Tuesday, March 16, 2010

Pretty-Much-Finalized Itinerary

Sunday, March 21st

  • Meet at Johnson Circle/C6 parking lot (between Gerberding & Johnson Halls) for 12pm departure. Check out this map for location info.
  • Travel to Olympic Coast, with stop at ONP Headquarters in Port Angeles to watch video and meet NPS Ranger
  • Stop at Lake Cresent Lodge for Marymere Falls hike/walk (from Storm King Visitor’s Center, 0.8m)
  • Lodging: UW’s ONRC in Forks

Monday, March 22nd

  • COASST survey (potentially at Third Beach, Rialto Jetty and Ellen Creek)
  • Lodging: ONRC

Tuesday, March 23rd

  • Hoh Rainforest with Jeremy
  • Visit Hoh Vistor’s Center and possible small hike up Hoh River trail
  • Evening conversation with Jeremy
  • Lodging: ONRC

Wednesday, March 24th

  • Drive from Forks to Hurricane Ridge with Jeremy
  • Meet up with Aley around 11:00 am
  • Kieran joins us
  • Lodging: Quality Inn in Port Angeles
  • Dinner out

Thursday, March 25th

  • Elwha Beach transect with Kieran (afternoon)
  • Lodging: Quality Inn in PA
  • Dinner out
  • Event: 7pm Friends of Olympic mtg and photographer presentation

Friday, March 26th

  • Elwha with Kieran and students (all day)
  • Lodging: Quality Inn in PA
  • Evening photography activity review at our hotel
  • Dinner out

Saturday, March 27th

  • Possibility for a morning hike, weather/energy permitting
  • Return to Seattle by mid-afternoon (time dependent on ferry schedule)

Thursday, March 11, 2010

Updates: Suggested Gear List

Lots of updates to our gear list. Please look over the following closely while planning your packing. One important change to note: we do NOT need to bring sleeping bags or towels, as both the ONRC and our PA hotel will provide all the linens we need.

Please see the previous entry for some great details on clothing suggestions.

Transportation will be tight, so please pack as lightly as possible, while still bringing the required items listed below.

Some items have numbers in parentheses after them; this is the number of extra of this item that we have. Please get in touch with us if you have extras of anything you'd be willing to share, or if you are lacking something and want to borrow some of our extras.

Must-haves:
· Identification
· Prescribed medications (with copies of prescriptions)
· Credit card, ATM card, cash, driver’s license or another form of ID
· Medium backpack/bag and small rucksack (must be able to carry on one’s own) (+4)
· Flashlight/headlamp (+2)
· 2 one-liter water bottles

Required Clothing:
Plan on layering, and please try to bring quick-drying clothes when possible and to avoid cotton (jeans and t-shirts). See the previous entry for further suggestions.
· Hiking boots
· Warm, waterproof jacket (+3)
· Hiking pants (+1)
· Warm tops (wool, poly blend, etc)
· Fleece jacket (+4)
· Rain pants
· Long underwear
· Multiple pairs of socks (wool is a good idea)
· Warm hat, gloves
· Extra shoes/tennis shoes/sandals for the showers

Toiletries
· Personal bathroom items
· Extra contacts (& solution) and glasses, if necessary
· Plastic bags (Ziploc, grocery, garbage) - Laura and Brook will bring extras, but everyone should have some for wet clothes/items

Medical supplies:
Everyone must have the following:
· Personal prescription medications (copies of all prescriptions, including the generic names for medications, and a note from the prescribing physician on letterhead stationary for controlled substances and injectable medications should be carried)
· Epinephrine auto-injector (EpiPen), if history of severe allergic reaction
· Acetaminophen, aspirin, ibuprofen, or other medication for pain or fever

We will have a group first aid kit that contains the following, though participants are welcome and encouraged to have their own supplies of the following, especially if you have any particular medical conditions (ie, motion sickness):
· Antidiarrheal medication (Immodium)
· Antimotion sickness medication
· Antacid (Pepto Bismol, Tums)
· Oral rehydration solution packets (Emergen-C)
· Antihistamine (Benadryl)
· 1% hydrocortisone cream (Benadryl/anti-itch cream)
· Acetaminophen, aspirin, ibuprofen, or other medication for pain or fever
· Cough suppressant/expectorant
· Decongestant, alone or in combination with antihistamine
· Throat lozenges
· Basic first-aid items (adhesive bandages, gauze, ace wrap, antiseptic, tweezers, butterfly bandage)
· Antibacterial hand wipes or alcohol-based hand sanitizer
· Alcohol wipes
· Baby wipes
· Moleskin for blisters
· Lubricating eye drops
· Neosporin/bacutracin ointment
· Anti-fungal cream

* Please remember that the more we know about any medical conditions or concerns, the better able we will be to help you. If you'd like us to hang on to extra copies of prescriptions, medical notes, etc, we're happy to do that. Just let us know!

Miscellaneous
· Playing cards
· Duct tape (wrapping some around a pencil works well)
· Large safety/diaper pins
· Journal material
· Books
· Carabineers
· Camera, film
· Batteries
· Sunglasses
· Fishing line/string/light-weight rope


Remember that we're willing to share any of our extras (indicated by numbers in parentheses); get in touch with us if you'd like to claim an extra, or if you have further extras to contribute to the group.

If you do find yourself needing to buy something, here are some good local resources:

Second Ascent (used & new)
5209 Ballard Ave NW
http://www.secondascent.com/s/index.php

REI (new, but don't forget to check the Gear Garage downstairs for used deals if you're a member)
222 Yale Ave N
www.rei.com

Federal Army & Navy Surplus
2112 1st Avenue
http://www.gr8gear.com/catalog/index.php

Regarding Gear: Some Lessons from Jeremy

Check out this invaluable info from Jeremy. Most of this applies to our time at Hurricane Ridge, but these are GREAT rules to go by when packing!

People mostly evolved in an equatorial savanna environment, and winter at 5500 feet in the glacial Cascades is some climatic distance from that. We are not equipped for winter or even spring in that environment. Being unprepared is fine as long as you can turn around and stop doing whatever is making you cold, wet, and miserable, but if the goal is actually to accomplish something, then that's not in the plan. And if you're a long way from the van (or shelter) or you hurt yourself, then you're really stuck if you're unprepared. I've made a list of things you should bring when we go to the Hoh and Hurricane Ridge. Hurricane is predictably worse than the Hoh, but most of this is applicable in both places.

First, NO COTTON. If you wear jeans or sweatpants or khakis or something like that and they get wet, you will be colder than if you had nothing on - water is a very efficient conductor of heat, and you will never, ever heat the whole atmosphere with your body. A lot of people have to drive a lot of cars to do that.

You need these things:

1) warm hat: wool/poly. Most of the heat escapes from your head because you have good blood flow there to feed that big brain. Other places that loose heat fast are other places with blood flow, so a comprehensive approach to cold is to wear warm hat, warm socks, warm gloves, and warm underwear. It's worth noting, though, that you can still frostbite your feet with warm socks if you are wearing shorts - the heat never gets to your toes.

2) lightweight synthetic or wool long underwear top and bottom - polyester, nylon, etc. are fine. NO Cotton. These are to conduct water away from your body. You don't want to forget these because then you will have to borrow, and you really don't want to be borrowing someone else's capilene - it kind of has an aura all its own.

2b) In conjunction with 2 above and 3 below, it is nice to have a midweight synthetic or wool top that you wear when hiking, but can put on 3 when you stop if you're cold.

3) a warm fleece jacket or polyfill jacket for insulation. Down is not a good idea in the Olympics unless it has an absolutely water proof layer because it does not insulate when wet. We will probably get wet. This is to keep the heat in and also absorb some of the water your body heat moves through your long underwear. You want to be able to take it off and on when you get warm and cold - adjustable layering is wise.

4) waterproof, preferably breathable pants. This is to keep the rain and snow out. If it's nice, they can stay in your pack.

4b) synthetic hiking pants are probably the best bet for snowshoeing unless it's miserable out - breathable is better than water proof for pants unless the water is really coming down, or you're digging snow pits. We will dig a couple up at Hurricane, but I'll pick whoever has the best pants to do that.

5) waterproof, preferably breathable jacket with HOOD. this is also to keep the rain and snow and wind out. If you can't stand in the shower with this on and stay dry, you'll get wet in a rainstorm too. Try it. Your roommates'll think you're nuts. Make sure the water is COLD. You notice it faster.

6) socks, socks. Wool, liners, poly, NO Cotton. whatever but stay dry and blister free, and warm. Socks serve two purposes. One is to keep your feet dry and warm. The worse your shoes or boots the more and better socks you need, but you still always need good socks. The second is to keep you from getting blisters. A liner sock (very thin) worn under a midweight wool sock is the best blister prevention unless you have brand new boots, then not much will help except wearing those boots until either the boots or your feet adjust, usually some of both.

7) synthetic or wool gloves or mittens, preferably with a wind proof barrier. Keeps your digits warm, and they cool off fast. In wind blown snow and water, you really want a layer that stops the wind.

8) waterproof (or mostly) hiking boots. Tennis shoes won't cut it, and over the course of the week, they will start to rot. Group van, rotting shoes. Fun. Hopefully the footwear you bring to hike and snowshoe in has some tread on the bottom ( we may encounter ice!!), and when you get back to the van, you can pull a mister Rogers and trade the boots for a dry pair of socks and comfortable shoes that spent the day in the van.

9) sunscreen, sunglasses, lip balm, hat with a brim. Ever burn the inside of your nostrils before? It's possible on snow, and it hurts for awhile after you do it too. Think of what happens to sun that reflects off snow on a bright day. Some of it ends up hitting your nose. And at treeline, the atmosphere is thinner than it is down here, so more of that solar radiation is available to hit your skin. You burn easy up high, best not to chance it. The lip balm is also for wind, if we get it.

If you bring hiking SHOES, not boots, you will absolutely need to bring gaiters as well. Gaiters fit over the top of your shoes and the bottom of your pants to keep snow (or rock) out of your shoes. Gaiters are nice to have even if you have rain pants and hiking boots. If it's nice out, it's also possible to wear just the gaiters and not wear rain pants but just regular pants. But that's nicer than it normally is in spring.

10) water bottle. you cannot be warm if you are dehydrated. I drink at least 2 liters a day when I work outside, sometimes as many as 7 or 8 depending on what I'm up to. But you should plan on carrying at least a liter, at most two.

11) Snacks. Staying warm and happy requires some snacks, but not too many that are too sweet or you'll get cranky because you'll bonk if you forget to chase that handful of M&Ms and that slug of gatorade with a snickers. "Bonk" means your blood sugar gets low and you get tired, cranky, slow, and mad at the world). It's best to balance sugar and other sources of energy - protein, fat, etc.

12) day pack to carry the things from 1-11 you're not using at the moment, plus your camera, notebook, pen, and other stuff you might want to bring.

Tuesday, March 9, 2010

Meeting on Saturday, March 13

We'll be meeting on Saturday, March 13, 2-4pm in MGH 206.

We'll be joined by Kieran and (hopefully) Jeremy, who'll introduce their projects and give you more information about what we'll be doing with them over Spring Break.

Let us know if you have questions. See you Saturday!

Thursday, March 4, 2010

Photography Activity Description

The purpose of this activity is to use the lens of your camera to explore how Olympic National Park is meeting the mission of the National Park Service. Each day we will ask you to reflect on a part of the NPS Mission statement, and the values of the system, and then shoot photos as you wander in and out of Olympic National Park that you think represent those themes. Be as creative as you would like to in your interpretations and representations. We will then ask you to choose a favorite photo from each day to discuss together as a group at the end of our trip.

Original Mission of NPS: To promote and regulate the use of the National Parks, which purpose is to conserve the scenery and the natural and historic object and the wildlife therein. And to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations.

Added Mission on NPS website: The National Park Service preserves unimpaired the natural and cultural resources and values of the national park system for the enjoyment, education, and inspiration of this and future generations. The Park Service cooperates with partners to extend the benefits of natural and cultural resource conservation and outdoor recreation throughout this country and the world.

Pulling from both of the statements above:

Monday – “to conserve the scenery and the natural and historic object and the wildlife therein”

Tuesday – “to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations”

Wednesday - enjoyment

Thursday - education

Friday - inspiration

Recap: March 3 Meeting & COASST Orientation

Yesterday we had our first meeting as a group, and also had our COASST orientation. Some important stuff to come from our meeting:

Please take a look at the two National Geographic articles we sent you. One of them deals with National Parks here in the US; the other, around the world. They are both good introductions to some of the ideas we'll be discussing and examining over the coming weeks.

Also, please read over the mission of the National Park Service from 1916: "To conserve the scenery and the natural and historic objects and the wildlife therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations." Think about what this statement means to you: what parts strike you as most interesting, complex, confusing? What parts do you most identify with, in your experiences with National Parks or other outdoor areas?

Regarding COASST: we had a really awesome (and fun) orientation with Jane Dolliver from Aquatic & Fishery Science. We learned how to measure bird parts, how to use our field guide, how to fill out lab reports, and why COASST is so cool. For those of you who missed it, we'll be sure to catch you up out on the beaches! For now, take a look at the COASST website to get an overview of the project, and let us know if you have any specific questions.

I've also updated the itinerary (check out the entry before this one) with the latest plan for the week. We'll keep you guys updated as we make any more changes.

We'll be having our next meeting on Saturday, March 13. It will probably be in the afternoon/early evening, so please try to keep that time available. We'll have more details soon.

We're also working on pulling together a list of interesting sources and websites regarding Olympic, as well as a gear share list (don't run out and buy anything just yet). Stay tuned!

Wednesday, February 24, 2010

Tentative Program Timeline

Sunday, March 21st
  • Meet on-campus for early morning departure
  • All day travel from University of Washington, Seattle to Olympic Coast, with stop at ONP Headquarters in Port Angeles to meet with Park officials
  • Lodging: UW’s ONRC in Forks (http://www.onrc.washington.edu/)
Monday, March 22nd
  • Morning: COASST survey (potentially at Third Beach)
  • Afternoon: Free afternoon with potential for beach walk (hopefully with NPS Ranger or Jerry)
  • Lodging: ONRC
Tuesday, March 23rd
  • Hoh Rainforest with Jeremy
  • Evening conversation with Jeremy
  • Lodging: ONRC
Wednesday, March 24th
  • Tentative: Drive from Forks to Hurricane Ridge with Jeremy
  • Lodging: Hotel in Port Angeles
Thursday, March 25th
  • Elwha Beach transect with Kieran (afternoon)
  • Evening photo share activity
  • Lodging: Hotel in PA
Friday, March 26th
  • Elwha with Kieran and students (all day)
  • Potential evening event with local photographer at PA bookstore
  • Lodging: Hotel in PA
Saturday, March 27th
  • Possibility for a morning hike, weather/energy permitting
  • Return to Seattle by early evening (time dependent on ferry schedule)

Fees and Payment Deadline

The total cost of the trip will be $350 per student, which will be due by Friday, February 26th, at 5:00 pm. This payment must be made in the form of a check made out to "The University of Washington" and will cover the cost of lodging, food, transportation, and all park entry fees. You will want to bring additional spending money for any personal purchases or snacks you may wish to make throughout the week.

Pre-Departure Meetings & Readings

Over the coming weeks, as we prepare to depart for Olympic, we will meet together as a group twice:

  • Wednesday, March 3, 4:30-7:30pm: General Orientation and COASST Training (on-campus)
  • Saturday, March 13, afternoon (exact time TBA): Meeting with program partners, final preparations before departure

In addition, we’ll be sharing some readings with you, which will cover issues specific to Olympic, as well as some background on the National Park System itself. Readings will be distributed via email or at our pre-departure meetings. It is important that you take these preparations seriously, so that we can make the most of our short time at Olympic, both collectively and individually. Don’t hesitate to get in touch with Brook, Laura or Aley if you have any questions or concerns.

Partner Project Descriptions #3 – Making Connections: Integrating Formal and Informal Learning Experiences for Teens who are at Risk of Dropping out

Making Connections: Integrating Formal and Informal Learning Experiences for Teens who are at Risk of Dropping out of School
Kieran O’Mahony

This study builds on how several attempts to integrate formal schooling with informal learning experiences outside the school fail to engage students or increase science learning (Hosselkuss, 2009; Young, 2009). Risk of student failure, including dropping out, is a continuing and considerable predicament in the local schools that pertain to this study. The crisis persists despite attempts to relate school learning to everyday learning in an area of intense relevance to the lives of the participants. This Making Connections project will integrate formal classroom learning with informal experiential learning by first, engaging students in the restoration of their community landscape, and thereafter, in their “telling” of the story to peers and to the outside world.

This study is situated around the largest dam removal project in the world today and focuses attention not only on STEM issues but, in addition, has far-reaching implications for matters relating to energy production, indigenous culture, green design, technological modeling, sustainable solutions, and communications. This proposal documents a project that will measure student learning in a blended formal/informal learning environment. The outcomes will allow us judge the best way to proceed with a longitudinal study that will look at issues of retention and sustainability. A pilot study (O''Mahony, 2009) indicated that students showed measureable successes, asking deeply relevant questions and making connections between a theoretical knowledge base and hands-on observations in the field. In this next phase of research, we seek to develop and measure students’ learning in 21st century video, and docent skills.

The purpose of this project is two-fold: (i) to show if and how learning sciences principles—based on How People Learn models and LIFE Center research, e.g., (Bransford & Schwartz, 2008; Bransford, et al., 2005; NRC, 2000)—will lead to measurable learning benefits, and (ii) capture critical video footage that establishes a baseline for a larger term project. This project’s timing is driven by ongoing scientific work, which involves study of the effects of removing two dams on Native American lands. Once the dams are removed (in 2010) the opportunity to engage local students in the capture of scientific data f this kind will be gone forever. The overall goal is to develop student expertise in areas of scientific education that stem from the restoration of the river watershed. This will allow us to seek funds for a longitudinal study to increase student learning in STEM subjects and ultimately retain scholars in school in an area where dropouts are extremely high (48%). By applying appropriate learning science principles, we will test ways to connect students’ field and classroom experiences that result in the acquisition of important life-wide and life-deep skills. Students will learn and apply scientific principles as they also learn to develop videographer and museum-like docent skills and, in so doing, capture and process valuable footage of the present (pre-dam-removal) landscape.

The project will partner with The National Park Service (NPS), who will develop visitor activities for the site so that others can learn about the myriad of geo-scientific and social issues involved in dam removal and habitat restoration. The following url deploys an exemplar video that was created by students working with scientists from the National Park Service. In spite of its obvious drawbacks for education (it lacks deep scientific concepts that we plan to introduce to local students in the implementation of this project), it serves to illustrate the kind of product that we envision: http://www.ericrejman.com/elwha/screen/sd.html.

We will spend half day on the beach at the river mouth working through a beach transect - so that Honors students would know exactly what the school students need to do and learn and understand. While there we will explore ways that would make the work more meaningful, engaging and how the concepts might be delivered to the kids so that they could own them this is the pedagogic content layer, which is so important for transmission of declarative knowledge so that it doesn't remain inert. Then we will spend time at the dam exploring the silt and the teaching methodologies around 'preconceived ideas' and people's proclivity to hold onto some pretty amazing concepts even when they are told and sometimes until they get to touch and experiment themselves.

The second day we will have school kids with us and use our knowledge to mediate the knowledge and experience so that the kids begin to ask deep questions and make connections between the observed phenomena and the physical landscape. This will allow the two groups to begin to communicate and set up mentor mentee relationships that we can foster and grow with technology over time.

Partner Project Descriptions #2 – Mountains, climate, and trees: the role of climate in shaping forested landscapes

Mountains, climate, and trees: the role of climate in shaping forested landscapes
Jeremy Littell

Climate is not something we think of "seeing" - after all, climate goes by boring descriptions like "the statistics of weather". But climate is much more interesting than that! Think for a minute, even from your chair in the Puget Lowlands around Seattle, and see if you can imagine what a subalpine larch tree (Larix lyallii) in the high central Cascades is witnessing in its climate. Right now, it is 50 degrees (F) outside and there are azaleas blooming in Seattle, but some small larches I am familiar with are buried under 65 inches of snow, and the air temperature above that snow this afternoon at 2pm was 30.2 degrees (F). Why do I care, and more importantly, how do I know this?

Climate - and its fingerprints - are all around you. From a tall building in Seattle, you can sometimes see the snows of the Olympics and the Cascades, and sometimes all you can see is the inside of clouds. In the spring and summer, you can watch the changes in the snowpack over weeks - on Rainier or on Mt. Constance in the Olympics - from the relatively balmy Puget Sound. All this tells you something about the climate in those places. But how do trees see the climate? Anyone who has ever hiked up a tall mountain knows that climate changes as you go up in elevation - it generally gets cooler and wetter, and the tree species change as you move up, eventually giving way to the alpine - a place with no trees. These zones of different trees tell us a lot about climate. Where a tree species can germinate and how fast it will grow are partially determined by climate, and there are species of trees that are characteristic of certain environments and climates. Larch is one of them - it likes the cold, snowy, dry drainages of the high eastern Cascades. But I'm also an armchair scientist - there is a SNOTEL station at Hart's Pass that records snow, temperature, and other data and posts it to the internet in near-real-time, so I know what my little larches are witnessing without having to be there myself, shivering in a tent or bundled up to take data even in a warm year.

On the Olympic Peninsula, I've done work focusing on a single tree species (Douglas-fir) as well as the group of tree species that inhabit upper treeline - the place where forest gives way to alpine meadows. The Douglas-fir work I do focuses on understanding how climate controls the growth of trees of the same species in different climates. For example, the Douglas-fir growing just above the Hoh River live in a relatively warm, wet climate for Douglas-fir, but six hundred meters up in elevation, on the same mountain, it is much cooler and wetter. The same species at that elevation is subjected to a much snowier environment, and this is reflected in the growth rings of the trees. The trees at lower elevations are sensitive to summer drought - even in the Olympics! - but the trees up high are more sensitive to snowpack than to drought, and years with too much snow cause them to grow less, not more. Another example is the trees living at the edge of the forest, at treeline on Hurricane Ridge. Here, the trees are mostly species that are the most tolerant to long winters, deep snows, and low temperatures. Like the higher elevation Douglas-fir, their growth is limited by snow. But one of the potential impacts of climate change is to encourage establishment of more seedlings in places where trees couldn't grow well before, such as in the alpine zone just above treeline.

During the experiential spring break, we will go to the Hoh Rainforest and spend some time trying to understand how trees see climate, and try to think about what some of the oldest trees (some older than seven centuries) have witnessed in terms of climate. Depending on the weather and conditions, I plan to show you how a dendroclimatologist (tree ring climate) does basic field work. I am fortunate enough to have a job that takes me to the mountains every summer to try to better understand what climate does to trees and what trees can tell us about climate. I got started in that job because I loved being in the mountains, and the skills I learned there allowed me to study things most people can't, or won't. We will use a combination of tools to try to understand these things - micro temperature sensors, increment borers, special camera lenses - but also just our wits. Some things science will help you verify, but your observation skills and imagination are arguably more important than all the measurement tools because that's where the cool questions come from. Weather permitting, we will visit treeline, though we won't see many seedlings. But what we can see will tell us a lot about how treeline may change, and why it is the way it is currently.

We are going to go places where tires are not allowed - and for good reason. But this also means we need to be prepared - the sun may shine, but it may not. It may snow, or it may not. Certainly, it will be muddy in places, and Nature does not much care who gets wet, cold, and miserable. On a given day in the mountains, it is possible to freeze and fry, get drenched and go thirsty, be too full and then starving. If nothing else, the trees that have the most to tell about climate seem to like extremes. If we are lucky, we will have a pleasant stroll in the woods, but if we are luckier, we will know why the mountains capture our imaginations. What I hope you come away with from this is a sense of having had a good time in the forests and treelines of the Pacific Northwest - in many ways, there is no place like this on Earth. I also hope to share my own sense of awe, at the power of climate and at the perseverance of some ancient trees, but also to share the idea that science of this sort is exciting and full of opportunities.

Partner Project Descriptions #1 – COASST Beach Survey

COASST Beach Survey
Julia Parrish, Jane Dolliver and the COASST Team at the School of Aquatic & Fisheries Sciences, UW
http://depts.washington.edu/coasst/

Realizing the pressing needs of marine natural resource management, coastal conservation, and the need for good science and a stewardship ethic among citizens, the Coastal Observation and Seabird Survey Team (COASST) sees a future in which all coastal communities contribute directly to monitoring local marine resources and ecosystem health through the establishment of a network of citizen scientists, each collecting rigorous and vital data. Through their collective efforts, and the translation of their individual data into baselines against which any impact—from human or natural origins—can be assessed, nearshore ecosystems worldwide will be actively known, managed, and protected.

COASST is a citizen science project of the University of Washington in partnership with state, tribal and federal agencies, environmental organizations, and community groups. COASST believes citizens of coastal communities are essential scientific partners in monitoring marine ecosystem health. By collaborating with citizens, natural resource management agencies and environmental organizations, COASST works to translate long-term monitoring into effective marine conservation solutions.

We will spend a half-day conducting a COASST survey on Third Beach. One of our pre-departure meetings in March will include a COASST training.

Program Description

Described by the National Park Service as “a land of contrast and variety”, Olympic National Park reveals diversity in all forms. In this experiential spring break program students will explore the dramatic physical diversity of the park while examining the diverse ways in which humans interact with this space. We will move from the rugged Pacific coastline to the dramatic Hoh rainforest and perhaps even on to the sweeping alpine vistas of Hurricane Ridge—depending on snow levels, of course! With a particular focus on the ways in which the University of Washington community interacts with the park, students in this program will engage in a variety of projects, from avian mortality surveys of the coast to tree core surveys, outdoor education mentoring with local teenagers to gauging snow pack levels in the high country.

Underlying and intertwined with these projects is the unique natural history of the park, and participants will examine how Olympic National Park is meeting the demands of its own popularity by discussing some important questions: What are the major challenges that face Olympic National Park, and what does it consider its most significant accomplishments? How does the park balance the diverse interests of the urban and industrial areas surrounding its borders? How has the social and scientific research conducted in the park contributed to this understanding? And why is understanding this diversity essential for understanding the future of this important place?

Over the course of one week students will move together throughout the park, meeting with park officials, University faculty and researchers, artists, and everyday citizens who care deeply for Olympic National Park. Through service, research, discussion, hiking, questioning, teaching, and reading, we will above all explore why this place matters in our culture and to our future.