This summer, the Cary Institute offered a special two-week camp exploring the interface between ecology and art. Cary educators teamed with George Kaye of Ecographs and Laurie Seeman of Strawtown Studio to add a new dimension to stream studies.
What happens when nineteen teachers have the opportunity to study how forest ecosystems function? You get the potential to engage hundreds of students in thinking about forests as dynamic, exciting systems that shape the quality of the world we live in, from cleaning water and cooling the environment to preserving biodiversity.
Cary's head of education Alan Berkowitz explains why undergraduate research programs are so valuable-both for the students, who gain research experience, and the scientists, whose scientific thinking can benefit from the mentoring experience.
While our trails and grounds are closed for the season, our education staff is gearing up for a busy spring. Field trips and enrichment activities are being scheduled with a focus on data literacy through long-term monitoring.
On August 15 the 12 students in this year’s Cary Institute’s Research Experiences for Undergraduates (REU) program presented the results of the research they conducted during the ten weeks they spent at the Institute this summer.
For more than thirty years, our researchers have been studying the Hudson River and its watershed, analyzing everything from water chemistry to invasive species. That vast data set was the inspiration for a new offering by our Education Program.
Warmer weather is finally here, and for many parents and their children, this means the time to choose a summer camp is fast approaching. The Hudson Valley has a large selection of camps, from day camps to sleep-away camps, covering everything from theater to farming.
Cary Institute educators are challenging middle school and high school students to creatively bring long-term river data to life in the Hudson Data Jam, a new competition that melds science and creativity.
Michael Meaden is a hands-on, outdoor teen. As a youngster, he enjoyed outdoor youth camps at the Cary Institute of Ecosystem Studies in Millbrook. But then the 14-year-old outgrew the camps. Fortunately, last year a new teen program was added to the youth camps: Eco-Investigator, for rising eighth- through 10th-graders.
When sharing science with diverse publics representing a broad swath of cultural, ethnic, ideological and socioeconomic interests, it certainly helps when those doing the sharing are themselves representative of a diverse cross-section of society.
During the summer months, the Cary Institute’s campus bustles with educational activity. From campers getting their first introduction to climate change while exploring our property, to undergraduates conducting research projects under the mentorship of Cary Institute scientists—our staff is committed to nurturing ecological understanding in learners of all ages.
Imagine hiking through a forest on the Cary Institute's 2,000-acre property and wondering why the hemlock trees grow just in certain areas or whether the annual influx of tent caterpillars causes long-lasting damage.
What if our children could recognize the birds, plants and insects in their backyards as well as they know the brands of shoes on their feet or the secret weapons they need to get to the next level in a video game?
For over two decades, IES scientists have been paying close attention to conditions in the Hudson River. Through collaboration and perseverance, they have amassed world-class datasets on invasive species, aquatic food webs, and nutrient pollution. While this information is essential to effective management of the river, it is also a rich resource for educators who want to bring real ecology into the classroom.
In January, IES announced a new era in its 23-year legacy of education. Dubbed the Ecosystem Literacy Initiative (ELI), this new effort aims to help people think about the ecosystems we depend upon and link that understanding to their daily lives.
The Baltimore Ecosystem Study (BES) is a collaborative of over 30 researchers, educators and policy makers working together to understand how urban ecosystems function. Led by Institute Distinguished Senior Scientist Dr. Steward T. A. Pickett, other IES staff members involved in the effort include: Microbial Ecologist Dr. Peter M. Groffman, Educator Dr. Alan R. Berkowitz, BES Education Coordinator Ms. Janie Gordon, BES Information Manager Mr. Jonathan Walsh, and Administrative Assistant Ms. Holly Beyar.