The Hepburn Preserve is a 4-acre beach, dune and brackish tidal wetland habitat owned by the Lynde Point Land Trust, located in the Borough of Fenwick in Old Saybrook. Storm events have caused serious erosion of the area when strong winds and waves hit the shoreline, compounded by shoreline changes due to nearby seawalls and groins. Several major coastal storms overtopped or breached the dunes including Tropical Storm Irene in 2011 and Superstorm Sandy in 2012. A permanent breach, compounded by sea level rise, would cause long term changes to this marsh system.
As a solution, an innovative hybrid living shoreline was proposed, designed and implemented at the site to decrease erosion of the beach/dune habitat, create marsh habitat along the shoreline, and aid in the protection of the dune system. Living shorelines are a green infrastructure technique to aid in shoreline stabilization using native marsh vegetation. Sometimes low sills (such as rock or oyster reefs) are incorporated into living shoreline designs, hence the term, “hybrid” living shoreline. The purpose of a sill is to break and slow wave energy. Sills are placed parallel to the shoreline with the length and height dependent on site requirements. When multiple sills are used, large enough spaces between sills is required to allow for movement of marine organisms.
This project supports the “It Takes a Village” theme. The land trust, Borough of Fenwick officials and local residents had started to meet years before this living shoreline was implemented to educate each other and to research and discuss various options. They spoke with many different groups, including Connecticut Sea Grant/UConn Extension, on how they might best proceed and what their options for a living shoreline might be. Many partners were brought together with the Connecticut River Conservancy taking the lead on a Long Island Sound Study Futures Fund grant that funded part of the implementation. Visit climate.uconn.edu for more information.
If experience really is the best teacher, Deborah Abibou and Alicia Tyson have been to some of the prime places to learn about community resilience work.
Those include locations facing some of the biggest challenges from sea level rise, intensifying storms and other climate change effects: Puerto Rico, Louisiana, Peru and Costa Rica. Now, they’re ready to apply the knowledge they’ve gained toward helping Connecticut’s coastal communities with those same challenges. It’s a task they’re taking on with enthusiasm.
“I’m excited to get to work,” said Tyson.
“I’m really looking forward to diving in,” said Abibou.
The two joined the Connecticut Sea Grant staff on Nov. 19, filling new positions as sustainable and resilient community extension educators. Abibou will be based out of the New Haven County Extension Center in North Haven to focus mainly on coastal communities in the western half of the state. Tyson will work out of the UConn Avery Point campus in Groton to focus on the eastern half. Read more…
Riverfront climate resilience. Low impact development practices to reduce stormwater runoff. Brownfields redevelopment grant proposals. Forest resilience planning. The impact of sea level rise on marinas. What do all these things have in common? They are all the focus of projects conducted for Connecticut communities by undergraduates enrolled in the Environment Corps, a new educational model gaining momentum at UConn.
in this ambitious project that combines undergraduate classroom instruction, service learning, and Extension outreach to the benefit of both the students and the communities of Connecticut. The UConn Environment Corps (“E-Corps”), funded by a five-year grant from the National Science Foundation, is designed to get students real world experience in tackling some of today’s most thorny environmental problems as they conduct projects in partnership with town and cities across the state. The project involves an impressive coalition within UConn that includes four schools/colleges, five academic departments, four University centers, and the Provost’s Office.
E-Corps is an outgrowth of the success of the Climate Corps, a three-year pilot project that began in 2016 and is focused on the local impacts of, and responses to, climate change. The Climate Corps is taught by a team of two Extension educators, Juliana Barrett from the Connecticut Sea Grant College Program and Bruce Hyde from the UConn Center for Land Use Education and Research (CLEAR). With the Climate Corps, Juliana, Bruce and the extended project team pioneered the E-Corps approach, that combines a semester of interactive classroom work with a second semester of independent study where student teams work on projects designed to assist Connecticut communities.
The Climate Corps was joined by the Brownfield Corps in 2018, developed and taught by Maria Chrysochoou and Nefeli Bompoti of the Department of Civil and Environmental Engineering (CEE). The Brownfields Corps is a key part of the new Connecticut Brownfields Initiative, also led by CEE. Then, with the spring semester of 2020 came the debut of the Stormwater Corps, taught by Extension educators Mike Dietz, Dave Dickson and Chet Arnold from CLEAR. The success of all three courses depends heavily on the relationships built between these faculty members and the communities of Connecticut, enabling the development of student projects that bring real value to the towns and cities partnering with UConn.
The NSF grant has resulted in the expansion of the original team to include other players at UConn. Experts from the Center for Excellence in Teaching and Learning (CETL) now assist the course instructors on teaching techniques, and researchers from the Neag School of Education are conducting studies on the impact of the E-Corps model on students, faculty, communities, and the University itself. With 244 students and 53 community projects to date, there is already evidence that the project is having impact. In the case of students, the impact may be broader than the team originally conceived. E-Corps was originally designed to target students majoring in Environmental Sciences, Environmental Studies, and Environmental Engineering, but has already attracted students from 15 other majors, including both STEM (e.g., Biological Sciences, Chemical Engineering, Civil Engineering) and non-STEM (e.g., Economics, English, Political Science, Urban and Community Studies) fields.
One goal of the overall project is to extend the reach of the E-Corps model by making it adaptable to other disciplines at UConn, and eventually to peers at other universities. Much of this will depend upon the team’s ability to fashion a faculty and student support system at UConn that can ensure the sustainability of the model beyond the end of the grant. So, stay tuned!
Connecticut has faced challenges related to sustainable landscapes, food and agriculture, health, and the climate for generations. As problems are solved, new issues arise. Our educators faced the unprecedented challenges of 2020 and pivoted programs to offer life transformative education despite the COVID-19 pandemic.
Programming moved to virtual environments through online certificate programs, virtual field days, WebEx meetings, and YouTube videos. Our educators created and released 318 new videos on YouTube. These videos reached 305,200 people and had 39,501 viewers that watched 1,200 hours of Extension instruction.
One of every nine Connecticut residents struggled with food insecurity before COVID-19. For many individuals and families, challenges surrounding food insecurity increased when the pandemic arrived and continued throughout 2020. The stress associated with food insecurity challenges one of the most basic human needs and deepens income and health disparities.
UConn Extension programs addressed the food insecurity challenges that our community members are facing due to COVID-19. Educators coordinated dairy foods donations to help address food insecurity challenges—facilitating the donation of over 160,000 pounds of dairy products statewide.
Extension works collaboratively with our partners and stakeholders to find solutions that improve our communities. We serve thousands of people every year. Our work is in every town and city of the state and the broader impacts make Connecticut a better place to live for all of us.
The human, environmental, and agricultural issues that we face change. The needs of our residents’ change. Our commitment to providing life transformative education remains steadfast.
UConn Extension connects thousands of people across Connecticut and beyond each year, with the research and resources of the University of Connecticut’s College of Agriculture, Health and Natural Resources. We are comprised of more than 100 educators and a vast network of volunteers. UConn Extension works collaboratively to build more resilient communities through educational initiatives aimed to cultivate a sustainable future and develop tomorrow’s leaders. The work of UConn Extension connects communities and individuals to help make Connecticut a better place to live, and a better place for future generations.
Connecticut has faced challenges related to sustainable landscapes, food and agriculture, health, and the climate for generations. As problems are solved, new issues arise. UConn Extension educators work in all 169 cities and towns of Connecticut to help solve the problems that our residents, communities, and state face. Connecting people with agriculture, the natural environment, and healthy lifestyles are critical components to a sustainable future. Extension works collaboratively with our partners and stakeholders to find solutions that improve our communities for the next generation.
UConn received a $2.25 million grant from the National Science Foundation to expand and study a new public engagement program that combines teaching, service learning, and Extension outreach. The program is called the Environment Corps and focuses on using STEM (Science, Technology, Engineering and Math) skills to address important environmental issues like climate adaptation, brownfields remediation, and stormwater management at the municipal level.
Environment Corps combines the familiar elements of classroom instruction, service learning and UConn Extension’s work with communities in a unique way that allows students to develop STEM skills and get “real world” experience as preparation for the work force, while communities receive help in responding to environmental mandates that they often lack the resources to address on their own.
The Environment Corps project is built on an extensive partnership at UConn. It includes faculty from four schools and colleges in five departments: Natural Resources and the Environment, Extension, Geography, Civil and Environmental Engineering, and Educational Curriculum and Instruction. In addition, the project involves four university centers, all three environmental major programs, and the Office of the Provost. Learn more about the Environment Corps at clear.uconn.edu.
The shoreline community of Westbrook, Connecticut, situated halfway between New Haven and New London, is home to approximately 7,000 residents while supporting seasonal tourists with numerous beaches and shopping stores in the town’s outlet. It is also the municipality I was assigned to research and create a vulnerability assessment for during my time at the UConn Extension Office Internship in partnership with the Climate Adaption Academy and Climate Corps. Through the internship I achieved the Extension Office’s mission of using scientific research to engage with members of the public and municipalities, breaking down complex problems and developing easy to understand solutions that may help inform policy in the future.
Using the town’s Natural Hazard Mitigation Plan and various mapping services, I compiled a list of assets that I determined to have some level of vulnerability to climate hazards (such as flooding, sea level rise, damage from high precipitation events) primarily based on their geographical location to bodies of water. Although this information was similar to that described in the town’s plan, my created final product takes the basic material and provides recommended actions to reduce vulnerability, thus going one step further. With my help and the aid of future interns, the municipality can prepare for the impacts already being seen from climate change while simultaneously saving money. Figuring out the best way to protect assets and people within communities, whether proposing solutions on a town wide or specific infrastructure basis (an approach this internship takes with the Climate Corps Information Sheet), is an important discussion to have and comparison to make. Creating the vulnerability assessment was a rewarding process and the completed 38-page document (including references and figures) is something that I am proud to show to anyone willing to learn about the risk-based evaluations. I hope that the work done in this internship will grow into a much more substantial program and help Connecticut become a leader in climate adaptation.
Additional internship responsibilities included website updating and offering recommendations for a role-playing exercise that will occur in a new Climate Corps related class during the upcoming semester. These activities helped me reflect on past, similar experiences so that I could make any changes to proposed material to avoid previous problems I had encountered. Finding links to put on the Adapt CT website (through UConn’s Center for Land Use Education and Research) helped bring out my creative side and allowed me to delve into topics that really interest me.
Although attending meetings (except with the Westbrook town planner) and conducting a field site visit were not a part of my official obligations, seeing people and infrastructure in person really tied everything in the internship together. By seeing the people, along with their properties and other assets, that will be most negatively impacted by climate change in the future, my work felt much more important knowing what I did this summer may have a positive influence in time. Talking to members of shoreline communities from various backgrounds also made me realize that the climate will leave people of all classes vulnerable to events such as sea level rise, storm surge, flooding and tropical storms/hurricanes. Overall, this was more than just a summer job, rather a learning experience teaching me the ins and outs of local government, how input from the public affects an administration’s policies and the importance of maintaining natural landscapes within man-made ones.
Extension faculty is leading a collaborative new program focused on the impact of climate change on Connecticut communities. The UConn Climate Corps will bring together undergraduates enrolled in the environmental majors with town officials, to the benefit of both groups. The program is supported for three years by a competitive grant from the UConn Provost’s Office, in support of the Academic Plan goals of Excellence in Undergraduate Education and Public Engagement.
Students at the University are increasingly interested in the topic of climate change, which many feel is the environmental issue of our time. At the same time, many communities across Connecticut are struggling with how to adapt to climate change, and how to marshal the resources needed to do so. To address these complementary needs, Extension faculty associated with the Center for Land Use Education and Research (CLEAR) have developed the Climate Corps, a new multi-departmental collaboration at UConn that will combine classroom instruction and service learning to create a unique assistance program for Connecticut communities. Students in the Environmental Studies, Environmental Science, and Environmental Engineering majors will be recruited for the program, which consists of a class during the fall semester and in-the-field work with town officials during the following spring semester.
The class, Climate Resilience and Adaptation: Municipal Policy and Planning, will first be offered in the fall semester of 2017-2018 academic year and will focus on local, practical issues and impacts arising from climate change. Extension’s Juliana Barrett will lead the course but will be team-taught by Climate Corps team members and outside experts. “This course is not so much about the physical science of climate change as it is about local policy responses,” says Barrett. “In order for the students to really understand how climate change can affect local policies and operations, they have to have a firm grasp on how decisions are made at the town level, so there will be a focus on local decision making and on the federal and state legal frameworks in which towns operate.”
Students who complete the fall course are then eligible for the spring practicum course, led by Extension’s Bruce Hyde. The practicum builds upon the ongoing work of Hyde and Barrett, who form the CLEAR/Sea Grant climate team and have been working with towns for several years, including organizing a series of workshops called the Climate Adaptation Academy (see tools and training at right). Students will break up into teams of 3 or 4, each working with Hyde and other Extension faculty to engage selected towns on climate adaptation needs. Towns will have to apply to be included in the program, and several towns have already expressed interest before the application form has been issued. After meeting with town officials the students will embark on one or more projects designed to support the town’s adaptations efforts. These projects could include vulnerability assessments, evaluation of adaptation options, outreach strategies and products for educating the citizens, or other options.
A land use planner with over 30 years of experience working at the municipal level, Hyde is in tune with the world of local government. “Most towns understand that planning for climate adaptation is critical, yet many are unable to find the resources to begin the process,” says Hyde. “Our experience with our Extension undergraduate interns over the past several years has taught us that these students can do very high quality, sophisticated work, and we want to harness that work to the benefit of the towns. And at the same time, it provides a great ‘real world’ service learning experience for the students.” He notes that through their undergraduate training and simply by the technology-friendly nature of their generation, the students have the capacity to perform research, mapping and other tasks that are beyond the reach of busy local planners.
The Climate Corps is a unique multi-department collaboration between CLEAR, Connecticut Sea Grant, and the three Environmental majors, which in turn involve the departments of Geography, Civil and Environmental Engineering, and Natural Resources and the Environment. The project team, which includes the Directors of all of these programs in addition to Barrett and Hyde, feels strongly that the Corps can become a model program that eventually can be expanded in scope, expanded in topical focus, and perhaps adapted by other universities and other states. Class starts in September!