PROGRAM NEWS

• SEEDS 2008

FIELD TRIPS

• To Harvard Forest

FELLOWSHIP HIGHLIGHTS

• Student Highlights
• Mentor Highlights

ALUMNI CORNER

• Update from SEEDS Alum

MEETINGS

• SACNAS Summary
• SEOI 2008

CHAPTER NEWS

• SEEDS Chapter News

OPPORTUNITIES

• SEEDS Opportunities

WITH THANKS

• With Our Thanks

Introduction

What’s In A Name?
By Teresa Mourad

SEEDS is pleased to announce a slight change in the full form of its name, from Strategies for Ecology Education, Development and Sustainability to Strategies for Ecology Education, Diversity and Sustainability. A tiny change, perhaps, but it speaks volumes; with this name change, the purpose of SEEDS – to increase diversity in the field of ecology – becomes central and immediately apparent.

It has been 12 years since the inception of the SEEDS program. During this time, we have focused our energies to developing a wide network, encompassing Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic-serving Institutions and, institutions serving significant minority populations. We have also been mindful of being present in institutions where minorities can find support in campus ecology chapters that share the mission of SEEDS.  Our efforts have also included partnerships and joint activities with other societies and organizations, including the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS), the American Indian Higher Education Consortium, and the Long Term Ecological Research network. More recently, we have begun working with the ESA Asian Ecology Section, the American Forest Foundation, the Science and Engineering Alliance, the American Geophysical Union, the National Center for Ecological Analysis and Synthesis, the USDA Forest Service, and the National Ecological Observatory Network.

Our systematic program activities have resulted in a strong infrastructure of support for undergraduate students underrepresented in ecology. About 80% of the students we serve through our field trips, research fellowships and ESA Annual Meeting travel awards program continue on ecology-related career pathways. With the hard work of ESA members who have stepped forward as mentors and faculty advisers, SEEDS was awarded both the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) and the American Institute of Biological Sciences Diversity Leadership Award over the past year. SEEDS has been successful because the program has worked not only to attract students, but to value diverse ideas, perspectives, and research interests as well.

At the dawn of the New Year, the SEEDS staff and Advisory Board recognize that it is time to make a bold statement upfront on what SEEDS is about.  This name change will allow us to emphasize the importance of diversity as we continue on our journey – with the help of our incredible SEEDS students, ESA member mentors, and advisers, partners, and supporters – to blaze a trail for future generations of minority students in the ecological sciences.

SEEDS Dispersal is published online six times a year with additional special issues by the SEEDS (Strategies for Ecology Education, Development, and Sustainability) program. SEEDS promotes opportunities to diversify and advance the profession of ecology.

Colleen Cooley
Ya’a’t’eeh.  My name is Colleen Cooley and I was born and raised in a small rural community on the Navajo Nation in Arizona known as Shonto. I am the third eldest of seven children in my family and grew up with no running water or electricity. For this reason, I spent most of my academic years in the dormitory, which probably describes how independent I have become. I graduated from Northern Arizona University in May 2008 with a Bachelor’s Degree in Environmental Sciences with an emphasis in Management.

I always had in interest in environmental issues on tribal lands ever since I began researching and learning more about these issues during my high school and college career. In the past year, I grew more interested in water conservation in the Southwest and I am honored to be working with Dr. Larry Stevens and Emily Omana for my SEEDS Fellowship. My project focuses on an assessment of tribal springs on the Colorado Plateau to determine which springs are in most need of conservation and/or restoration. From here, I hope to obtain a job or develop a master’s thesis project by working on tribal lands and/or working with the people to solve on-going environmental issues.

My experience with SEEDS has been an unforgettable one. I immediately felt comfortable with the people in SEEDS when I was first introduced to the program during the 2006 Annual Meeting in Memphis, TN. I was amazed and continue to be amazed by the intelligence and enthusiasm of the other SEEDS students and their ecological backgrounds that I wanted more students from my university to know about this wonderful program and what it has to offer.

Therefore, I initiated the Grand Canyon SEEDS Chapter at NAU in spring 2008 and I am glad to still be involved with SEEDS by being one of the 2008-2009 Fellowship recipients and taking on the leading position of the SEEDS Education Outreach Initiative (SEOI) for the 2009 ESA Annual Meeting. I look forward to fulfilling the SEOI position and promoting the SEEDS program wherever I go because without SEEDS I would not have met all the wonderful people who make up SEEDS! Thank you!

Serge Farinas
My name is Serge Alexander Farinas. I was born in Miami, Florida to parents of Cuban and Nicaraguan descent. I have lived in Georgia most of my life and am currently now a senior at Clayton State University.

My strong attraction to nature, like many ecologists, came from a childhood spent romping around outside. I remember that, even as a kid, I was quite upset that people seemed to tear down native habitats without much consideration of the consequences. In addition to biology, I also had many interests growing up which led me to get an art degree first. A little later, I decided to pursue ecology as I realized an opportunity there to explore many interesting questions and make my contribution to society through the science of restoration and conservation. It has been a coming full circle as I explore and learn many things about that which inspired me in my youth.

My experience with SEEDS has been diverse, intense, and fun to say the least! It was my mentor at Clayton State, Dr. Jere Boudell, who introduced me to the organization and gave me the initial push in the right direction. I began applying for opportunities almost right away, including the fellowship, which I of course didn’t have the experience for at the time. The fieldtrip to Coweeta LTER (Fall 2006) was what really solidified my interest in ecology. What I learned then and still love about it is that it is a big picture science. It just fits really well with the way I think and I am really drawn to the complexity and dynamics of it all.

The second time I applied for the fellowship, I received it and I couldn’t be more grateful! For my project, I am working with an amazing scientist and person, Dr. Beth Middleton of the National Wetlands Research Center (USGS). We are examining what the effects of permanent flooding, from levee construction, have been to herbaceous communities and seedbanks in the baldcypress swamps of central Louisiana. The information gained from this research could have potential benefits for park managers and restoration or conservation initiatives. I never thought that I would enjoy swamps so much but, minus the killer mosquitoes, it is an incredibly interesting place to study. They are very dynamic ecosystems full of plants with amazing adaptations.

In my lifetime, I want to continue striving to be the best human that I can be and use my resources and abilities to contribute back to the community. I hope to accomplish this through a profession as an ecologist and through education and outreach. I am very interested in the potential of ecology, not only to reveal many wonderful things about our environment and our place in the world, but also as a consciousness raiser. I think our society has had the unfortunate side effect of making things and people seem disparate and detached from one another. Ecology shows us how incredibly intricate and interconnected everything is. We can no longer afford to act as if all our actions take place within a vacuum. We need to consider the implications of all we do, even to remote generations to come.

Mentor Highlights | Student Highlights |

Dr. Larry Stevens

1) What has been your experience with SEEDS and what effect have you seen it have on students?
While I am new to SEEDS, the program is an extraordinary opportunity for promising undergraduates to move towards Master's level work. I am particularly impressed with the student's opportunities to work with professional ecologists and to attend and speak at ESA meetings.

2) Briefly describe your relationship with your fellowship mentee and his/her project and interests.
My mentee is focusing her attention on rapid eco-cultural assessment - an exciting new topic that is likely to be of much interest and utility to the ESA, particularly in the conservation realm.

3)  What are your interests in ecology?
I am an evolutionary ecologist and biogeographer, interested in how landscape evolution shapes modern day biodiversity. I also work extensively on springs ecosystems.

4) How did you become interested in ecology?
I have never not been deeply intrigued by living organisms, but having remarkable mentors helped focus my ability to ask and answer ecological questions.

5) Why do you support diverse people and diverse thought in ecology?
As a human being, a scientist, and a parent, I see no other way to proceed in life except by supporting and contributing to creative free thought, experimentation, and lateral connections among disciplines.

6) What essential skills and qualities will future leaders in ecology need to have?
Multidisciplinary understanding and the ability to apply lessons from one discipline or culture to others is essential for broadening our perspective. Applying those lessons to our personal existence also is essential because each of us contributes to our culture and teaches others by the example of our own lives.

Dr. Beth Middleton

1) What has been your experience with SEEDS and what effect have you seen it have on students?
Students develop a broader perspective both in ecology as a discipline, and in ecology as a career choice via their participation in SEEDS.  Some of my colleagues who have observed my SEEDS student have comment that they would have benefited from an experience such as this.

2) Briefly describe your relationship with your fellowship mentee and his/her project and interests.
I act as a guide.  Serge develops his own ideas.  Then I give him feed back on best approaches, supply him with necessary tools, and be on hand for questions.  I'm a big proponent of learning-by-doing, and students need to learn all phases of science, beginning with the idea phase.
Students also need to be able to "think outside of the box", and to do this they need to have the flexibility to learn how to do real science.

3) What are your interests in ecology?
I am a wetland ecologist who works on the effects of climate change and disturbances on wetlands.

4) How did you become interested in ecology?
I grew up next to a wetland on a dairy farm, and so spent most of my childhood either playing in the forests and wetlands, or looking for the cows there.  Later, I found an outlet for my interest in nature via wild flower study and other nature study projects in 4-H.  At UW Madison as an undergraduate, I went directly into plant ecology, because I knew from a young age that there is what I wanted to do.

5) Why do you support diverse people and diverse thought in ecology?
I was the first person to go to school in my family.  Family members who haven't gone through the higher education system assume that it is only desirable to be a professional such as a doctor or lawyer (I blame TV).
One of my first jobs after college was to teach support courses in biology and chemistry to minority students at Northland College in northern Wisconsin, and the difficulties of minority students became very apparent to me then.  I have continued to support diverse people in their goals to become scientists as a result of these experiences.

6) What essential skills and qualities will future leaders in ecology need to have?
An ability to think outside of the box

An Update from SEEDS Alum Andrea Rivera

The most challenging yet fulfilling opportunity came unexpectedly, and called upon my return to my home country Honduras, Central America to work as the Research and Development Director at the Roatan Marine Park (RMP). The RMP is a non-for profit organization which manages one of the most visited marine reserves (Sandy-Bay West End Marine Park) in the island of Roatan in the Bay Islands of Honduras. During the fourth month in, I found out that I had been accepted into graduate school and once again travelled to pursue my scholarly dream.

I am currently enrolled in the Joint European Masters in Water and Coastal Management (September 2007-March 2009), at the University of Plymouth, England and the University of Cadiz, Spain. The masters program is part of an international initiative by the European Union, known as the Erasmus Mundus Studentship, where students from all the continents have the opportunity to study a range of interdisciplinary fields.

The fascination of pursuing a coastal management master degree is primarily because it incorporates the scientific understanding of coastal geomorphology, biological and ecological processes, climatology, the conservation of natural resources with the complexities of social science. Therefore, for the master thesis my aim is to understand the social, economic, environmental and institutional factors influencing the socio-ecological resilience of coastal communities to the effects of hurricanes affecting Honduras.

The study was conducted in ten lowland coastal communities located within the influence of protected areas, rivers, lagoons and the Caribbean Sea. All communities are mainly populated by afro-indigenous Garifunas, whose language, dance and music are recognized by UNESCO as a Masterpiece of the Oral and Intangible Heritage of Humanity.

The research methodology encompasses a range of social science approaches (quantitative and qualitative), such as household surveys, fisherman surveys, focus groups, semi-structured interviews and flood vulnerability assessments which are complemented by georeferenced hydrological, topographical and aerial/satellite imagery. Most important, I felt that by interacting, communicating and residing for weeks at a time within the communities, I was able to truly grasp and understand the vulnerabilities and livelihood factors influencing their development. The field work portion of the master thesis lasted for four months from mid June 2008 to mid October 2008 and was fully funded by the World Wildlife Fund.

SACNAS Summary
By Melissa Armstrong

I had yet another outstanding experience at the SACNAS conference, this year in Salt Lake City October 9-12.  This was the 3rd time I have attended and exhibited for ESA and SEEDS in the career fair, but the 4th time for SEEDS.  As always, my favorite thing about SACNAS is the family atmosphere with everyone sitting down for dinner together.  The entertainment is also always exceptional, with Native American flute and hoop dancing, and also a Pachanga dance.   Knowing what is involved in pulling off an ESA meeting, I always applaud SACNAS for the mountains they must move to make their own meetings run. 

We had excellent interest in ecology at the ESA/SEEDS booth and collected over 70 names, perhaps because the conference theme was the International Polar Year (IPY), which naturally includes the ecology profession.  More than any previous conference, interested students seemed to seek out our booth.  Two SEEDS students – Edith Juarrieta and Sarah Renteria helped me in the booth along with Dennis Dowling, our SEEDS high school Chapter advisor.  In true SEEDS participant style, my helpers did a much better job in conveying the passion of SEEDS than I ever could have.

In addition to exhibiting, SEEDS gave a joint special session with the IPY-Research Opportunities in the Antartic for Minortities (IPY-ROAM) program.  The session was titled Linking Research and Education in the Sciences: The International Polar Year and Beyond. This workshop went equally as well.  Vanessa Lougheed started with IPY ROAM, we had 5 speakers representing different organizations promoting research and education, and I ended with SEEDS and a session wrap up.  It was well attended, and we received further interest and enthusiasm in SEEDS from the session.  The joint SACNAS session was a culmination of our collaborative celebration of “Diversity from Pole to Pole” (IPY-ROAM in Antarctica and SEEDS in Alaska) and our SACNAS session matched our joint efforts during the 2008 ESA meeting. 

All of this, plus I was able to connect with the many other organizations there in the name of ecology including NEON, NCEAS, and AAAS, made this year’s meeting exceptional.  But the best of all was the SEEDS family reunion.  Ten SEEDS students and alumni were there and we even had an opportunity to meet up with Jason Taylor, former Education Director of ESA, who is now living in Salt Lake City.  We all had a wonderful time simply spending time together, and the magic of SEEDS keeps growing and growing….  We thank SACNAS for giving such a great venue that enables SEEDS and so many other students and organizations a chance to thrive and feel at home.

SEOI 2008 Summary Report

ESA FT 6: Ecological Outreach Opportunity,
“BioBlitz” at the Proposed Milwaukee Central Park Riparian Corridor

On Sunday, August 3, 2008, the “Ecological Outreach Opportunity, ‘BioBlitz’ at the Proposed Milwaukee Central Park Riparian Corridor” occurred at Riverside Park in Milwaukee, Wisconsin.  The trip was planned by the SEEDS Education Outreach Initiative committee (SEOI), a group of current and former SEEDS students interested in advocating and promoting outreach awareness at ESA annual meetings.  Members of the planning committee included: Lauren McGee, Charissa Jones, Amber Finley, Annette Cardona, and Becky Begay.  Planning help was provided by staff members from the Urban Ecology Center, Friends of Milwaukee’s Rivers, Milwaukee’s River Work Group, and ESA’s Education and Diversity Programs office.

Approximately thirty individuals (including Milwaukee educators, high school teachers, ESA members, and SEEDS students) participated in the fieldtrip. BioBlitzes, or plant and insect surveys, were led by graduate students from the University of Wisconsin at Madison and occurred in a forested and prairie habitat at the park.  Approximately 28 plant species and 8 bug orders were found in the forested habitat.  This area showed signs of prior land disturbance.  In the prairie site, approximately 23 plant species and 8 bug orders were identified.  This area was replanted during the late 1990s and lacked the amount of biodiversity that is typically found in natural prairie and grassland ecosystems.

In general, participants enjoyed the fieldtrip.  They found the program to be worthwhile and indicated interest in participating in similar activities during the next ESA annual meeting.  Participants would have liked to see high school students and more local educators participate in the trip. 

A new group of students were recruited to continue planning outreach fieldtrips.  Planning efforts have already commenced.  The Albuquerque Biological Park (www.cabq.gov/biopark/) is being considered as a potential location for the fieldtrip.  The group hopes to continue using the BioBlitz theme.

The SEOI Tradition Carries On…
SEEDS students, led by SEEDS Fellow Colleen Cooley, are planning another successful SEOI Field Trip to take place at the 2009 ESA Annual Meeting in Albuquerque, New Mexico.  They are currently looking at potential sites for the field trip and are contacting local ecologists, teachers, and schools to get involved.  Thank you to everyone who has helped carry on this outstanding tradition of education and outreach with local meeting communities!  We look forward to seeing you in Albuquerque!

SEEDS CHAPTERS

National Campus Coordinated BioBlitz
By Zack Brym

Recently SEEDs chapters have been calling for a campaign that would promote cooperation between the 50 representative campuses. In response to this request, SEEDS has formulated the National Campus Coordinated BioBlitz (NCCB). BioBlitz is a term used to describe an event where a group of volunteers or students collaborating with experts -- both professional and amateur naturalists -- inventory as many possible species present in a specified area over a 24-hour period. The idea was pioneered by Peter Alden and Ed Wilson on 4th July 1998 when a team of scientists and naturalists identified a total of over 1900 species at the Walden Pond Reserve outside Boston, MA. The coordinated occurrence of these events simultaneously around the United States has many implications for environmental education and advocacy. The goals of the NCCB are to:

1. Promote and inspire sustained environment programs on college campuses and ; the surrounding community
2. Engage people in meaningful citizen science
3. Provide a vehicle for informal and formal environmental education
4. Acknowledge that biodiversity is not limited to the rainforest, but all around us, ; even in the most unexpected and mundane locations.
5. Formulate a database of rare and localized species
6. Activate political awareness in regards to biodiversity and the implications of ;; being indifferent or ignorant about habitat alteration and environmental ; degradation

The National Campus Coordinated BioBlitz is set to take place within the time period of April 17-27, 2009 (dates will depend on individual campus availabilities). The planning of this event is coordinated with the celebration of Earth Day on Wednesday April 22, 2009.

Please join our Google Group at http://groups.google.com/group/bioblitz or contact University of Michigan Representative Zack Brym at z.t.brym@gmail.com for more information and to get your campus involved.

CHAPTER NEWS

The USA National Phenology Network

SEEDS Fellow, Serge Farinas, has explored another possibility for bringing chapters closer and to work on a national project: The USA National Phenology Network. Read on for more information about this opportunity for you and your SEEDS Chapter.

Phenology – The Pulse of our Planet
We Encourage Your ESA SEEDs Chapter to Monitor Plant Phenology!

Phenology is the study of periodic plant and animal life cycle events and how these are influenced by seasonal and interannual variations in climate. Examples include the timing of leafing and flowering, agricultural crop stages, insect emergence, and animal migration. All of these events are sensitive and integrative measures of climatic variation and change, are relatively simple to record and understand, and are vital to both the scientific and public interest.

Why monitor phenology?
Phenology is an excellent global change indicator. Combining phenological information with climate forecasts yields insight into future conditions and enables human adaptation to ongoing and future climate change. In addition, phenological data are useful in agriculture, drought monitoring, and wildfire risk assessment, as well as management of invasive species, pests, and infectious diseases.
To fully utilize the value in phenological data, however, a large-scale network of integrated phenological observations is required. Be a part of this new national network: your observations can make a difference!

What is the USA-NPN?

The USA National Phenology Network (www.usa.npn) is a collaboration among federal agencies, environmental networks and field stations, educational institutions, and individuals from the public, all making phenological observations. The USA-NPN was recently established to organize and support large-scale participation and offers standard protocols and data management capabilities for phenological observations. Please consider contributing to this valuable enterprise!

At this time, plant phenology protocols are available. An animal phenology program, focusing on mammals, birds, fishes, amphibians, reptiles, and insects, is currently under development and targeted for release in 2011.

How do I monitor plant phenology?
Select one or more plant species to monitor, and identify one or more individuals of each species at your home, place of work, or elsewhere in your community. Then make observations following the plant phenology protocols for that species.

Selecting species
The USA-NPN has identified many plant species to be monitored, selected for characteristics such as a widespread distribution, importance to a local ecosystem, or special environmental concern ( for example, allergenic or invasive species).
A special group of species, called calibration species, were selected for their broad ranges, their relative abundance or their overall importance. Phenology data from these species will allow us to create a spatial network of observations with sufficient overlap to allow inter-correlation of species responses across the entire nation. You may or may not be able to find one of these species growing near enough to conveniently observe, but if you do please consider monitoring it in addition to any other species you choose.

The USA-NPN will be adding more species to the plant monitoring program over time. If you do not see your species of interest on the list, you may be interested in developing a plant profile for consideration and review by the USA-NPN. Go to www.usanpn.org/participate for more information.

Monitoring protocols

Monitoring plant phenology consists of watching one or more individual plants and recording the occurrence of key phenological events (e.g., leaf-out, first flower). USA-NPN Core plant phenology protocols are likely the most appropriate for SEEDS observers, as these protocols require some ecological or botanical knowledge. Alternatively, Project BudBurst (www.budburst.org), the USA-NPN general education and outreach program, offers protocols appropriate for all levels of expertise and would be ideal for education or outreach activities involving local schools or the larger community.

Sampling design
Monitor as many or as few species and individuals as desired. Plants may be selected to try to answer local questions of interest as well as to contribute to a nationwide monitoring effort. Consider the following questions ideas when designing a monitoring site:

• Is there another monitoring site nearby? Can I monitor the same species as the site nearby?
• Is there an elevation or environmental gradient across which I can take observations?
• Are there species on the USA-NPN list that are of local importance to my community?
• What’s close and easy for me, as a SEEDS student or chapter, to monitor?

Please email me (erin@esa.org) to let me know if you or your chapter would like to get involved with the NPN.

Stanford SEEDS Visit - One of my first adventures as a SEEDS Alumn!
By Jorge Ramos

 First of all, I would like to thank the Stanford SEEDS Chapter for allowing me to visit them and share my experience with them about the SEEDS program. My day began with one of the chapter advisors, Cindy Wilber, the Education Coordinator of Stanford’s Jasper Ridge Biological Preserve (JRBP).  She introduced me to several professors and research coordinators that explained some of the groundbreaking research being done at JRBP, research that some SEEDS students get to experience first hand.  I also chatted with Jessica Shors, one of Stanford’s graduate students that trains and works with high school students during the summer season to help with her research.  Later in the day, I met with the chapter’s co-advisor and professor of biology, Rodolfo Dirzo, and his lab members.  I was very impressed by the number of nationalities represented in Dirzo’s lab!  I can imagine all of the interesting ecological conversations they must have with so many different global perspectives at the table! 

During dinner, I met with the Stanford SEEDS chapter members, which was composed of undergraduates and graduate students. After introductions, the chapter talked about their involvement in Rodolfo and Cindy’s outreach program called REAL (Redwood Environmental Academy of Leadership, funded by a Stanford K-12 Initiative grant). This program, managed by another SEEDS Alumnus, Raynelle Rino, provides an outside education environment for underrepresented and non-traditional high school students to learn about the local ecosystems. Here, many of the Stanford SEEDS chapter members participate in the REAL program and help Raynelle lead lectures and workshops.

After that, I shared with them information about the SEEDS program, including the history of SEEDS, the purpose of each of the components of the SEEDS program, the application process, and the advantages of getting involved in SEEDS not only as an undergraduate but later as a member of the Ecological Society of America. Many students asked questions and students that had participated in SEEDS events contributed positive things to the conversation. It was very refreshing to see extremely motivated undergraduates engaged in research and in their community. Much of the motivation, I think comes from having a faculty professor and chapter advisors such as Rodolfo Dirzo and Cindy Wilber who encourage students to get involved in outreach activities. They are definitely the perfect example of “not just talking the talk, but walking the walk”.

The next day, I met with Raynelle at Redwood High School where the REAL program is based.  Redwood High School is a continuation high school for students that had to leave the traditional educational system or “did not make it” because of several reasons: pregnancy, criminal charges, bad conduct, gang involvements, just to mention a few.  The population is composed of students between the ages of 16-18 and most of the students are Hispanics and African-Americans.  This was completely different scenery than the Stanford campus including the location, the classroom environment, and the student’s situation. As soon as we walked in, we were surprised with the shocking news that one of their student had died in a car accident. His friends had already started collecting donations to help the student’s family pay for the funeral. Moments later, I was in front of a classroom with more than 30 students.  The director of the high school, Marshall Burgamy, introduced me as a student that was there to share with them my career route and how I got to where I am now. I started sharing with them where I come from, which is very similar to their situation, and continued with the opportunities that are available for them to continue their education all the way to graduate school and finished with a little of what I do as an ecologist. The students were very interested to learn that studying ecology has allowed me to travel to remote places, receive scholarships to attend graduate school, and fellowships that pay me to do research. After the talk, Raynelle took charge and started to lead the afternoon part of the REAL program. The topic was water quality and the activities included putting on boots and going down the creek to measure water parameters. This is what makes the REAL program a truly real learning experience; it combines hands on activities that are related to the lecture and their textbook notes.

On my way back to Seattle, WA I reflected on my experience in California. On one side, I had met with top notch researchers and extremely motivated students at Stanford University. On the other side, I had met with a high school principal dedicated to inspire and create leaders from students that come from underrepresented minority groups with many difficult hurdles to overcome at their young age and with students that need just a bit of encouragement and someone to let them know that anything is possible. The learning environments are extremely different, the content of my talk did not change much, but the way I approached and got the students attention had to be very different.

It is not possible to try and encourage every student in college or in high school to pursue higher education the same way. Everyone comes from a different background and everyone deserves the chance to better education so that every individual can contribute to make this world a better place, starting with their local community. This is what the collaboration between Stanford and Redwood High School is successfully achieving thanks to the REAL program. Stanford students and faculty have the resources, motivation, and energy to help out, while Redwood High School teachers and students are open to welcome new ways that can help struggling students achieve their goals that seem impossible.  It is a win-win situation; Stanford students have a positive influence in their local community and learn to communicate to broader audiences, which is an extremely important skill; Redwood High School students learn about the opportunities available to them, build mentor relationships, continue their studies in higher education and hopefully one day come back to their community and serve as mentors just like the Stanford students did.

I would like to thank Cindy Wilber, Rodolfo Dirzo, the Stanford SEEDS Student Chapter, Raynelle Rino, and Marshall Burgamy for making this not just an SEEDS Chapter visit but also a valuable learning experience.

SEEDS Chapter Students in the News

SEEDS alumni, Charlee Glenn and SEEDS Fellow, Serge Farinas were featured in the October issue of the Georgia Education blog/newsletter.  The article highlights Charlee and Serge’s role at the 2008 Leadership Meeting and their contributions to the article “Voices of Hope in a Rapidly Changing World,” which was published in the July issue of the ESA Bulletin.

Read the full article on Charlee and Serge here. Read the full article published in the ESA Bulletin here.