THE CARBON-NEUTRAL FIELD CAMP

Q1) Every spring Cornell University faculty fly with students to the island of Hawai`i, where we teach field courses in Earth systems science, global stewardship, and sustainability. This curriculum is an example of:

(a) An oxymoron

(b) Hypocrisy

(c) Unsustainable behavior

(d) All of the above

We decided that a travel-based field program such as ours ought also to be a carbon-neutral field program; or we should at least attempt to make it so. In the process of pursuing carbon-neutrality we worked to accomplish a number of additional curricular, environmental, and service learning goals—with very exciting results.

Like many tropical regions the Hawaiian Islands are largely deforested; trees have been cleared for agriculture, ranching, logging, and urban development. On leeward Hawai`i Island as little as 2-3% of the dryland forest remains and many forest species are on the brink of extinction. In collaboration with The Kohala Center and local partner organizations the students and faculty of the CU EES Field Program worked to outplant native plants in two dryland forest sites. This project provided students and faculty with an incredibly rich suite of learning opportunities. The initial project parameters (carbon offset through reforestation and location of project sites and partners) were set up by the faculty. Subsequently, the student team was involved in every phase of the project, from monitoring energy use, vehicle mileage, and air miles, to estimating species-specific sequestration capacity for the plants that we worked with. Through our project partners we were introduced to the numerous components of reforestation, from seed-to-senescence, as well as site preparation, protection and maintenance. Many of the emissions and sequestration calculations were derived by the students from “first principles,” but also required exploration of the murky world of carbon calculators and carbon accounting strategies. By the end of the semester we had outplanted some 300 plants, including several very rare species. We held lively debates on project parameters, assumptions, and design; sustainable living; food security; and energy use. We contributed to forest restoration and endangered species protection while pursuing our goal of carbon neutrality. And we more than met our goal of a carbon–neutral semester.