogen gas. The current

dominant nitrogen solution in agriculture is chemical nitrogen fertilizer, which can be

harmful to aquatic ecosystems and pollute groundwater if used in large quantities. This

project focuses on the uses of microbial endophytes in agriculture. Endophytes are

bacteria and fungi that live within plants. Some strains of endophytes have been shown to

increase drought stress tolerance and nitrogen availability. In Prof. Dotys lab, we have

tested how individual and a consortium of endophyte strains mediate drought stress

alleviation in rice by subjecting the plants to a period of drought followed by a rehydration

period. We anticipate the plants that were inoculated with endophytes to survive the

drought period and recover during the rehydration phase. We have also tested one

endophyte strain for nitrogen fixation in rice and tomato plants by inoculating the plants

with the wild strain and nitrogen fixation mutant strain. These anticipated outcomes

suggest that endophytes could potentially be a more sustainable solution for agricultural

crops under drought and nutrient stress.