See Gabi’s story on UConn Today
As a freshly admitted student, I came to UConn in the School of Fine Arts. However, I realized that wasn’t the right path for me before I even attended classes, switching my major to Environmental Studies, in CLAS, at my freshman orientation. But I soon found that Environmental Studies was too broad a field for me, and I was missing science classes. So, I explored new, more focused majors, which led me to CAHNR and the Sustainable Forest Resources concentration in the Natural Resources Program. I took Dendrology with Professor Tom Worthley in the fall of 2018, and the rest is history! So I thought I’d share some of the learning that brought me to where I am: about to graduate from CAHNR with a degree that I loved earning. Without further ado, here is a quick guide to recognizing a couple of trees that can be found around the UConn Storrs campus!
In order to begin identifying trees, it is important to acknowledge that tree ID is not an exact science; every individual tree is unique, and there is a lot of variation within all the individuals of a species, the same way no two humans or cats look exactly alike! Even the most experienced identifier may be stumped by a tree every once in a while, (pun intended) especially due to the existence of hybrids; just like a tiger and lion can mate and produce a liger, trees of different species can sometimes produce offspring as well. So, it would often be impossible to know a tree’s species without breaking the question down to the tree’s very DNA. For this reason, I think of Tree ID as more of a mystery to be solved than an equation with a perfect solution.
The best way to identify trees is to start by examining the bark, then branching patterns, seeds, flowers, and buds. Leaves are also helpful, but they’re not always available. The characteristics you might look for in bark include color, the size and shape of any scales, hardness, and any unique identifiers like lenticels (regularly spaced markings) or blonding (stripped outer layers of bark). The two branching patterns in trees are opposite, meaning that pairs of branches and pairs of leaves grow from the same node on opposite sides of a branch, and alternate, meaning that pairs of branches and pairs of leaves grow from their own separate nodes on a branch. Seeds take on all shapes, sizes, and colors, as do flowers, buds, and leaves.
All that being said, I will just cover a few trees that have what I call a dead-giveaway trait — one that, if you spot it on a tree around UConn, is 99.99% sure to indicate what species that tree is.
There are five hickories native to New England, but Shagbark Hickory (Carya ovata) is the easiest to identify because of the shaggy appearance of its bark. Bats often roost in the loose strips of this tree’s bark. Shagbark Hickory is very tall when mature, so you usually won’t be able to use buds to identify this tree. The leaves are compound, meaning that many leaflets make up one leaf. In the case of Shagbark Hickory, there are five leaflets to one leaf. The seeds have a light green casing (maturing to brown), are divided into four sections, and are a little bit bigger than a golf ball. Squirrels love to eat them. Due to its significance to squirrels and bats, this species is denoted as a wildlife species, and is considered to be of high value in a forest ecosystem. Shagbark Hickory trees can be found at UConn on the green space between the Arjona Building, West Campus Residence Halls, Whitney Road, and Gilbert Road.
Pine is often misconstrued as an umbrella term including all conifers, but it is actually just one genus of many included in the conifer group. Eastern White Pine (Pinus strobus) is the predominant pine species in New England. The bark has papery, layered scales that are usually gray and reddish-orange in places. Since most conifers are evergreen, identification by leaf is possible year round. Eastern White Pine needles are long, thin, and pliable. There are five needles to a fascicle, or bundle. It can be found on campus on the edge of the Great Lawn right next to North Eagleville Road (between the Austin Building, Storrs Congregational Church, and the Young/Ratcliffe Hicks Buildings).
Eastern Hemlock (Tsuga canadensis) is another conifer native to New England. Its needles are short and flat and arranged along opposite sides of twigs. The top sides of the needles are a brighter green while the bottom is a more muted green with two distinct white lines. As can be seen in the photos, hemlock trees are currently under stress from the invasive Hemlock Woolly Adelgid. The Adelgid attaches to the base of the needles, sucking out the tree’s nutrients. They are white and fuzzy and look like a dusting of snow. They can be eliminated by an arborist using horticultural oil. A small stand of them can be found behind Gulley Hall, between Beach Hall and the Family Studies Building.
River Birch (Betula nigra) is a common tree found in landscaping around UConn, though they normally grow near wetlands. The bark peels off of the young trees in haphazard, papery sheets. Young bark has patches of many different colors including white and shades of brown. In the fall, River Birch’s arrowhead-shaped leaves turn yellow. The leaves’ margins are double serrated, which means that there is a large pattern of serration along the edges of the leaves, and a second, smaller pattern of serration along the larger serration. They can be found to either side of the Fairfield Way entrance to the Homer Babbidge Library most notably, but are scattered all across campus. (Bonus: the Pine tree behind the River Birch to the left of the Library entrance is also an Eastern White Pine!)
For more information on the many trees of the UConn campus, check out the Arboretum Committee’s webpage at arboretum.uconn.edu. They have a map of all the trees on campus, among plenty of other resources for the tree-curious. And if you’re curious about learning more Tree Identification in general, I cannot recommend Michael Wojtech’s BARK: A Field Guide to Trees of the Northeast and David Allen Sibley’s The Sibley Guide to Trees enough- they have beautiful photos/illustrations of every tree you might come across! Thanks for reading!
By Yvette Oppong.
All of the injustice that took place in 2020, from the exacerbation of environmental injustice due to COVID-19 to the many examples of racial injustice in our society, had made me feel very hopeless. It just seemed as though African Americans and people of color were not made for success while living in America. One thing that helped me get through the traumatic events of 2020 up until now is trying to find the positivity in every situation, especially in light of the negativity surrounding this pandemic. One way I did this was making a goal to learn how to truly take a break and relax. Before the pandemic, I always felt as though I did not have enough time for anything, like completing the next assignment, planning for the classes I needed to take, applying for programs for the summer, etc. Throughout this entire quarantine, I have made a purposeful effort to try not to worry constantly about what I have to do next, because everything that has happened has taught me to be grateful for the moment and to cherish it.
In doing this, I have also made an effort to set aside time for myself for myself. I have been spending more time in nature, which has really helped me to relax and be more appreciative of life and the planet. In addition to this, I have been learning how to cook, learning how to do box braids, cornrows, twists, and passion twists on myself. Learning how to cook has been a very enjoyable experience for me because it keeps me from stressing about my work, and I am able to make food I enjoy eating. Learning how to do different styles on my hair has also been very fun for me because I have always wanted to learn how to do my hair and the process of learning, although frustrating at times, is rewarding in the end when you see the results. Doing this also helps me relax and forget about anything I am stressing about because I am focusing on one thing. Although I can improve on these, I am so glad that I was able to have the time to learn more about myself and challenge myself.
Another thing has helped me relax is embracing, pursuing and incorporating my passions with my career interests. Whenever I used to think about what I would be doing after graduation, I would get overwhelmed and stressed out. Now, I am trying to change how I think about my future; so instead of worrying about how I am going to get to where I need to be, I have been planning and incorporating my passion for Environmental Justice into my passion for medicine. I am always trying to affirm within myself that I can accomplish this goal and anything else I want to pursue because I didn’t get this far just to get this far. I am doing my best, and that is something I have been reminding myself of lately so that I do not put too much pressure on myself. Getting to this point was a very difficult process for me, and although I have a lot to improve on, I am grateful for the progress I have made and where I am at.
Ever since I enrolled at UConn, balance has been one of my biggest mantras. Finding it has allowed me to experience a wide variety of opportunities, from networking with UConn alumni to embarking on field trips with UConn’s Wildlife Society. Likewise, I wanted my degree to to prepare me for the diverse array of situations the future will have in store. That is why I majored in Applied and Resource Economics or ARE for short. Majoring in ARE has prepared me to think analytically about problems in production, marketing and management within business firms through examples in natural resources and agriculture industries. The program grants a Bachelor of Science degree, and offers three main concentrations. I have taken courses that apply to each of the three, and all have enabled me to develop highly advantageous skills that I can carry forward into my professional life.
Business Management and Marketing will especially suit those interested in business. One course I took within this area, Computational Analysis in Applied Economics (ARE 3333), laid the foundation for me to analyze agricultural business problems and management decisions through Excel. Because of the course, I now know how to create formulas that minimize the amount of actual work needed in setting up a spreadsheet and get the necessary data I need faster. This skill in Microsoft Office and similar programs is key for communicating a presentation or data entries within a business environment. On top of this, the courses in the concentration help establish a strong understanding of consumer choices as well as profit and risk management, while also explaining how factors such as law and government policies have an impact on agricultural business decisions.
Environmental Economics and Policy is great if you are interested in legislation and the state of natural resources. This is especially true for Environmental and Resource Policy (ARE 3434), which lays out the history and procedures surrounding important environmental and natural resource issues like environmental quality, energy use, natural resource management, and valuation of natural resources. This information gave me a strong understanding how policies are crafted within the United States and provided an important context to answering these same issues in the future if I am part of a government agency or private business that provides services in sustainability, environmental, or natural resource areas.
The Developmental Economics and Policy concentration seeks to address issues like world hunger and poverty both domestically and internationally. I gained a better understanding about how national and international agricultural analysis is conducted in Food Policy (ARE 3260), while in Economic Geography (GEOG 2100), I was given a thorough overview of issues such as transportation and allocation of resources at the local, regional and global economic level. Both gave me the chance to apply techniques such as cost-benefit analysis and risk investment decision-making, which is key for careers in governmental policymaking as well as international organizations such as the World Bank and Save the Children.
ARE also offers 3 minors, including Business Management and Marketing along with Environmental Economics and Policy. The third option is Equine Business Management, which provides an overview of marketing, management, and financial principles in equine management. On top of this, there are opportunities to receive credit for approved internships and projects, which allows you to apply the knowledge from coursework to the real world. I had the chance to do so in the Farm Credit East Fellows Program through the Professional Internship Course (ARE 4991). Even though my experience was cut short due to the pandemic, it still provided an insightful opportunity into how a lending financial services provider such as Farm Credit East serves agriculture and natural resource-based businesses. Assignments given throughout the course simulated the tasks done daily within the firm, including determining the creditworthiness of borrowers, analyzing a company’s probability of defaulting, and evaluating real estate property value.
Thanks to the programs offered in Applied and Resource Economics, I have been able to balance my efforts into a specific set of skills and experiences that suit me best. Now I know how to be both analytical and constructive when it comes to information thanks to Business Management and Marketing. My time in Environmental Economics has made me more aware of how our natural resources are managed and maintained to suit our needs, and Development Economics and Policy has given me a better understanding of how logistical decisions are made here in America and abroad. These approaches, accompanied by hands-on internship experience, have set me up for a well-balanced career path as I look ahead to the world beyond college.
By Matt Anzivino
As a transfer student coming into UConn, I thought I had the next two years of my life all figured out. Because I transferred from a community college in New Hampshire, I didn’t know what UConn’s large school atmosphere was going to be like. Let me start off by saying this: deciding to attend UConn has been one of the best decisions I’ve made. With aspirations of running my own veterinary hospital in the future, I knew UConn’s College of Agriculture, Health and Natural Resources was the only college for me and animal science was the only major. Little did I know that my idealistic future and plan of study was going to change in the matter of months.
From placing third in “Little I” with my sheep Claire, to getting involved with lots of clubs and activities on campus, I felt happy with how my fall semester started off. About halfway through the semester, however, the workload really picked up. I felt a step behind everyone and didn’t know why the drive for my future was no longer there. It wasn’t until my evening biology lab that everything unfolded for me. My body completely shut down, and I fell unconscious for about two minutes. According to the ambulance EMTs, I couldn’t even remember my name en route to the hospital. I woke up in the hospital bed sweating from head to toe, just trying to wrap my brain around what happened to me.
All my thoughts and doubts about my first semester at UConn came to me that night in the emergency room. All the times I walked back to my dorm at one in the morning because I chose procrastination over productivity, all the meals I skipped to cram work, all the 8 am lectures that I didn’t attend—they all played a role in why my body decided to react the way that it did. College students shouldn’t have to experience what I went through. Everything I learned and changed from that day on wouldn’t have been possible without the doctors who made sure I was okay, as well as all the advocates who helped me adjust by changing my curriculum.
Weeks after the incident, I realized that I was pushing myself to do something that I didn’t truly want. I’ve loved animals my whole life and am passionate about them, but a part of me was yearning for a different future with animals. As a student always looking for the next best option, I wanted to venture into a different major. This time around one major and concentration stood out more than anything else: Natural Resources with a concentration in Fisheries and Wildlife. Now, as a natural resources major, I couldn’t be happier with my schedule. The goals I have in mind for my future is much stronger because I’m not a step behind; rather, I am a step ahead thanks to UConn’s prestige. Just three days after my seizure, I went to the rec center to play basketball. I took the opportunity to play because it’s easy to take for granted how much we work each day; just enjoying the moment put into perspective why I started playing in the first place.
Whether you’re transferring into UConn, or starting out as freshman, be open to new ideas, new people, even a new environment. Take time to really form meaningful relationships, especially with teachers, because more often than not they’re going to be your key to the next step in your life. Don’t forget the simple things like getting enough sleep, managing your time, having a concrete plan for each day, and asking for help when you need it.
I wanted to share this part of my life because it’s important to know yourself and why you wanted to be a part of Husky Nation in the first place. I encourage anyone who’s reading this to ask truly why you’re pursuing what you’re pursuing, and to remember always the people who helped you get there. I’m grateful to be at UConn, because what turned out to be a scary end to my fall semester last year, has turned out to be the reason I want to conserve our land and save endangered animals. Whether it be on the ocean, in the forests, or locally, I know that I’ll be right where I need to be because events like this have shaped me.
by Hannah Desrochers
Every holiday that I spend with my family, I find myself explaining exactly what a Natural Resources and the Environment (NRE) major is, and what I plan to do with it in the future. Many of my friends at UConn think that I am in Environmental or Animal Science. How did I get involved in such a little known major?
Truth be told, I was drawn in after a discussion with Dr. Ortega, one of the NRE faculty members. After just one semester within NRE, I had the opportunity to study ecology abroad in South Africa, and I knew that my future was within this field. I was able to learn about elephants, rhinos, lions, and much more within their natural setting, while also getting some hands-on animal care experience with the camp caracal, Loki. The learning experiences that occurred during my three weeks on the game reserve felt vastly different from any other type of learning I had experienced before, and I was eager to continue those experiences back home at UConn. It was fascinating to see just a small example of the opportunities that are available across the globe to study wildlife.
Since then, I have found myself outside for nearly all of my labs, and for a fair share of my lectures as well. Every semester I have been in classes that have allowed me to do everything from taking water samples in waist deep water, to setting up trail cams to test a hypothesis on what animals inhabit certain areas of campus. It baffles me when I speak to friends in other colleges, who spend all day stuck inside a traditional classroom. Going into college, I was undecided, but I knew that I wanted to go into a profession where I wouldn’t necessarily be stuck behind a desk all day. The College of Agriculture, Health & Natural Resources as a whole, and specifically Natural Resources, has made that goal a reality.
Just the other day, I visited the Bronx Zoo as part of one of my classes to study mammals. I learned more than I ever could in a classroom, and got to do so out in the fresh air, face to face with amazing animals. Through this experience, I learned about the role of zoos in conservation, while also learning about feeding habits, social structures and many other biological facts. For example, did you know that rhinos are odd-toed ungulates, meaning they are actually related to horses, zebras and tapirs? As a student within the Fisheries and Wildlife Conservation concentration of NRE, it was fascinating to see how conservation is woven into the mission of the zoo. Since my primary interest within NRE is wildlife, I have helped widen my experience and knowledge with a minor in animal science. My interest in animals is purely wildlife, not livestock, which is why I chose NRE over Animal Science, but my minor has helped fill out my understanding in topics such as genetics and reproduction. My experience within the Animal Science minor has also allowed me to work with my dairy heifer, Leah, for a semester and show her in the Little I show!
As a NRE student, I view my major as one that allows me to get hands-on with everything I am learning in a classroom, while preparing me for a future in wildlife research. I am interested in both animal behavior and human impacts on wildlife, and hope to educate the public on how to better improve the world for humanity and the species that coexist with us. The experiences I have gained have helped to shape my goals for the future, and have helped me expand my worldview.
by Moises Hernandez-Rivera
Disbelief, that is the first thing that I think of on most mornings. As I face the rising sun, I am reminded that I live in a fairytale. Everything is scenic here, from the fall foliage framed perfectly by my window, to the rolling hills beside the farm fields. This place has it all, trails, thickets, pine stands, spring and rivers. Spring Valley Student Farm is my home.
We are a great community, eleven-strong, we work here, we play here, and most importantly, we live here. When it’s hot and sunny, cool or muggy, snowing or raining, it is always perfect here. This place grows on you.
I moved here in January of 2018; that spring I saw my very first chipmunk, first owl and spent the rest of that year with a group of amazing people. Each of us was brought here for a different reason, some could set up solar panels, some were expert gardeners, and some were community healers–all of us tied up in a perfect union. My job was fish. I studied at a vocational high school for four years training on aquaponics, the fusion of growing plants and fish for consumption.
Everyone here wears many hats: neighbor, roommate, housemate, workmate, we all do our part. The system of weights, however, works different here. Our tasks and weeks are very fluid; one day you’re leading tours; sometimes you’re mulching, weeding, or picking. We’re often manning the farm stand selling our produce on Fairfield Way, giving away plants, or delivering food to the Bistro, Towers, or Whitney. We run a very productive and demanding agricultural operation. We count and pick our next year’s seeds, we plant and weed our fields and tend to our own farm projects. Even the harsh Storrs winters are no trouble, with hundreds of thirsty little plants in our greenhouses, seed planning meetings and plenty of snow and ice to clear from our solar panels; we’re busy all year long.
The primary focus of the farm is education. You don’t need to be from a major in the College of Agriculture, Health & Natural Resources to be here. You don’t even have to know how to water a plant. The farm is a self-selected team of very different people. What one does not know can be taught by another, and what no one knows can be taught by our farm manager, Julia Cartabiano; she’s our queen bee! Everyone comes in with different skills, and the farm finds a way to weave those skills into a perfect blanket.
Our population is always changing, from semester to semester. Sometimes one person graduates; sometimes six people graduate. Spring or Fall, we’re ready. Everyone helps and teaches and ensures that when it’s our turn to go WOOF, join the Peace Corps or graduate, the farm keeps chugging.
As students we maintain our growth through interaction with the greater UConn community, from EcoHouse to the many clubs and cohorts, our different majors and approaches keep our gates open to any and all. From Farm Fridays to Summer Bug Week, we make sure to tap into the fabric of the community and pull from all sides: campus students, parents, transfers and commuters, that’s what makes our community so resilient and strong. Around these parts, be it through the Dean or freshmen, local farmers and residents, we make ourselves known.
By Ely-Anna Becerril
I had everything planned out before I would set foot at UConn. I knew I would work in the environmental science field, measuring water quality in water bodies all over the world and conserving our forests. I was so set on my plans and knew exactly what I wanted to do, and I found absolute comfort in that. It wasn’t too far into my freshman year that I decided to rethink everything and tune in to things I’ve always been drawn to. The environment, of course, but art and storytelling as well.
Growing up, I loved drawing, painting, and writing my own little books. I dream’t I’d be an author someday. However those beloved interests of mine slowly dissipated over the years. I hardly ever painted, drew, or read for fun anymore. A big factor was that I lacked confidence in my skills, and lacked time to dedicate to creative pursuits; therefore, they were abandoned.
However, my artistic side demanded attention again. I missed my creativity and was sad, ultimately, that my science-filled schedule had no room for art. I desperately wondered if I could ever have a career that involves both of my dearest passions, art and the environment. After hours of researching majors, courses, and careers, one title caught my eye: Landscape Architecture. At first I was terrified of the word architecture, since I never imagined myself as an “architect.” But I discovered this field was a perfect combination of everything I wanted to study: art, beauty, environmental conservation, and science. As a natural resource major, I found myself very pessimistic about the role of humans in this world, considering all the damage we’ve done to the environment. As a result, I wanted to focus solely on the environment for the environment and not for humans. However, I started to realize that we humans play an integral part in conservation, and we need to factor ourselves into the topic if we want to make real change.
It is possible for us to coexist in harmony with the environment and that is exactly what landscape architecture strives to do. I knew this major would allow me to affect the world and make real change for the environment and for people. It will give me the opportunity to create meaningful spaces for communities, places that will make people happy and relaxed.
After visiting the tight knit and supportive studio they have, taking classes towards that major, and growing closer with the landscape architecture faculty, not only did I find the perfect major for me, but I also found my little niche in this enormous college. Tuning into my longtime interests has led me to a place that I am so grateful to be in. It feels good to revisit old hobbies that made me happy as a child.
It’s always important to do things that have always made you happy. It’s no wonder that many people base their career choices off of longtime interests or things that have always had a special place in their heart. I think if you ever find yourself in a career crisis, or re-thinking your major, tune into yourself and remembers the joys of childhood pursuits. Lastly, always set time aside for things you enjoy doing, have confidence in your abilities and give your passions a try.
By Sarah Ammirato
Why is Agricultural Education important?
To answer that question, let me tell you a little bit about my experience.
I went to Wamogo Regional High School in Litchfield, CT where I was enrolled in the Agriculture Education program. This program, and 8,630 others across the United States focus on teaching students about all aspects of agriculture, food, natural resources and leadership.
An Ag Ed experience is nothing like the traditional high school experience. One of my favorite memories was during peak maple syrup season. It was February and there was about a foot of snow on the ground. That did not stop our class from getting bundled up and heading out into the woods to collect sap and repair lines. We then boiled the sap into syrup, bottled it and enjoyed it over pancakes on the last day of class.
My senior year, we traveled to Yellowstone National Park in Montana/Wyoming over Spring Break. We hiked the Yellowstone Canyon, visited the famous Old Faithful geyser and saw wildlife at every turn. We were immersed in nature in its purest form. It was truly a life changing experience, and I cannot wait to go back there one day.
I decided to continue my agriculture education at the University of Connecticut where my major is Agriculture and Natural Resources. Through the College of Agriculture, Health and Natural Resources, I have been given so many hands-on experiences both in and outside of class. Hands-on education remains a large part of the courses I have taken, from halter breaking an Angus heifer to touring local vegetable farms, there is no lack of agricultural experience here. As for leadership opportunities, I serve on the executive board for UConn Block and Bridle and as a College Ambassador, where I have been able to build my skills as a leader.
It is my dream to be a high school Ag teacher, so I can bring my students incredible experiences and give them an appreciation for the agriculture industry.
So back to the question, why is this so important?
To start, everyone relies on agriculture. Food, fiber and natural resources are things we need every day. Agriculture education programs not only teach students how to be farmers, but also train tomorrow’s scientists, nutritionists, teachers and so much more. A combination of classroom instruction and applied agriculture experiences outside of the classroom build the foundation for educated consumers and agriculturists.
Leadership is the final aspect of these programs, and the most universal. Public speaking, job interview techniques, professional skills and knowledge of parliamentary procedure. Students in agriculture education programs have the opportunity to serve as student leaders at the school, district, state and national level. High school students have the opportunity to attend leadership conferences, meet and converse with legislatures at the State Capitol, and achieve awards based on involvement.
So what does it look like in Connecticut? There are twenty high school programs, with about 3,350 students enrolled in agriculture education courses. The student to teacher ratio is one of the lowest in the country at 30:1 across the state. There are four post-secondary schools in the state that offer programs/certifications related to agriculture with undergraduate majors including all areas of agriculture except for education.
The opportunities within these programs, both secondary and post-secondary, are endless. Students who participate in agricultural education programs graduate with the skills necessary to become productive citizens who will succeed in postsecondary education or the workforce.
As we walk around campus we seldom think about the ecological diversity that surrounds us. Each structure, flowerbed, and field at UConn has a different biodiversity than that of neighboring communities, suburban areas, and the planet as a whole. All of these ecosystems are interdependent and affect our health and livelihood, but it is no secret that we are consuming more natural resources than the earth can sustain. As an Animal Science major with a minor in Wildlife Conservation, I have been able to explore how all species adapt to physical and environmental changes. The biggest threat to biodiversity is habitat loss due to the effects of natural and human-induced factors such as agriculture, over exploitation, and industrial pollution. After taking a course in wildlife management, I learned a lot about the different techniques used to influence the plant and animal species that progress in a given territory. I began to develop a passion for sustainable living and actions that can increase earth’s biodiversity.
The perfect place to begin creating a stronger ecosystem is your very own backyard. It is not crucial to distinguish the specific biological needs of all plants and animals, but there are essential elements for most species. The four basic needs for wildlife include food, water, shelter, and nesting. The first step is making a plan that suits each asset of the yard. Consider potential habitats and water sources for different species. Target species may include animals that are endangered or of special concern. The second step is implementing suitable horticulture practices. Get rid of invasive species and cultivate plants native to the area. Planting trees and shrubs provides sources of food and shelter for wildlife. Allowing them to grow up to different sizes will attract a plethora of species that can Continue reading