The Pedagogical Pursuit of Environmental “Truth”: Mobilizing our Collective Expertise


11th Annual Conference of the Environmental Consortium

November 8, 2014 | Russell Sage College, Troy, NY

Posters

CALL FOR POSTERS

The Environmental Consortium of Colleges & Universities invites poster abstracts from all disciplines to be shared at its 11th Annual Conference, taking place on Saturday, November 8, 2014 at Russell Sage College in Troy, New York. 

This is a great opportunity for networking with colleagues and students from multiple disciplines and forging new paths of collaboration in pedagogy, as well as environmental research and problem solving.

Poster Registration Form

Poster registration deadline is Friday, October 31, 2014.

“Posters” may take the form of traditional research posters, multimedia presentations, or other types of self-contained presentations.

Posters must relate to environmental topics in the Hudson-Mohawk River Watershed or address the mission of the Environmental Consortium.   Poster topics may include, but are not limited to:

  • Innovative courses and teaching methods.
  • Faculty and Faculty/Student research.
  • Student summer experiences, theses, or other research or projects.  
  • Collaborative projects or research involving multiple disciplines, communities, or other groups.

The poster session will be held on Saturday, November 8, 2014. Posters should be self-explanatory; however, presenters are asked to remain at their posters for the duration of the session to interact with other conference attendees and answer questions.

Presenters of accepted posters must also register for the conference.

While we do not require that you be an individual member of the Environmental Consortium in order to submit a poster, we strongly urge you to consider becoming a member.  There is no fee to join.

Students may prefer to join the student listerv at: www.environmentalconsortium.org/programs/student/network.html.


 
Accepted Posters
 
TITLE: Emerging Contaminants Are New Threats to the Environment
AUTHORS: Hillary Jufer, Environmental Science Student
Elmer-Rico E. Mojica, Thesis Advisor, Department of Chemistry and Physical Science
Pace University
PRESENTER: Hillary Jufer
ABSTRACT: The United States Geological Survey (USGS) has defined emerging contaminants as any synthetic or naturally occurring chemical or any microorganism that is not commonly monitored in the environment but has the potential to enter the environment and cause known suspected adverse ecological and(or) human health effects. One large group of emerging contaminants consists of the pharmaceuticals and personal care products (PPCPs) that we purchase and use regularly. Other emerging contaminants include certain pesticides, nanomaterials, flame retardants, and plasticizers. Some of these examples have made their way to the environment and others are already present in wastewater, or agricultural and urban runoff. In this poster, we will discuss some of these emerging contaminants and how can they can be potential threats to the environment.

TITLE: Promoting Values Through Service-Learning in Ecology
AUTHORS: Madeline Micceri Mignone, Ph.D., Michael Gordon, Kevin Knorowski and Chet Kleynowski
Dominican College
PRESENTERS: Kevin Knorowski and Madeline Mignone
ABSTRACT: BI 113 S Introductory Ecology is an introductory course opened to all students at Dominican College. As an innovation of this curriculum, a blended learning experience for students was instituted that incorporated theoretical ecology, laboratory protocols and application of real time experience into the course work. This included a mandatory service learning component. The service learning project integrated a real-time application of lab work through hands on experience in identifying ecological problems and designing an ecologically viable landscape that will solve both a terrestrial and an aquatic problem. In this specific project, the Rail to Trail project of the Town of Orangetown, New York will be enhanced with the service learning projects. 

As part of the BI 113 S course’s research and Service Learning Component, the students participated in two projects that were divided among the class.  The first part focused on the terrestrial ecological problem. The second part of the project focused on the wetland portion (which is part of the Hudson River watershed) of the campus. The students studied the drainage field within our campus. The students then presented a tentative plan to the community that included an ecologically sound landscape of both native terrestrial and aquatic and wetland flora based on the site studies.
 
 
Co-Sponsors
Russell Sage College Pace Academy for Applied Environmental Studies