As we celebrate Martin Luther King Jr. Day, many use this as a day of service. Extension values the service our volunteers contribute. In 2019, they volunteered 207,887 hours across all programs, valued at $5.3 million to our communities. Volunteers contribute knowledge and experience to Extension, and expand our capacity to deliver programs in every municipality and town of Connecticut. UConn Extension volunteers are from a range of sectors including robotics, information technology, project management, and agriculture. Marlene Mayes, a volunteer with the Master Gardener program since 2004, coordinates the Foodshare Garden at the 4-H Education Center at Auerfarm in Bloomfield. Each summer, the garden has over 600 community volunteers, who grow 4,000 pounds of vegetables donated to Foodshare. “Everything is research-based, the greenhouse and garden are about teaching and getting people to grow in their own backyard,” Mayes states. We have volunteer opportunities for UConn students, and citizens throughout the state in several of our programs. Join us as a UConn Extension volunteer. # Winter Riding Lessons at UConn Start January 8th The Department of Animal Science is offering the Winter Riding Program beginning January 8th and registration is now open! This would make a great gift for the equestrian on your list or yourself! Space is limited so reserve your spot today! Please visit http://s.uconn.edu/uconnwinterriding for more information including registration forms. # Students Receive Change Grant for CT Environmental Action Day Submitted by Maggi Anstett, Madeline Williams, and Margaret Sanders Stacey Stearns, Marc Cournoyer, and Jennifer Cushman wanted to create a sub-committee to develop digital kits for middle school students for Connecticut Environmental Action Day, so they introduced the Change Grant opportunity to Maggi Anstett, Madeline Williams, and Margaret Sanders. The Change Grant is part of the UConn Co-op Legacy Fellowship program run by the Office of Undergraduate Research. The UConn Co-op Legacy Fellowship – Change Grants provide undergraduates the opportunity to engage in projects that make an impact and represent the UConn Co-op’s commitment to public engagement, innovative entrepreneurship, and social impact. Undergraduates in all majors can apply for up to$2,000 in funding to support community service, research, advocacy, or social innovation projects. Together Maggi, Madeline, and Margaret were eager to complete the Change Grant application. They evaluated the contents of the application and each took a section to tackle. They completed the application within a week and shortly after they got accepted for the Grant. The Change Grant will provide up to $2,000 as previously stated, however they are still creating their budget, so they can optimize all the money. The goal of their Change Grant project is to educate young students in Connecticut on how to live an environmentally friendly life, on the importance of the environment, and how to create environmental action in their home, school, and community. As we know, the world is currently facing a climate crisis and we all face potentially life-altering changes as a result of this. Many young students are not aware of the impact our environment has on our everyday lives and therefore do not make active decisions to be environmentally friendly. Maggi, Madeline, and Margaret hope to educate middle school students on these important topics and to create an annual day that focuses on educating them on our current climate. Additionally, they will assemble digital kits that will be distributed to middle schools in Connecticut, broadening the impact of the program. These kits will include educational materials, along with digital tools that schoolteachers can utilize to continue the education we begin. They are currently thinking about giving the digital kits to 4 schools in each county in Connecticut, thus totaling 32 different middle schools throughout the state. The main reasoning behind doing the digital kits is to reach an audience who cannot be a part of Connecticut Environmental Action Day (CEAD), a one-day event on the UConn-Storrs campus. CEAD is a program of UConn Extension that was dormant for many years before being revitalized with the help of UConn undergraduate students last year. Last year CEAD had one hundred middle school participants from three schools. However, it must reach more students to create a larger and lasting impact. CEAD uses the hashtag #ExtendTheChange to encourage social interaction and influence on associated environmental action. Prioritizing accessibility to all students’ shows that this is important, and them being invested in their future on this planet is also important. # New Template for Mapping Your Stormwater System A new tool is available to make it easier for communities to create or enhance a map of their stormwater system. The CT GIS Network‘s Standards Committee has collaborated with the CT Department of Transportation (CTDOT)to develop a Stormwater System Mapping Template. The template provides a framework for mapping everything from your catch basins to your stormwater outfalls and everything in betw een. It is geared toward meeting the requirements for system mapping found in the MS4 general permit, but is useful for any community looking to get a better handle on its stormwater drainage network. The template is available in three different formats on the mapping page of UConn CLEAR’s Online MS4 Guide: 1. a spreadsheet (if you don’t speak GIS and want to look at the template in Excel to see what categories there are), 2. a geodatabase (if you want to create a new Esri geodatabase in your GIS), or 3. an XML Schema (if you want to import the schema into an existing or new Esri geodatabase) CTDOT is using this schema to map their entire statewide drainage network over the next 10 years. It is hoped that by working toward a standardized format for this information, the sharing of interconnections information between the state system and town and institution systems will be easier. Thus, even if you have already started mapping your system, it would be useful to review the new template to see how DOT is collecting, and will soon be sharing their data. If you have any questions about the new template, contact cary.chadwick@uconn.edu or david.dickson@uconn.edu. Posted on September 4, 2019 Originally published by http://clear.uconn.edu/index.htm # Gregory Desautels: Reflection on my Extension Internship Gregory Desautels interned with Dr. Mike Dietz of UConn Extension in the summer of 2019, working with Dr. Dietz on projects for UConn CLEAR. Gregory has continued working with Dr. Dietz on projects funded by Connecticut Sea Grant during the fall 2019 semester. In the article below, Gregory reflected on his summer internship. Through my summer as an Extension intern at the UConn Center for Land Use Education and Research (CLEAR), I learned skills and had experiences, which may shape my future. I learned technical skills, working in GIS programs such as Arc Pro and AGOL, as well as Microsoft Excel and Google Sheets. I improved my organizational skills, learning how to manage multiple iterations and edits of data files so they could be referenced in the future. I learned how to work independently and improved my problem solving while working on projects that were challenging, and sometimes over my head. Finally, I was able to practice communicating with coworkers and supervisors. The technical skills that I developed this summer were one of the most valuable parts of this experience. Through projects such as the Shellfishing Atlas and Campus LID Map, I had to use many of the skills developed in my previous GIS classes. Furthermore, these projects required me to work outside the confines of my previous experiences and to learn new skills, often by reading tutorials and self-teaching. In programs such as Excel, which I had previously considered myself adept, I found that there was still a lot to learn, and hands on experience was the best way to do so. I consider these experiences valuable not only for the skills learned, but also in learning how to teach myself. In my career, I expect there will be times when I do not know how to solve a problem and I will need to use all the resources available to learn how to solve it. Organizational skills, specifically in reference to managing files for GIS were one of the most practical skills that I developed. Through my own processes of trial and error, as well as through new iterations becoming available, I was often left with multiple seemingly identical files with small but vital differences. My previous nomenclature wasn’t sufficient to keep track of all these files, however several of my coworkers taught me how to build and manage file databases. This has allowed for a cleaner workflow and the ability to backtrack and reference previous steps, both important skills when working in GIS. This internship was also a valuable experience in communication. In communicating with coworkers, supervisors and faculty members, I learned to adapt my communications to them. As someone who defaults to excessive formality, I often had to tone back and learn how to match someone else’s level. I found that the formal “Thank You, double space, sincerely, double space, signature” format lauded by schools is not always practical or necessary and that being overly formal can actually hinder clear communication. In terms of my career goals, I don’t feel that this summer has wildly altered my trajectory, however I do feel that I have a better understanding of what to expect. Seeing the “behind the scenes” work related to securing grants and funding, as well as how this office fits into the larger body of UConn has been eye-opening. This internship was valuable in more ways that I can say, and I am confident that as I progress through my career, I will find many more instances where this experience has helped me. Article by Gregory Desautels, CLEAR Intern Reflection # Interveinal Chlorosis One of the most common plant-problems we see in the lab is interveinal chlorosis. This issue can affect house plants and garden vegetables, to landscape trees and shrubs. We often get inquires about the plant-tissue analysis we offer in the soil testing lab as a means to identify various problems. While this is an extremely useful tool for diagnosing nutrient deficiencies, when we see a plant showing interveinal chlorosis, we usually check the soil test results first. What is interveinal chlorosis? A good place to start is defining what chlorophyll is. Greek for green leaf, chlorophyll is the pigment in plants that gives them their green color, and traps the light necessary for photosynthesis. Photosynthesis is the process in which plants produce sugar from light energy. The chlorophyll molecule is held together by a central Magnesium ion. Interveinal Chlorosis is a yellowing of the tissue between the veins of a leaf due to the decline of chlorophyll production and activity. A give-away tell of interveinal chlorosis is that the veins generally retain their green color, hence the name, interveinal. When a plant cannot produce chlorophyll it loses its green color and could face stunted growth, fail to produce fruit and flowers, and eventually die. What causes interveinal chlorosis? The quick version is nutrient deficiency. We already know that Magnesium is a central part in chlorophyll, but there are other essential elements like Iron, Manganese, and Molybdenum that are necessary in many enzyme activities, and a deficiency in one of these nutrients can lead to interveinal chlorosis. In our lab we most commonly see interveinal chlorosis caused by a lack of Iron or Magnesium. When thinking about a nutrient deficiency, it’s important to remember that there are other factors to take into account than just whether the nutrient is present in your growing media. Interveinal Chlorosis brought on by a nutrient deficiency can be caused by a pH imbalance, injured roots or poor root growth, and excessive amounts of other available nutrients in your growing media. How can you get rid of interveinal chlorosis? We are available in the lab, and in the Home & Garden education center to help you figure out what’s causing your interveinal chlorosis. Once you determine what the cause is, fixing the problem shouldn’t be too difficult. Most of the time it’s a pH issue. If your soil is too alkaline, generally having a pH value of over 6.7, iron becomes more insoluble and less available for absorption. Soil pH can be corrected using a few different approaches, the most common method for acidifying soil is adding Sulfur. Generally, 1 lb Sulfur/100 sq ft will lower pH ~ 1 unit. Nutrient deficiencies can also be remedied using foliar and trunk applications, as well as soil treatments amendments. More information on diagnosing and remedying interveinal chlorosis can be found through the UConn Home & Garden Education Center and the UConn Soil Nutrient Analysis Lab. Information on foliar fertilization can be found here: http://www.soiltest.uconn.edu/factsheets/FoliarFertilization.pdf. Happy Gardening! -J.Croze Originally published by the UConn Home & Garden Education Center # Job Opening: Extension Educator, Diversified Livestock  The College of Agriculture, Health and Natural Resources (CAHNR) at the University of Connecticut contributes to a sustainable future through scientific discovery, innovation, and community engagement. CAHNR’s accomplishments result in safe, sustainable and secure plant and animal production systems, healthier individuals and communities, greater protection and conservation of our environment and natural resources, balanced growth of the economy, and resilient local and global communities. We epitomize the role of a land-grant university, which is to develop knowledge and disseminate it through the three academic functions of teaching, research, and outreach. In so doing, we improve the lives of citizens of our state, region and country. The Department of Extension is seeking applicants for a full-time, non-tenure track Assistant/Associate Extension Educator, primarily based at the Windham County Extension Office in Brooklyn, CT (75% Extension), with teaching responsibilities (25%) at the UConn Storrs Campus. Position level/rank will be commensurate with experience working with Extension and/or teaching livestock production. Anticipated start date is July 2020. This is a joint appointment between the Department of Extension and Department of Animal Science with administrative responsibility in the Department of Extension. The successful candidate is expected to establish an externally funded Extension program that meets critical needs and builds the knowledge base with multidisciplinary, collaborative opportunities in livestock production. Livestock species shall include but are not limited to beef, sheep, swine, goats and poultry. Faculty member will assess clientele problems and needs for Extension programs, and is expected to partner with other disciplines, programs, agencies, organizations and groups. Integrated programs may address basic and/or applied issues relative to livestock production including but not limited to animal health and nutrition, food safety and nutrient management. This position will extend the reach of UConn Extension by integrating distance learning technology into program delivery through computer applications, web pages, electronic mailings, multimedia, and emerging technologies. This will be accomplished by utilizing innovative approaches to deliver timely, evidence-based solutions for livestock-related issues to diverse clientele. The candidate will also teach one course per semester in the Department of Animal Science (e.g. Livestock Management and Livestock and Carcass Evaluation). The incumbent is expected to effectively support and work across Extension and Animal Science teams, especially in applied research in the candidate’s area of expertise. The successful candidate is expected to work with other faculty members in a multidisciplinary team environment, develop a diverse portfolio of educational materials for Extension clients and scholarly materials for professional peers. To fulfill the extension mission, the successful candidate will perform other appropriate duties as needed or assigned. MINIMUM QUALIFICATIONS An earned PhD in animal science or closely related field required. Three years’ experience working with and teaching livestock production in Extension and/or informal classroom settings. Candidates must have a significant and demonstrated experience in the field of livestock production. Experience in scholarship and grantsmanship. Candidates must possess strong skills in leadership, written and verbal communication, and interpersonal relations. Personal transportation and a driver’s license are required; mileage allowance is provided for Extension related travel.Evening and weekend work may be required. PREFERRED QUALIFICATIONS Experience with Extension and the land-grant university system. Demonstrated applied research interests associated with livestock production. Demonstrated experience with enhancing diversity in educational program delivery and participation. APPOINTMENT TERMS This is a full-time position with generous benefits package. For more information on benefits, go to: http://www.hr.uconn.edu/benefits/index.html. Starting salary for this position will be commensurate with training and experience. This is an 11-month per year non-tenure track faculty position. TO APPLY Select “Apply Now” to be redirected to Academic Jobs Online to complete your application. Applicants should submit a letter of application that addresses qualifications identified in the advertisement, a resume, writing sample, and a list of three references with contact information. Please demonstrate through your application materials how you meet the minimum qualifications and any preferred qualifications for this position. Please reference Search #2020237 in your application submittal. Screening will begin immediately and will continue until a suitable candidate is found. Preference will be given to candidates that apply within the first three weeks. Employment of the successful candidate will be contingent upon the successful completion of a pre-employment criminal background check. (Search # 2020237) This position will be filled subject to budgetary approval. All employees are subject to adherence to the State Code of Ethics, which may be found at http://www.ct.gov/ethics/site/default.asp. The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University’s teaching, research, diversity, and outreach missions, leading to UConn’s ranking as one of the nation’s top research universities. UConn’s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations. Full details and information on how to apply is available at: http://web2.uconn.edu/uconnjobs/faculty/schools_colleges/cahnr.php # The Start of Something Big: UConn Environment Corps A UConn partnership led by CLEAR has 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 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 workforce, 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.

The “E-Corps” came out of a three-year pilot project originally funded by the UConn Provost’s Office in 2016. That project developed the Climate Corps, an undergraduate instructional effort focused on local, town-level impacts of, and responses to, climate change. Designed to draw students from the Environmental Studies, Environmental Sciences, and Environmental Engineering majors, the Climate Corps debuted in the fall of 2017. The program consists of a class in the fall with a strong focus on local challenges and issues, followed by a “practicum” spring semester during which students are formed into teams and matched with towns work on projects. Partnerships with the towns are built on the long-term relationships that have developed between local officials and Extension educators from CLEAR and the Connecticut Sea Grant program.

Climate Corps was a hit with both students and towns, and in 2018 spun off a second STEM offering, this one focusing on brownfields (contaminated sites) redevelopment. The Brownfields Corps, taught by the Civil and Environmental Engineering Department, debuted in the fall of 2018. With the NSF funding, there will now be a third “Corps,” the Stormwater Corps, which is under development and will help towns deal with the many requirements of the state’s newly strengthened general stormwater permit. A Stormwater Corps pilot program, funded by the National Fish and Wildlife Foundation, is just finishing up and has been a great success.

The NSF-funded project involves expansion and coordination of the three programs, but also has a major focus on studying the impact of the E-Corps approach on students, faculty, participating towns, and the UConn community. The research will be conducted by faculty from the Neag School of Education. The Center for Excellence in Teaching and Learning will take the lead in working with university administrators and faculty to promote further expansion of the model.

The local, real-world focus of the E-Corps model is getting an enthusiastic response from students. One student wrote: “Climate Corps had a huge influence on me, and for a while I wasn’t super excited about the sorts of jobs I’d be qualified to do…but having this experience opened so many doors for me and exposed me to so many different things I could do. I’m really excited to start my new job because I’ve been able to combine a career with something I find super interesting.” Fall classes are filled to capacity for the Climate and Brownfields Corps, and Stormwater Corps begins in the spring.

Posted on September 24, 2019 by Chet Arnold

Originally published by the UConn Center for Land use Education And Research

# Fall is a Great Time to Plant Trees

Autumn is an ideal time to plant a tree is as the airtemperatures have cooled but the soil is still warm. Warm soil temperatures encourage root growth while decreasing light and day length signal the plant to stop producing top growth. Roots will continue to grow until the soil freezes and the tree enters dormancy. Growth will pick up again in spring as the plant continues to get established in its new location.

The mechanics of planting a tree are pretty standard: dig a hole, put the tree in the hole (root end down) and backfill the hole. Just how each step is done will determine the long term success of the tree’s survival. New trees may be sold as bare-root, container grown, or balled-and burlapped. Trees purchased through the mail typically arrive as a bare-root stock. Local garden centers and nurseries often sell smaller trees in a plastic container filled with a soilless mix. Balled-and-burlapped trees are larger, field-grown specimens. They are dug and the root-ball is wrapped in burlap, which is then tied around the base of the trunk. Sometimes balled-and burlapped trees also have a metalcage placed around the burlap to make transport easier and hold the root-ball together.

The planting hole should be dug only as deep as the root ball or bottom of container but two to three times as wide. Most trees do not grow taproots, but rather the majority of roots will grow in the top 12 to 18 inches of soil, spreading out in all directions. Planting depth is the most critical part of the planting process. Roots belong below ground and all bark should be above the soil line. Look at the tree to find the point where the bottom of the trunk flares out. This basal flare should always be exposed and not buried in the soil. More trees are killed each year by planting them too deep. Don’t let your new tree become one of them.

Before planting, remove the plant from the container and examine the roots. Loosen the roots slightly by gently pulling them apart. If the roots are circling the inside of the container, coax them apart and give them a trim. This will encourage them to leave the circular shape in which they were growing and enter the new surrounding ground. Bare-root trees should be placed atop a cone of soil mounded on the bottom of the planting hole before spreading out the roots.

Balled-and-burlapped trees must have all of the burlap, caging and twine removed for long-lived success. Today’s burlap is treated with chemicals to keep if from decomposing and lasts much longer in the soil than the old, untreated version. The burlap will restrict the roots from reaching into the surrounding soil. Twine can girdle the tree, eventually killing it. Root cages are made of metal and will take many decades to decompose. Roots can become girdled once they grow through the openings in the cage, effectively choking the tree after a decade or more. There is also the danger of broken and rusty metal poking up when working around the tree. Cut all packing material off, even if this has to be done after the tree is placed into the hole.

Loosen the soil in the hole and water well to prepare the hole for the placement of the tree. Adding compost or other organic matter is not needed. Limestone and phosphorus may be mixed with the backfill soil if determined necessary by a soil test. Set the tree’s basal flare slightly above the soil line to account for any settling. Back fill hole with existing soil. Create a ring or berm of soil about a foot away from the trunk to hold water and let it soak into the root area. Mulch can placed outside of the berm to retain moisture. Never place mulch against the bark or root of the bark can happen. Water again immediately after planting and then weekly, if no natural

precipitation occurs, for at least one year during fall, spring and winter to ensure a well-developed root system. Do not add water if the ground is frozen.

Staking plants is no longer a recommended practice as trees develop stronger trunks and root systems when allowed to sway and move with the wind. Trees can be fertilized once a year in the spring. If the tree is planted within a fertilized lawn, it will usually receive adequate nutrients from lawn fertilizer applications so additional sources of nutrients may not be needed.

– Carol Quish, UConn Home & Garden Education Center