Fifteen undergraduate students from Citrus College recently embarked on a unique and transformative journey to Vermont, where they delved into the heart of environmental science. The trip, facilitated by the Oak Crest Institute of Science, was part of the Pathways to STEM project, funded by the National Science Foundation, and focused on empowering future scientists with practical experience and a deep understanding of environmental challenges.
The students spent a week immersed in the scenic Potash Hill campus in Marlboro, Vermont, participating in hands-on field research, rigorous academic coursework, and engaging STEM communication training. Their exploration of local environmental features, scientific research endeavors, and preparation of policy briefs culminated in a presentation to the Marlboro community, where they shared their findings and proposed solutions.
A highlight of the Vermont experience was a visit to the Rich Earth Institute, where the students were introduced to cutting-edge urine recycling and nutrient recovery methods. This innovative waste management technology, deeply aligned with Vermont’s sustainability goals, sparked considerable interest among the students, particularly after hearing from State Senator Wendy Harrison. Senator Harrison, a vocal advocate for environmental sustainability, expressed her enthusiasm for the students’ research and its potential to impact local and state-level environmental policies. She encouraged the students to continue applying their scientific knowledge to address Vermont’s environmental challenges, highlighting the crucial role scientists play in shaping policy and promoting sustainable practices.
The Vermont module provided a vital complement to the students’ earlier experiences, including laboratory research at Oak Crest Institute in Science in Monrovia, CA, and marine biology studies at the Wrigley Marine Science Center on Catalina Island. The program director, Dr. Marianne Smith, emphasized the program’s goal of bridging the gap between theoretical knowledge and real-world application. She explained that the Vermont experience gave students a firsthand understanding of environmental challenges and fostered their creativity in developing meaningful solutions.
The experience had a profound impact on the students, who returned to California with a renewed sense of purpose, equipped with practical skills and a broadened perspective. Many now consider careers in environmental science and public policy, fueled by their newfound knowledge and understanding of the interconnectedness between scientific research and community needs. As one student aptly expressed, “As scientists, if we’re not informed on the issues and how interconnected they are with our communities’ everyday lives, it will be unlikely that we’ll be able to propose solutions or encourage political action that might lead to meaningful interventions.”
This Vermont expedition, part of the Pathways to STEM project, exemplifies the power of hands-on, experiential learning in shaping future generations of scientists and policymakers. It demonstrates the potential for collaboration between academia and community stakeholders in addressing pressing environmental concerns and forging a path toward a more sustainable future.
