So You Spot A Coyote. What Should You Do?

Ohio wildlife biologists are frequently contacted by concerned residents who spot coyotes. Yes, frequently, but this is not cause for alarm. Coyotes are highly adaptable animals that are regularly viewed by humans throughout the state. Here are a few steps to keep in mind when you encounter a coyote in the Buckeye State.

1. Understand that coyotes are common throughout Ohio’s 88 counties and are even regularly seen within city limits. Read more about coyotes at www.wildohio.com
2. There are no wolves living in the wild in Ohio.
3. If you spot a coyote on your property, make sure to remove all “attractants” to deter the coyote from returning. This includes removing garbage and pet food before nightfall and cleaning up around the grill.
4. Coyotes prey primarily on small mammals such as rabbits and mice. However, interactions with domestic pets do occur sometimes.  Keep small dogs and cats inside or leash them when outside.
5. Occasionally, an inquisitive coyote will stay put and watch you curiously. Clap your hands and shout; the coyote will likely move on at this point. 
6. If the coyote visiting your yard does not respond to harassment techniques such as loud noises or is presenting a conflict even after removing attractants from your yard, contact a nuisance trapper. You can locate a trapper on our website at www.wildohio.com  For a fee, these nuisance trappers use highly regulated techniques to reduce urban wildlife conflicts. Coyote populations in rural areas can be managed through legal hunting and trapping methods. Consult the yearly Ohio Hunting andTrapping Regulations digest for more information.

 

coyote

Thank you to Jamey Emmert for this post. Jamey is the Wildlife Communications Specialist in our District Three office.

For the Love of Skunks!

Skunk love is in the air on this Valentine's Day. Literally! Have you noticed an increase in these odiferous creatures this time of year? That's because it's breeding season for skunks in Ohio in late February.


The common Striped Skunk

The striped skunk is the only native skunk found in Ohio. Found throughout most of North America, it is one of four species of skunks on this continent. They include the more southern spotted skunk, and the southwestern hooded and hog-nosed skunks.  All are members of the Mephitidae family, which is Latin for "stench."  All skunks have a gland around their anus that is capable of projecting a foul-smelling secretion up to 15 feet.  This defense mechanism, while rarely used, is what makes the skunk an unlikely prey for most predators.  Animals remember the bold black and white stripes and learn from experience to stay away.  The exception is the great horned owl.  Since owls have little to no sense of smell, they could care less about getting sprayed.  Just ask the unfortunate grad student who has to conduct nest surveys on great horned owls.

Skunks are not true hibernators.  They do, however, take a lot of really long naps.  They will store up body fat for the winter and, when the weather is bad, will take to their dens for weeks to a month at a time.  By the time February rolls around, they are ready to roam about looking for love.  Skunks are omnivores and will eat just about anything they come across.  However, they have pretty poor eyesight.  You might notice an increase in road kill skunks this time of year as they are out wandering around looking for food and a mate. And, like our friend Pepe Le Pew, the males are promiscuous, mating with several females during the season.  Gestation is approximately two months and the females give birth to litters of 2-10 young.  They are born hairless and with eyes closed and remain in the den for about 6 weeks.  They are weaned at 6 weeks and begin to join their mother on her nightly ramblings.



This famous "Looney Tunes" skunk was always looking for love in all the wrong places.

Striped skunks are very adaptable and can become habituated to humans and their trash, pet food, and other sources of food.  In particular, they love our nicely manicured lawns, which tend to be full of grubs in the spring.  If you notice some morning that your lawn looks like someone went over it with a spade, you've probably had a visit from a family of skunks in the night.  They use their long claws and heavily padded feet to tear up your sod and eat the grubs of Japanese beetles and other yard bugs.  While you can probably appreciate the reduction of the grubs, it doesn't look pretty.  There's not much we can do about it except to let them pass on by.  After all, would you want to try to persuade a skunk to leave?

For more information about Ohio's striped skunk, and other Ohio mammals, check out our A to Z Species Guide.  And Happy Valentine's Day!

WILD School Sites, Part Two

This is Part Two of John Windau's series on the development of a WILD School Site.

 Bird Houses and Feeders, Not Just for the Birds

Last month we introduced a series on WILD School Sites, or outdoor classrooms. WILD School Sites are locations that can be used by students, teachers, and the school community as places to learn about wildlife and the environment. The first thing to do when developing a site is to formulate a plan. You can contact your district WildlifeCommunication Specialist, who can walk you through the process to help ensure success.

But what type of project should you do?

No two sites are the same. So each site will consist of different projects. Available resources, such as time, money, space, and labor, will certainly play a role in what projects are chosen. Perhaps the easiest project, and one that can be done anywhere, is to install bird feeders and bird houses. Bird feeders and houses are relatively cheep, err I mean cheap, can be put up in a few minutes, and can be installed any time of the year. Bird feeders are also one of the quickest ways to attract wildlife to your facility. Because of this, they are a great first step while the rest of the site is still in the planning or developmental stages.

How do you use bird feeders and houses for education?

The number of lessons that can be done with bird feeders and bird houses is staggering. Lesson plans can easily be developed from early childhood all the way up through high school. Some examples include keeping track of the number of birds or species that visit the bird feeder, or tracking the number of birds or species through different seasons. Install multiple feeders, and fill them with different types of food. Determine what types of birds use the different feeders and analyze the different beak adaptations for the different food types.

To buy, or not to buy? That is the question.

Obviously, the quickest way to install both bird houses and feeders is to purchase them. There are numerous styles and sizes available to fit into almost any budget. There are a few key areas to pay attention to. First, what species of birds are you interested in attracting? Birds use different types of houses, eat different types of food, and prefer different types of feeders. Generally you will have better success trying to attract birds that already frequent your area. For an interactive guide about birds in Ohio and their habitats, visit the Division of Wildlife’s webpage at wildohio.com. The Division also has a great guide available on how to attract birds in Ohio.

Next is size. For bird feeders, there are several bird feeders on the market that are quite small and dainty. In order to keep your birds’ interest, it is important to keep the feeder filled. Although kids enjoy filling bird feeders, one that is too small may need filled too frequently to be practical. In contrast, when a feeder is too large, food can become wet and may begin to spoil.

Purchasing bird houses and feeders is not the only option, though. Many educators prefer to have their feeders and houses constructed, either by the students themselves, or in cooperation with local 4H clubs or scout troops. In fact, one great way to involve the whole school community is to have the shop class build the boxes and feeders. Plans for bird houses and feeders can be found throughout the internet, or on the Division of Wildlife’s webpage. Younger students can also construct feeders and houses for birds. There are several “kid friendly” designs available. Better yet, have students utilize recycled materials to construct bird houses or feeders for use at school or home. Houses and feeders can be constructed from margarine tubs, milk cartons, coffee cans, and even soda bottles. Plans are available from a variety of sources on the web.

A bird in hand…

Although most WILD School Sites contain multiple projects that can take years to develop from start to finish, birds feeders and houses offer an opportunity to start educating youth about Ohio’s wildlife right now. They are relatively inexpensive, easily obtained or constructed, and can be placed in virtually any location. The Division of Wildlife’s guide Attracting Birds in Ohio contains additional information on placement, maintenance, and care of your feeders and houses. For more information about this project or other WILD School Site projects, contact your district’s WildlifeCommunications Specialist.

Photos taken from the Ohio Division of Wildlife's online Photo Gallery at www.wildohio.com

WILD School Sites

 

Another guest author, John Windau, Wildlife Communications Specialist in District Two, writes about the appeal, benefits and process of creating a WILD School Site in Ohio.  Look for more upcoming articles from John on this topic.

If you ask someone to describe the world around them, most will describe buildings, streets, bridges, and other structures of human endeavor. Beyond that, fewer and fewer people remember that nature and wildlife still exist in and around the world we have constructed. WILD School Sites, land labs, outdoor classrooms; whatever name you use, these programs remind students and educators that nature exists everywhere. In addition, these sites offer a location for educators to enhance their curriculum by allowing students to apply new styles of learning. The new state standards call for project based learning. WILD School Sites offer one way educators can incorporate project based learning into their teaching.

So what are WILD School Sites and how are they used?

Although learning has always occurred outdoors, most formal education takes place inside a building. WILD School Sites offer a location near the school that can be used by students, teachers, and the school community as a place to learn about and benefit from wildlife and the environment. Every school, regardless of size or location, can provide outdoor educational opportunities that can and should be part of any integrated education program.

The WILD School Site program believes educators should incorporate students in the planning, design, and construction stages of the site. This provides an avenue for cooperative learning, hands-on activities, problem solving, and communication: all 21st century skills students will need.

In addition, outdoor areas provide a setting where the goals of different learning disciplines can be met. This is not just a science program. Math, social studies, language, visual art, as well as science, can all benefit from incorporating outdoor learning into the syllabus. These benefits continue beyond the construction phase. Educators and students continue to use the site to meet education objectives throughout the school year.

So, how do people get started?

Over the next several months, we will feature a series of articles highlighting a few projects which may work in your setting. It is important to remember that no two sites are the same, so each site will face different challenges; however, outdoor education is possible anywhere! There are no size restrictions either. Some sites are quite small, while others can encompass a large area. What is important is that students use the site to become more aware of the environment around them so, as adults, they are better able to make informed decisions.

The Division of Wildlife offers are variety of resources for educators interested in WILD School Sites including training, on-site consultations, start-up grants, and school certification. More information on WILD School Sites can be found at wildohio.com or contact your district’s Wildlife Communications Specialist.

Winter Adventures to Come

Another blog entry by our Outdoor Education Intern, Hannah George, about the many winter activities available across Ohio.  Enjoy!

                Well, it is officially the first day of winter and, since the world hasn’t come to an end, it is time to start thinking about what fun things you can do now that the weather has turned a bit cooler. While the normal happenings of winter consist of mostly indoor activities, there are still many opportunities to enjoy nature and all it has to offer.



Bobcat

One of my favorite things to do during the winter is to go for a hike at one of Ohio’s many wonderful state parks. There are so many great things to see during the winter, especially when there is snow on the ground. Animal tracks are much easier to spot, as is wildlife in general… well, the ones that aren’t hibernating anyway. I  think the snow-covered trees and shrubs are some of the prettiest sights to see, and they photograph very well. Waterfalls, which are great places to visit during the summer months, can also be amazing destinations during the winter. Some will even freeze solid, which is an impressive sight! Just make sure you dress for the weather with plenty of layers and wear a warm coat, hat, boots and gloves. You can always take off layers if you get too warm.

Northern cardinal

 

If wildlife is what you’re interested in, I would suggest visiting a park with a water source, like a lake or large river, that is not frozen over. These locations are magnets for birds, including waterfowl, as well as mammals. During the winter, water is often harder to find then food, especially for birds. (This is also a helpful hint for attracting birds to your own backyard during the winter. Try a heated bird bath this year and see the difference it makes.)

            If you are looking for some fun, free events for your kids, I would strongly suggest the Kids Christmas Bird Count on January 12^th at Magee Marsh in Northwest Ohio. This is a great opportunity for kids aged 8-12 to get outside and look for birds with an experienced birder. A lunch is provided, but make sure you pre-register.

           Another fun activity just for kids is the Kids in the Snow event at the Great Blue Heron Lodge in Northeast Ohio on January 13^th. This is a free event for kids where they will build Wood duck nest boxes to be placed in the preserved wetland areas. After building the nest boxes, the kids go on a hike to learn how to track different animals in the woods. Cookies and hot chocolate will be provided at the end to wrap up a very fun day.

          For additional information about the above listed events and for a full list of outdoor-related events, visit the ODNR Division of Wildlife web page and click on the “Calendar of Events” link at the bottom of the page.  To see a list of additional events at specific parks in Ohio, visit the ODNR Parks web page and click on the “What’s Going On” link on the right-hand side of the page.         

         Hopefully you have a few fun ideas for outdoor winter activities this year and, if you don’t find something that interests you here, there are plenty of other activities to be found on either the Parks or Wildlife web pages. Lastly, I just want to wish you all safe, Happy Holidays this year! Have a great time with family and friends and enjoy the beautiful outdoors!

Best Wishes!
Hannah

NAAEE 2012--Friday

Friday of the 2012 NAAEE conference were spent mostly learning about outdoor classrooms.

The most helpful sessions were put on by the U.S. Fish and Wildlife Service.  They have, or are involved in two excellent habitat education programs.

The first is the Pacific Region's Schoolyard Habitat Project Guide.  You can download a copy of the guide here.  This fantastic guide lays out the following 9 steps to a successful habitat project:

Step 1--Form a Team.  This is a critical first step that, if skipped, can really jeopardize the future of your site.  Many of these projects are championed by one enthusiastic teacher, typically the science teacher in the school.  But, if there is no formal committee or team to delegate projects and responsibilities to, to keep informed, to keep momentum, what happens when that teacher leaves the building or retires?  The project falls by the wayside.  I've seen this happen dozens of times and it's quite frustrating.  So, if you are interested in starting a habitat improvement project at your school, form a team or committee FIRST!

Step 2--Develop a Master Plan.  This can also make or break your plans.  I always like to say "Think BIG, Start small."  Having a Master Plan doesn't mean that once a project or idea is in the plan, you can't take it out or alter it.  Master Plans just help you stay focused and thoughtful in your efforts so that you're not wasting your time or energy going after "the next big idea."  Try to draft everything in a thoughtful, timeline oriented plan at the beginning.  You can always modify the plan as needed, but this way you'll have set goals and it won't be so overwhelming to you and your team.

Step 3--Assess Your Project Site.  You don't know where you can go until you know where you are.  This is also a great way to involve your students from the beginning.  You need to know what you have already, how you can use what you have already, then start planning on any modifications, additions, changes, etc.  Conduct soil testing, runoff calculations, plant and animal inventories, temperature variations from various parts of the site, sunlight exposure, water sources, accessibility issues, conflicts in use, and more.  You really need to get to know your site.  This can almost be done before your Master Plan, depending on what you're hoping to do.  At the very least, you can conduct your site assessment at the same time as your developing your Master Plan.

Step 4--Design Your Project.  This is the meat of the plan.  Create a map of your site, based on your site assessments of course.  Once you're map is done, start laying out the first few parts of your Master Plan.  Where are you going to put a butterfly garden?  Where can you put the frog pond? Do you need a foot bridge over that seasonal wet area behind the soccer field in order to get to the woods? Add it to the map!

Step 5--Decide Your Money Matters.  How much is it going to cost to do this?  This part can be overwhelming to your team.  But don't forget, Think BIG, Start small.  Break your plan into manageable, fundable parts.  Don't try to complete it all in one year.  You'll burn yourself out for sure.  Or worse, you'll burn out your team.  Settle on what parts of the plan you want to start with and find funding for those first.

Step 6--Install Project.  Do what you said you wanted to do! Have the students help as much as possible with this part too.  The more you involve your students, the more they will take ownership of the projects and the less likely you'll have vandalism issues, etc.  And it allows them to see the fruits of their labor.

Step 7--Create a Maintenance Plan.  One thing that is critical is to involve your maintenance staff as early in the process as possible.  If your maintenance staff doesn't know what's going on, or worse, doesn't approve or care about your project, it's going to be hard to keep your project maintained.  You and your students can only do so much.  Make sure you involve your maintenance crew in decisions about project placement as well as maintenance schedules.

Step 8--Use the Project.  Get outside with those students and use these wonderful sites! And their not just for science.  Art, writing, history, phys ed can all be taught using outdoor habitats.  Get creative, don't think of it as an extra thing you have to do with your students.  Just think of it as a different way of teaching. 

Step 9--Share Your Story.  For goodness sakes, show off your hard work!!  Tell people what you're doing, the benefits, the fun, the excitement of new and creative opportunities that you're creating for your students.  Have the students tell what their learning!  Create press releases, newspaper articles, conduct dedications of the site, make signs, invite the community to participate, toot your own horn!

These are all critical steps to a successful schoolyard habitat project.  The Schoolyard Habitat Project Guide provides helpful tips and tricks for conducting surveys of the schoolyard, field notes from experienced planners, and suggestions for projects on both urban and more rural sites that can utilize woodland, wetlands and meadows.  This guide is an invaluable tool for anyone planning an outdoor learning area.

The Ohio Division of Wildlife has a program called WILD School Sites that follows these same philosophies about outdoor areas, just a different name.  If you'd like to be involved in Ohio's program, contact us at 1-800-WILDLIFE or outdoor.education@dnr.state.oh.us  You can find more on our website at www.ohioprojectwild.org 



The second program I sat in on was a program called Nature Explore, which was actually developed by the National Arbor Day Foundation and has been championed by the USFWS in the form of several certified Nature Explore preschools at their facilities.  We heard about one at fish hatchery in Montana and the newest site at the National Conservation Training Center in West Virginia. 

These Nature Explore classrooms are fantastic for providing outdoor learning space for little ones.  They contain areas where kids can build things with natural materials, play in the dirt and mud, look at leaves, climb and explore logs and rocks, and generally enjoy themselves in unstructured play outside. 

If you're interested in learning more on how to become a certified Nature Explore classroom, check out their website at www.natureexplore.org

More on the local sites tomorrow.  Enjoy!

NAAEE 2012 EE--Certfication presentations

The primary reason for my attendance at this conference was to help present about Ohio's Environmental Education Certification program.  I was fortunate to be a part of the development of this program from the beginning and Jen Bucheit and I came out to sit in on two panel discussions to help other states that are interested in starting their own EE Certification program. They were called EE Certification 101 and 102.

If you're not familiar with the EE Certification program, it is a professional certification process that is guided and accredited by NAAEE across the country.  NAAEE provides the guidelines, standards, and general policies for an EE Certification program and it's the state affiliates' job to follow those guidelines and standards as they develop their programs in order to gain that accreditation. 

Ohio's program has been in development since 2006.  Our first pilot year was 2009 and we actually conducted two pilot years.  Our first full year was 2011 and we've just began our 2nd full year this past month.

The premise of the EE Certification program is to provide a professional certification to those working in the EE field.  Most professions have some sort of certification that provides consistency, best practices, and a general base knowledge that helps ensure that those in the field are all on the same page.  It lends credibility to the profession and it looks good on a resume'. 

Jen and I basically gave this information in our two sessions. We had fellow panel members from Kentucky, Utah, Maryland, Colorado and Pennsylvania to help with the presentation. There were a few states that had some questions, either because their state's programs were in disrepair or they didn't have a program at all. There were a lot of good discussions and it's always interesting to see how other states run their programs. Ours is fairly young and we "stole" ideas from several states, especially Kentucky. Collaboration is a great thing!

If you are someone who is new to the field of EE, would like to increase your own knowledge, boost your resume', are in need of professional development or graduate credit, and want to give yourself a competitive edge in the field, you can check out Ohio's EE Certification Program online at www.eeco-online.org   The fee is $500 and that includes your meals, lodging and materials for three in-person meetings with instructors and your cohort throughout the school year.  The syllabus and application are on the website.

NAAEE 2012-Wednesday

I had to catch up on some sleep, having been up since 4:45 EST the day before.  So after sleeping in a bit, till 9:30 EST :-), I joined the Phenology Monitoring and Citizen Science Workshop.  This all day workshop focused on the science of phenology. 

If you have never heard this term before, phenology is the study of recurring plant and animal life cycle stages.  These stages are also called phenophases.  These phenophases are usually looked at on an annual basis and they are phenomenon that have an onset, duration and end stage.  Some examples might include the study of the blooming periods of spring wildflowers, or the timing of foliage color change, or the migration patterns of songbirds and waterfowl.

This science is not by any means a new field or practice.  Native Americans used phenology to determine prime hunting and gathering periods based on the emergence of buds, flowers and berries for centuries.  For example, tribes on the Canadian east coast would not fish for shad until the "shadbush," or serviceberry as we call it in Ohio, bloomed.  They learned to associate the timing of the emergence of the bush's blooms with the time of when these fish were at their peak for eating.  In the U.S., the Department of Agriculture was using phenology in as early as the 1920's to help determine growing seasons for crops.

Basically, phenology is about paying attention to the physical cues that plants and animals exhibit to determine changes in the environment.  These physical cues can be used to track climate change, including temperature and precipitation changes, and overall environmental changes that occur over time. 

Why would we want track these changes? Phenological changes have biological and economical importance. 

A biological example is found in Europe with the relationship between the English oak, the Winter moth, and the Dutch Pied flycatcher. Both et. al. Nature 2006.  Basically, this study showed that as the English oak begins to leaf out earlier and earlier each year, the caterpillar of the Winter moth begins to emerge earlier as well.  However, the Pied flycatcher continues to return at the same time each year from its migration, finding less and less of its favorite food available as the caterpillars have already entered the pupae stage, making them unavailable to the birds.  The bird's populations have declined as much as 90% in the last two decades because of this "mistiming" of phenological events.

One simpler and more familiar economic example is the annual National Cherry Blossom Festival in Washington D.C.  This festival is centered around the blooming of the thousands of cherry trees in the nation's capital that are an annual gift from Japan.  The timing of peak blooms vary to some degree each year, as much as a 10 days, depending on local weather conditions.  However, you can see that in the last twenty years, the trend as crept earlier and earlier from early April to now mid-March.  This impacts when events will be held each year, which impacts the local economy to the tune of over $120 million annually. A mistiming of this event could be critical to local hotels, restaurants, tour guides, and more. 

There is a relatively new national organization called the USA National Phenology Network, or NPN. This network is hoping to become the clearinghouse for any and all national, regional and local data related to phenology of plants and animals.  It already contains information on 630 plant species and 230 animal species across the country.  They work with many partners across the country to develop collection protocols, best practices, and education about phenology, as well as data collection.  This is where you come in.

If you're interested in learning more about conducting a phenology study in your area, and how to contribute data, please check out the NPN website at www.usanpn.org  They have a ton of valuable information on conducting research, engaging students and adults, submitting data, using archived data for comparison studies, and more.  It is a very user-friendly, intuitive website. 

My hope is that we, as an agency, can eventually provide training in phenology for schools that have high quality outdoor classrooms as part of our WILD School Sites program.  I believe that phenology can be used in not only science, but math, language arts, and social studies as well.  And, as the new Ohio Academic Content Standards move towards more project or process-based learning, phenological studies fit very well within these frameworks for learning.

At a minimum, I hope that you all start to pay attention to the natural world around you.  Phenology can help you reconnect with the nature that is right in your neighborhood and backyard.  Keep a journal for your property or local park.  You can submit that data to NPN as well.  Get reconnected to nature through the science of phenology.

We took a field trip to the Golden Gate Bridge National Recreation Area to see how to conduct a phenology study.  The field trip was hosted by the educators of NatureBridge, a non-profit organization that works in partnership with western national parks and recreation areas to bring students to these areas for environmental educational experiences.  Many of their programs include the collection of phenological data.  Here are some pictures from the day.  Enjoy!

A bus view of the Bay from the Richmond-San Rafael Bridge.

Red Rock Island.

Group members having a great discussion.

Checking out one of the plant species that this site monitors.

Nature Bridge monitors three plant species at this particular site. 
This is called Coyote Bush, or Baccharis pilularis

An upclose view of the leaves and flowers of the Coyote Bush.

Another plant that is monitored is the cow parsnip, or Heracleum maximum 

The third monitored plant is the Sticky Monkey plant, or Mimulus aurantiacus.

Just so that you won't think I made up that name. :-)



One of the many spectacular views from the Golden Gate Bridge National Recreation Area.



A tanker steaming into the Bay.  Another great view from the Recreation Area.

One of the few shots I was able to get from the bus of the actual Golden Gate Bridge.

North American Association for Environmental Education Conference, Oakland, CA 2012

As the wildlife education coordinator, I have the privilege of travelling to a lot of great places in the U.S.  This week I am in Oakland, CA for the North American Association for Environmental Education Conference, or NAAEE for short.  This is an annual conference and, as conferences go, it's pretty huge.  Attendance usually gets to around 900 or so each year.  I just heard this year's was closer to 1000!

It's been several years since I've been as this conference is also pretty pricey.  But, I always learn a ton of things while I'm here.  This year is no exception.  So, the next few posts will be all about what I've seen and learned at the NAAEE Conference.  I hope you enjoy it and I hope it inspires you to attend future NAAEE conferences and even become a member.  You can find more information about that online at www.naaee.net

You've got to love a good view from your hotel room.

That's San Francisco across the Bay.

The second bridge in the back is the famous Golden Gate bridge.  You could see the orange color with binoculars.

Also beautiful at night.

OK, enough of the room views.   I am staying at the Marriott and it's attached to the Oakland Convention Center.  Everyone has been super friendly and very accommodating.  And downtown Oakland is very nice.  Very clean and foot traffic friendly.  And, as could be expected in California, very environmentally conscious.  Lots of opportunities to recycle, reuse, and conserve.

I got in Tuesday afternoon and got to have lunch at the Pacific Coast Brewing Company.  Very good food and micro brews, if you're into that.  I then met up with the affiliates group for dinner.  Most states have a state affiliate organization of NAAEE.  Ohio's is EECO or the Environmental Education Council of Ohio.  I happen to be the ODNR Advisor to their executive board.  Each year, NAAEE hosts an Affiliates workshop and they all went out to dinner together at Miss Pearl's Restaurant in the Jack London Square, which is Oakland's waterfront district.  Good food and good conversation with people from the D.C., Hawaii, Maryland, Vermont and more.  This is another benefit of these conferences, you get to meet a lot of cool people from all over the country.  The networking is tremendous!

More to come!

Internship Advice from an Intern

As the education coordinator, I've had interns off and on for the last 10 years.  Some are paid, the early ones were not.  These talented individuals become a valuable part of our organization in their year with us.  So I thought a post about internships from our current intern, Hannah George, would be worthwhile.  If you are a college student, have children in college, or are in a position to hire an intern, here's a perspective that may interest you.  Enjoy!

This year I have the enormous privilege of working for the ODNR Division of Wildlife as the education intern. This is the second internship I have had during my college career and I just wanted to share how important I feel internships are in preparing students for the real world and finding a job after college. Enjoy and please pass along to anyone you think could benefit.

 Getting an internship is a very important part of anyone’s college education. In my opinion, grades are secondary to training and work experience, especially in science-based fields. While grades are significant, they are not the only factors that contribute to success after college. Classes give us the basic knowledge and fundamental tools to be successful in whatever field we choose. But making connections and gaining first hand experience is what really makes the difference when it comes to finding a job once the cap and gown has been hung back up. Internships also help us decide if we even like the field we have chosen, or if we need to look elsewhere for something that better suits our passions and interests. Although internships are very important, it does not make it OK to slack off in classes. A slacker in the classroom is often a slacker on the job, and to make an impression or even find an internship, good grades are a must.

Internships are great tools for expanding experience. Whether it’s in the field, in a lab, or in an office, experience in each of these places and more is something that cannot always be learned from a classroom. The one-on-one instruction that goes along with internships is what makes them so great.  And once you’ve got the hang of the basics, you have the opportunity to improve in what you do by practicing everyday and applying what you’ve learned in the classroom to your tasks. A single internship can also offer very diverse experiences. Each day can offer something completely different from the last and use skills developed not only from your major classes, but even from classes you never thought you’d use. **Cough** GEC’s.  

 Internships are also a great way to decide if you are even in the right field. If you get an internship while you are still in school and decide that it is not the right place for you, you still have time to make the proper adjustments to your major or better understand what kind of job you want after college. Do you like an office setting, or do you prefer to work in the field? Do you even like anything about what you are doing? If not, it may be time to reevaluate your major and pick something that you think you will enjoy more. Once college is over, there is not much you can do to switch fields completely without going back to school. So try out as many options as you can and figure out what works best for you, preferably before graduation.

 Another reason internships are so important when it comes to job hunting is because of networking. The more people who know who you are or even just recognize your name, the better chance you have of finding a job. It is important now more than ever to meet the right people and make the right impressions. In many cases, who you know can become just as important, if not more, than what you know. Getting your foot in the door is the first step when looking for a job and already knowing someone on the inside can make a huge difference.

 Contrary to popular belief and reality TV, most people have to work hard and make sacrifices to land that dream job. Your social life and extra-curricular activities may have to take a hit in order for you to ultimately get what you want, but it is completely up to you what sacrifices and trade offs you are willing to make.

             As I’ve said before, grades are important, but the life lessons and experiences to be learned on the job during an internship are what really pave the way to success as well as happiness. So get out there, work hard, and APPLY, APPLY, APPLY to all kinds of internships!

Hannah George is a senior at the Ohio State University in Fisheries and Wildlife Management.  She will graduate this spring.  We'll be  very sad to see her go.