PATHWAYS

Official Publication of the New York State Outdoor Education Association

www.nysoea.org 607.591.6422 Spring 2016
 Presidents Message
Lets Keep the Hive Humming
As a novice beekeeper I contemplate the honeybee hive.
Each bee, each individual, has a function and plays an
integral role. The queen does not rule the hive. In fact,
the collective rules the queen, and she performs her sole
duty as the egg layer. Newly emerged adults immediately
take on their responsibilities starting as nurse bees and
graduating through the ranks to the field bees that forages
for pollen and nectar. The hive functions as a single
industrious organism where the individual lives for the
greater good. Simply put, bees live by the Vulcan motto:
The needs of the many outweigh the needs of the few or
the one.
In the human world, successful not-for-profit organizations
function like a honeybee hive; their success is dependent
on the contribution of the membership. After a decade
of serving on the Board of NYSOEA and nearly four years
as the organizational President, I am happy to report the
hive is humming. We have an active and dedicated Board,
and this talented group is surrounded by a network of
thriving committees, populated by volunteer members.
These dedicated professionals not only continue the
organizational traditions but are shaping NYSOEA for
another 50 years of success.
2 Pathways Spring 2016
NYSOEA is an all-volunteer organization and is the sum
of its members and their talents and contributions. I have
said time and again that NYSOEA is only as great as the
members allow it to be. It is true we are all stretched thin
in our professional lives and in our duties to our families
but nevertheless each of us understands the value of
NYSOEA and what our united effort can achieve for the
greater good. Over time, our roles and functions may
change, but we stay in the community, always finding
ways to contribute. The hive is indeed humming.
Together we can steer this organization, our professional
network, into a bright and hopeful future. As lifelong
learners, we breathe life into NYSOEAs mission, seeking
to inspire ever wider appreciation of the environment in
education. What can you contribute to the hive?
Timothy J. Stanley
President, NYSOEA
president@nysoea.org
 Of Scents and Serendipity
Written by Pathways Editor Jessica Kratz
Photos courtesy of Jessica Kratz and Maren Morsch
vp_human_resources@nysoea.org

serendipity /noun/ the occurrence and development of events by chance in a happy or beneficial way

We all have things we look for at the start of the spring
season. The first flutter of a mourning cloak butterfly, the
first trill of a tree frog, the first long note of an oriole: These
are a few of the things I long to experience in early spring. But
these are sounds and sights; what about scents? Honestly,
up until this year, I never gave much thought to what spring
smells like. Sure, the hyacinths and forsythias in my mothers
yard remind me of the carefree days of spring recess, playing
outside with my sister. But I guess I never had occasion to
think beyond the flowers- until now.
Even though it seems like just yesterday when I first
experienced Peppermint Beetle in Project Learning Tree
facilitator training (it was actually 2004), I continue to
underestimate the nose-to-brain connection. Apparently,
there is an olfactory bulb, which starts at the bottom of the
nose and runs along the bottom of the brain, having direct
connections to two brain areas strongly associated with
emotion and memory: the amygdala and hippocampus.
Sounds, sights, and tactile information seem to bypass these
brain areas, whereas simple smells trigger complex emotions
and memories.
This April, I found myself contemplating the scent of
woodburning. As we pyrographed (etched by heat) a series
of haikus onto reclaimed wood for installation along the
Greenbelt Poetry Trail, each sign took two to three hours to
complete, thereby providing ample sensory input and time
for reflection. The woodburning scent and warming sensation
frequently conjured up memories of summer barbecues,
autumn campfires, and winter hearthapparently, I have
never associated this scent with the spring season. In fact,
even though there has been the occasional Staten Island
brush fire, I have never associated the spring with burning.
On Earth Day, after all the haikus were pyro etched,
shellacked, and prepared with holes or posts for site-specific
mounting, the artist-curator, Gabriela Padewska, led a group
along the trail to install the 11 poetry trail signs. Sometimes,
the trail told us where a particular sign should go, instead of
the other way around. There was a round, white rock, about
six inches tall, found where slowly shaped by time/smooth
and cold undulation/perfect round pebble belonged. While
we agreed that no nails would be placed into live wood, a
maintenance person/haiku contributor found a tree that had
nails already embedded, allowing a sign about spring peepers
to be suspended like the limbs of a tree frog in front of a
vernal pool. All this beautiful serendipity made the trail more
wondrous and allowed staff and visitors to more intimately
acquaint with the one-mile loop trail that most have already

Pathways Spring 2016 3

walked many times, helping to emphasize and elucidate the
thorny thickets, the sunny patches, the fallen trees, and all
the unique features that lie between.
On April 23rd, as part of the Greenbelt Nature Center Open
House, we led two hikes that included the Poetry Trail. During
the first hike, the cloudy conditions lent themselves to other
explorations, and I was compelled to break off freshly grown
spicebush and garlic mustard leaves, adding to the sensory
memory of a spring hike in a freshly green forest. During
4 Pathways Spring 2016
the afternoon Poetry Trail Walk, the sun broke through, and
participants (including several children) took turns reading
the signs aloud. Frogs trilled softly from the vernal pool, and
a bird left evidence of having visiting one of the signs in the
hours between the hikes.
In the following days, there were twice-daily checks of
the signs to make sure signs remained intact and to make
any necessary modifications or repairs. Aside from minor
adjustments, things were going great, until Thursday, April 28.
Around 3:45 on a damp, cloudy afternoon, the smoke smell
returnedvia a couple who was jogging through the trail
who stopped in to report they smelled something burning.
Approximately 1,000 feet from nature center, and less than
50 feet from a haiku sign sporting a raccoon paw print, a
large downed tree with pileated woodpecker holes, bark
beetle line patterns, and other great interpretive features
was smoldering and beginning to produce flames. The FDNY
responded, chopping up the parts of the tree and knocking
down the flames. The next morning, Arbor Day, the tree was
nearly burned away, having reignited overnight, with some
flame still burning. Fortunately, there was no wind, and the
fire did not spread, leaving the remainder of the forestand
Pathways Spring 2016
the poetry trail signs as they were intended. A towhee sang
a distinctive and reassuring Drink your tea, while the FDNY
returned to extinguish this fire entirely, just in time for a Tree
Like Me program slated to take a shape walk along the trail.
Now the tree is gone, and the trail will be interpreted
differently heretofore. New plants will grow out of the pH-
altered soil left by the fire. And I will now forever associate the
scent of wood burning with the month of April in the Staten
Island Greenbelt, knowing what was created by the collective
pyrography efforts is far greater than what may have been
combusted due to a thoughtlessly placed smoke grenade.
5
 Horseshoe Crab Monitoring in New York State
Written by Jessica Kratz
Horseshoe crab populations are important for to humans since
their blood is used as a diagnostic to detect if intravenously
injected vaccines and medicines are free of bacterial
contamination to keep us safe. They are also important to
migratory shorebirds, such as the threatened Red Knot, that
feed on their eggs to fuel their annual migrations to the
arctic to fledge their young. Cornell University Cooperative
Extensions Marine Program is working with the New York
State Department of Environmental Conservation to organize
and implement the New York Horseshoe Crab Monitoring
Network.
The intent of this network is to encourage participants to
get involved with their annual horseshoe crab monitoring
program at various reference beaches throughout New Yorks
6 Photos courtesy of Cornell Cooperative Extension
Marine District. Participants assist with the collection of
scientific data that is used to assess the status of horseshoe
crabs in NY State, and to help determine the management
and conservation of this important species throughout the
region.
By participating in the educational aspects of the annual sur-
vey of spawning horseshoe crabs, volunteers help collect data
and to acquire biological information on horseshoe crabs in
New Yorks Marine District. This data is used by the NYS De-
partment of Environmental Conservation to assess the status
of horseshoe crabs in New Yorks Marine District, and to as-
sist with the regional management and conservation of this
species through the Atlantic States Marine Fisheries Commis-
sion.
Pathways Spring 2016
In late April, site coordinators received training from Matthew
Sclafani, Ph.D. and Barry Udelson of Cornell Universty
Cooperative Extension at the NYS DEC Marine Unit in East
Setauket, Suffolk County, Long Island. At this training, they
received the supplies needed to measure water temperature,
wave height, visibility, and for measuring, drilling, and tagging
the horseshoe crabs. This data can be submitted into a Google
Forms database http://goo.gl/forms/6FS2fgQ6BM, which is
being plotted by Christopher Scott from the DEC to see what is
going on both temporally and spatially across all of the sites.

Currently, eighteen sites, from Richmond, Kings, Nassau, and

Suffolk Counties are monitored at high tide for three days
during the new moon and full moon phases from May to July.
Participants in this educational survey help to collect data on
horseshoe crab spawning abundance, size, sex and tag returns.
Trained site coordinators will be present to educate and teach
about the survey, but participants must review site monitoring
protocols, fill out a risk waiver and volunteer agreement, and
come prepared with a head lamp, pencils, a clipboard, and
clothing appropriate for variable conditions at the waters
edge. It is important that you take the time to follow the
instructions below and contact your site coordinator before
showing up to the survey. By doing so, you will be better
prepared and help make the survey run efficiently and learn
about the stewardship of horseshoe crabs.

Pathways Spring 2016 7

On Saturday May 21st, at Conference House Park, the
southernmost monitoring site in New York State, both the
horseshoe crabs and the volunteers came out in droves.
Girl Scouts from troops 5417 (Senior) and 5239 (Cadette)
from St. Pauls United Methodist Church, Tottenville, joined
Site Coordinators John Kilcullen, Director of Conference
House Park, Karen Roos, Greenbelt Environmental Educator,
Beth Nicholls, Greenbelt Environmental Educator, and
several members of the public. In a 3-1/2 hour marathon
session, which ended close to midnight, participants tagged
23 horseshoe crabs. Additionally, as this horseshoe crab
monitoring season is fulfilling requirements for Ashley
OKeefes Gold Award, participants also removed four bags
of floatable debris from the mile of shoreline they monitored.

Site Coordinator John Kilcullen and Senior Girl Scouts

attaching tags to horseshoe crabs at Conference House Park,
Staten Island. Courtesy of Karen Roos.

For more information about the New York Horseshoe

Crab Monitoring Network, visit http://nyhorseshoecrab.
org/ or contact Matthew Sclafani, Ph.D., Cornell University
Cooperative Extension, at ms332@cornell.edu

8 Pathways Spring 2016

 SUNY New Paltz:
How Urban Students Attitudes About the Outdoors are
Influenced by Early Exposure to Nature
Written by Elizabeth Young & Joanne Zhao1

Abstract
Over the past few decades, the amount of time spent
outdoors has been steadily decreasing for children. This is
due to urbanization, introduction to modern technology, and
peoples mentalities towards the importance of spending
time outdoors. In urban areas such as New York City, children
do not spend time outdoors because of safety concerns, lack
of green space, and many other reasons. The lifestyle and
mentality developed from not spending time outdoors can
influence ones views and choices later in life. This research
study focuses on the State University of New York at New
Paltz (SUNY New Paltz) campus and its students views
towards nature and how their physical upbringings shape it.
Overall, students who spent the majority of their childhood in
suburban (51% of students) and rural (22%) places yielded the
most similar results, while students who spent the majority
of their childhood in urban (27%) areas differed the most.
Reasons for this trend varied greatly and encompass not just
environmental issues, but social, racial, and environmental
justice issues as well that affect their current outlook on
nature and the outdoors.
Key words: nature deficit disorder, urbanization, outdoor-
based play, exposure, green space, environmental justice,
access, social justice
1. Introduction
1.1 Internal Trends & Conditions
In the United States, access to nature is becoming increasingly
difficult to obtain. As a result of rapid urbanization and
advancements in modern technology, metropolitan areas
continue to thrive as the ideal hubs for businesses, creative

1. This research study was made possible with the help of the New York State Outdoor Education Association and its VP of Administration, Elizabeth Young.
In addition, many thanks to SUNY New Paltzs Geography Department, its Geography Internship Coordinator, Susan Hereth, and Computer Services.

Pathways Spring 2016 9

1. Introduction (continued)
expression, and overall higher-paying economic opportunities.
Over the last decade, many individuals, especially college
graduates and even families choose to migrate from rural and
suburban areas to more urban areas for better opportunities.
This trend however has an impact on not just urban adults
access to nature, but also the youths. Studies have shown that
lack of exposure to nature and the outdoors as a child can lead
to mental, physical, and cognitive development consequences
and shortages. One study also has shown that out of 70%
of todays mothers who played outside when younger, only
31% allow their own children to play outside today. Reasons
for this included safety concerns, no significance in playing
outside, and more (Agate, Clark, and Mainella, 2011).
Childhood obesity and nature deficit disorder are just some
of the many major problems that plague some of todays
youth. These issues affect their future views towards nature
and the outdoors. Nature deficit disorder was a term
coined by Richard Louv to describe consequences of human
alienation from nature (Louv, 2005). In 2012, statistics show
that approximately 17 percent (~12.7 million) of children
and adolescents ages 2-19 years are obese (CDC Childhood
Obesity Facts, 2015). The rate of obesity among children
does not show signs of slowing down. This is more prevalent
among non-White communities and households, especially
low-income communities of color located in urban areas such
as New York City. These communities have different obstacles
such as access to fresh food and economic opportunities.
1.2 SUNY New Paltz Background
The State University of New York at New Paltz (SUNY New
Paltz) is located in the Hudson Valley around two hours away
from New York City. It is a public college and has around
6,000-7,500 students, both on-campus and commuters. SUNY
New Paltz has one of the most diverse populations in the
SUNY system with 28% of the population being people of
color (At a Glance, 2013). SUNY New Paltzs population is an
appropriate fit for this study in terms of views towards nature
because of its close proximity to New York City. Many of the
schools population comes from New York City, Long Island,
Upstate New York, and surrounding states (ie. Connecticut,
Pennsylvania, Maine), which gives this study a good mixture
of location representation. The SUNY New Paltz campus and
town is surrounded by many mountains, hiking opportunities,
and the Hudson River. There is even a long trail near campus
where people normally go for walks, biking, and running. So
in terms of access to nature without a car, SUNY New Paltz is
considered average.
10
2. Literature Review
In the past, there have been many studies proving that access
to nature for young children leads to heightened mental,
physical, and emotional capabilities. Exposure to nature at
any age in general can ...promote multiple dimensions of
well-being (Bialko, et. al., 2015). However, there are scarce
studies done on college campuses and the comparisons
between how different physical upbringings affect a students
outlook on nature.
In one study, a group of young adults were chosen to join
the National Youth Science Camp for four weeks located
in Virginia. Access to internet and phone was limited. All
campers were high school graduates, chosen based on their
academic achievements, extracurricular activities, etc. and
all camp counselors were 18 years or older and were former
campers. All 36 participants (both campers and counselors)
completed pre-camp and post-camp online questionnaires,
tests, and some were interviewed. Majority of participant come
from urban and suburban areas, with no strong differences in
results between participants from the two areas. Overall, all
participants felt a stronger connection to nature, improved
physical and mental health, and less at risk for nature-deficit
disorder after the camp (Bialko, et. al., 2015).
In another study conducted on connections between access
to parks and youth development, results were similar to the
study already mentioned. By observing the youth activities in
several different parks in Las Vegas, Nevada, it was apparent
that parks in high-income areas had more amenities, security,
and overall better conditions which naturally promoted more
youth activity. The parks located in low-income communities
were less safe, had less amenities, and obesity rates among
the youth in those areas are higher (Bungum, et. al, 2014).
There is an obvious disparity amongst these communities
and it will have long-term effects on their youth.
Both studies highlight how important it is to have outdoor
space and nature during childhood years because it will affect
them later in life. While these studies do not particularly focus
on college students and how urban students experience with
nature, they do provide good information and insight on the
importance of exposure to nature which is something urban
students do not frequently have.
Pathways Spring 2016
3. Methodology
3.1 Survey Questions & Focus
For this study, having a random sample of SUNY New Paltz
students take an online survey was the most feasible and
effective way to obtain large amounts of unbiased data. Many
of the questions are meant to give us a good idea of each
participants behavior, lifestyle regarding the outdoors, and
thoughts about the outdoors. In addition, it was important to
understand the participants background and demographics.
This was crucial for finding correlations between a students
views towards nature stemming from their physical
upbringings.
There were a total of 22 questions, excluding additional
comments for the open-ended questions. Some demographic
questions included ones major, hometown, age, self-
identifying gender, ethnicity(ies), and year in college.
Questions regarding participants view towards nature were
also included such as their perceived levels of safety hiking
in forests, average time spent outdoors on a weekly basis, and
whether or not they had a green space while growing up. One
question was scenario-based. Some questions yielded more
than one answer for some participants, such as identifying
any obstacles to going outdoors, how one felt after taking a
walk in nature during a study break, and lifestyle questions
(ie. recycling, littering, compost, community engagement on
environmental and environmental justice issues, etc.). Some
questions gave participants the option to elaborate, but it was
not mandatory.
3.2 Online Survey Implementation
For this study, all of the data was collected using an online
surveying software called Qualtrics. A participant can choose
to pause the survey and complete it at a later time. Qualtrics
then records all the survey results and automatically processes
the results into basic graphs, but only for simple multiple
choice questions (such as the participants year in school).
Since the research target were SUNY New Paltz students, it
was easiest to reach them through their school emails and
social media. Multiple posts with the online survey link were
posted through Facebook using the researchers personal
account. These posts were personal statuses targeted at all
the researchers friends, large campus groups, organizations,
and clubs. Through SUNY New Paltzs Computer Services, the
student email list serve was utilized to send out the survey
link to every current students email on campus. This was an
extremely helpful tool for data collection and garnered over
200 random responses in a few days.
Pathways Spring 2016
4 Results
4.1 Participant Demographics
In total, there were 346 participants in this survey including
current Undergraduate students (85%), Graduate students
(11%), and Alumni (4%). Of all survey participants, 21% are
Freshmen, 15% are Sophomores, 24% are Juniors, 21% are
Seniors, 5% are past fifth year at undergraduate level, 10%
are Graduate students, and 4% are Alumni. The following are
age percentages: 21% are 18, 17% are 19, 15% are 20, 20% are
21, 13% are 22, 8% are 23, and 15% are 24 and higher years
of age. The following are race percentages: 68% are White or
of European ancestry, 10% are Latino and/or Afro-Latino, 8%
are Asian and Pacific Islander, 8% are of mixed ancestry, 4%
are of Black and/or African descent, 1% are Middle-Eastern,
and 1% preferred not to disclose (Fig. 1). The following are
percentages for self-identifying gender: 67% are female, 29%
are male, 2% are non-binary, and 2% are genderqueer. 1
1+1+481068
Participants by Race (Fig. 1)
Middle Eastern
Prefer not to disclose
Black/Afro-Ancestry
Asian/Pacific-Islander
Latino/Afro-Latino
Mixed (2+)
White/European
Demographics of participants varied greatly by area type. In
rural areas, majority of participants by far (87%) are of White
and/or European descent, while the percentages for all other
ethnicities were below 6%. Most common rural locations
included in this study are Upstate New York and out of state.
In suburban areas, White participants (80%) were also the
large majority with 139 participants. When compared the
racial demographics of rural areas, there is more diversity in
suburban areas with Latinos and people of mixed ancestry
each making up 7%. Asians, Blacks, and Middle Easterners
each make up less than 5% of the suburban population. Most
common suburban locations included in this study are Long
Island, New Paltz, parts of Upstate New York, and out of state.
The racial demographics in urban areas are by far the most
diverse. White population (38%) makes up the majority, 38%
11
are Latinos, 22% are Asian, 10% are of mixed ancestry, 5%
are Black, while the rest each make up less than 2%. Most
common urban locations included in this study are New
York City, Poughkeepsie, Newburgh, and others.
4.2 Views Toward Nature Based on Physical Upbringings
In the survey, the definition given to Green Space/Outdoor
Environment was: Undeveloped land open to the public
where people can participate informally in recreational
The following are participants weekly average time spent
outdoors: rural participants spend less than an hour (18%),
1-3 hours (27%), 3-5 hours (29%), 5-7 hours (15%), 7-10 hours
(3%,), and 10+ hours (8%). Suburban participants spend less
than an hour (28%), 1-3 hours (38%), 3-5 hours (20%), 5-7
hours (8%), 7-10 hours (4%,), and 10+ hours (3%). Lastly, urban
participants spend less than an hour (25%), 1-3 hours (36%),
3-5 hours (20%), 5-7 hours (12%), 7-10 hours (2%,), and 10+
hours (5%) (Fig. 4).

5676+ 40+ 16+ 8+ 6+ 5072+ 40+ 24+ 4+ 10+ 3654+ 58+ 30+ 6+ 16+
activities such as socializing, cycling, sports, walking,
Average time spent Outdoors on a Weekly Basis (Fig. 4)
etc. Participants were asked if they had space similar to
this growing up. For rural participants, 82% said yes, 14% 38% 36%
said somewhat, 4% said not really, and none said no, not 29%
28% 27%
at all. For suburban participants, 63% said yes, 29% said 25%
20% 20%
somewhat, 6% said not really, and 2% said no, not at all. For 18%
15%
12%
urban participants, 43% said yes, 39% said somewhat, 14% 8% 8%
4% 3% 5%
said not really, and 4% said no, not at all (Fig. 2). 2% 3%

Did you have a space like this growing up? (Fig. 2) Suburban Urban Rural

2% 6% 29% 63% <1 hour 1-3 hours 3-5 hours

2060
+ 290
+ +630 Suburban
5-7 hours 7-10 hours 10+ hours

Participants were asked if they felt safe hiking in the forest.

4% 14% 39% 43%
The following are their responses: rural participants stated
40+140390
+ 430
+ Urban yes (70%), somewhat (27%), not really (3%), no, not at all (0%),
suburban participants stated yes (60%), somewhat (36%),
4% 14% 82% not really (3%), and no, not at all (1%), urban participants

0+40140
+ 820
+ Rural
Not at all Not really Somewhat Yes
It was important to know which type of area the participants
spent the majority of their childhood. 51% grew up in
suburban areas, 27% in urban, and 22% in rural. The
participants were then asked if they thought having/not
having access to the outdoors as a child affected them as
adults. The following are their responses: rural participants
Do you care about the well-being of the environment? (Fig. 5)
stated yes (78%), somewhat (15%), not really (6%), and no,
not at all (1%). Suburban participants stated yes (57%),
somewhat (31%), not really (10%), and no, not at all (2%).
Urban participants stated yes (50%), somewhat (32%), not
stated yes (41%), somewhat (39%), not really (14%), and no,
not at all (6%). When asked about the importance of the
well-being of the environment, rural participants stated very
important (71%), important (19%), somewhat important (9%),
and not important (1%). Suburban participants stated very
important (64%), important (26%), somewhat important (9%),
and not important (1%). Lastly, urban participants stated
very important (64%), important (26%), somewhat important
(10%), and not important (0%) (Fig. 5).
1% 9% 26% 64%
10+90260
+ 640
+ Suburban

really (15%), and no, not at all (3%) (Fig. 3). 10% 26% 64%

Having access to Outdoors impacted you? (Fig. 3) 0+100260

+ 640
+ Urban

2% 10% 31% 57% 1% 9% 19% 71%

20100
+ 310
+ 570
+ Suburban
1090
+ 190
+ 710
+ Rural

3% 15% 32% 50% Somewhat

Not important Important Very Important
30+150320
+ 500
+
Important
Urban
Participants were asked to check off any obstacles they faced
1% 6% 15% 78%
from having access to the outdoors. These questions allowed
10+60+150780
+ Rural for more than one answer. The charts below show responses
(Fig. 6).
Not at all Not really Somewhat Yes

12 Pathways Spring 2016

Obstacles to Going Outdoors (Fig. 6) Participants were asked about their familiarity with the
term Environmental Justice. The following percentages
Suburban are their responses: rural participants stated yes (38%),
somewhat (24%), not really (29%), no, not at all (9%).
None of these apply to me 20 2%
Suburban participants stated yes (35%), somewhat (28%),
Green space is unsanitary 30 3% not really (22%), no, not at all (15%). Urban participants
No green space 30 3% stated yes (34%), somewhat (28%), not really (24%), no, not
No one to join me 410 41% at all (14%).
Discomfort/fear of outdoors 70 7%
EJ Familiarity (Fig. 7)
Limited to no transportation 240 24%
No easy access to green space 110 11% 15% 22% 28% 35%
Work/chores 330 33% 150+220280
+ 350
+ Suburban
Strict curfew 130 13%
14% 24% 28% 34%
No time 310 31%
Homework/indoor academic activities 730 140+240280
+ 340
+ Urban
Parents see no significance 100 10% 9% 29% 24% 38%
Safety concerns 210 21%
90+290240
+ 380
+ Rural

No, not at all Not really Somewhat Yes

Urban
None of these apply to me
Green space is unsanitary
No green space
No one to join me
Discomfort/fear of outdoors
Limited to no transportation
No easy access to green space
Work/chores
Strict curfew
No time
Homework/indoor academic activities
Parents see no significance
Safety concerns
Rural
None of these apply to me
Green space is unsanitary
No green space
No one to join me
Discomfort/fear of outdoors
Limited to no transportation
No easy access to green space
Work/chores
Strict curfew
No time
Homework/indoor academic activities
Parents see no significance
Safety concerns
20 2%
170 17% 5 Discussion
160 16%
Past studies have shown that lack of access to nature and
340 34%
the outdoors can have physical, mental, and cognitive
110 11% development consequences (Agate, Clark, and Mainella,
160 16% 2011). Through this study, it is true that lack of nature
230 23% for children can have an impact on college students to a
290 29% certain extent. In this study, majority and suburban and
260 26% rural students stated that nature plays a big role in their
lives and personal development. 82% of rural students and
170 17%
63% of suburban students had access to green space and
600 60%
the outdoors. It is concluded that urban students views and
90 9% lifestyles regarding the outdoors and nature have the most
550 55% difference when compared to those of suburban and rural
students. Not every response in comparison was different,
but different enough to suffice as evidence to show that
urban students experiences growing up varied greatly.
Majority of urban students in SUNY New Paltz did not have
10 1%
a lot of exposure to nature, which for some students led
30 3%
to more negative and less urgent views when it comes to
10 1% nature.
240 24%
30 3% It may not necessarily mean that students from urban areas
do not care about the environment (64% urban participants
150 15%
find the well-being of the environment to be very important),
30 3%
but that their lack of exposure and experience of nature
370 37% can contribute to their level of urgency and knowledge
40 4% when it comes to environmental and environmental justice
180 18% issues. Only 43% of urban students felt that they had a
830 83% green space while growing up and 41% felt safe hiking in
10 1% the forest (Fig. 8). This is major because it shows perhaps,
a fear of and for nature. This fear can again be linked to
60 6%
lack of exposure to green space, and also the impressions

Pathways Spring 2016 13

that urban environments have given the students. 55% of
urban students stated that they did not go outdoors because
of safety concerns (ie. gang violence, unsafe roads, etc.).
However, the percentage for safety concerns among suburban
and rural students were each lower than 22%, the lowest
being in rural areas (6%). Urban students can be passionate
about issues regarding the outdoors, but may have never had
to opportunity to express it or research more into it until they
have come to New Paltz.
Do you feel safe hiking in the forest? (Fig. 8)
1% 3% 36% 60%
10+30360
+ 600
+ Suburban
6% 14% 39% 41%
References
At a Glance. (2013). In About New Paltz. Retrieved from http://
www.newpaltz.edu/about/glance.html
Agate, J., Clark, B., & Mainella, F. (2011). Outdoor-based play and
reconnection to nature: A Neglected pathway to positive youth
development. New Directions for Youth Development, 130, 89-
104.
Bialko, M. F., DeHudy, A. A., Irvine, K. N., Marselle, M. R., &
Warber, S. L. (2015). Addressing Nature-Deficit Disorder: A
Mixed Methods Pilot Study of Young Adults Attending a Wilderness
Camp. Evidence-based Complementary & Alternative Medicine
(eCAM), 1-13.
Bungum, T., Coker, L., & Coughenour, C. (2014). Environmental
and Social Determinants of Youth Physical Activity Intensity Levels

60+140390
+ 410
+ Urban at Neighborhood Parks in Las Vegas, NV. Journal of Community
Health, 6, 1092-1096.
3% 27% 70%
Louv, Richard. (2005). Last Child in the Woods: Saving Our
30+270700
+ Rural Children from Nature-Deficit Disorder. New York, NY: Workman
Publishing Company.
No, not at all Not really Somewhat Yes
Childhood Obesity Facts. (2015). In Center for Disease Control and
Prevention. Retrieved from http://www.cdc.gov/obesity/data/
Even though urban students are at a disadvantage when it
childhood.html
comes to access to nature, many still find time and ways
to spend time outdoors. They are aware of environmental
issues and its importance. Being in SUNY New Paltz and
the surrounding New Paltz area could have influenced the
students responses, being that there are many opportunities
for outdoor and green space activities. For many urban
students, attending SUNY New Paltz is their first time being
in a non-urban environment ever. Many have expressed that
sometimes the amount of nature in SUNY New Paltz can be
overwhelming at first, but pleasant in the long-run. It is also
important to understand the reasons why urban students
do not have access to adequate green space in terms of
institutional and government support. There is a stigma that
low-income communities of color are not deserving of such
amenities such as green and outdoor space, so officials and
people with institutional power are less likely to invest in
these communities. This disadvantage has long-term effects
on the youth who live in these communities and translates
over to how they react to nature in New Paltz.

In terms of limitations, it would have been helpful to do a

follow-up interview with some of the participants who
wanted to further participate in this study, so their stories
and experiences could be more in-depth than just the online
survey. It would be helpful as well to specifically ask urban
students on how they think being in SUNY New Paltz might
have potentially changed their viewpoints on nature. Either
way, urban students have many obstacles, but still hold an
appreciation and passion for nature within their own means
and capacities.

14 Pathways Spring 2016

 Shannon Morley
Western Region Co-Chair
western_region@nysoea.org
Shannon earned her Bachelor of Science in Environmental
Studies from the SUNY College of Environmental Science and
Forestry in 1998. After graduation she worked as a GIS intern
for the Monroe County Planning department, and as a drafter
for BBL, an environmental consulting firm. She started her
work as an environmental educator with a DEC Naturalist
internship at Five Rivers Environmental Education Center in
Delmar, NY during the winter of 2004.
From 2004-2005 she volunteered as a tidepool monitor and
steward for Crystal Cove State Park; as an educator, hostess,
and habitat restoration assistant for Bolsa Chica Conservancy;
and an education docent and aquarist for the Aquarium of the
Pacific in Long Beach, CA. From 2005-2012 she worked as the
full-time Staff Naturalist for Helmer Nature Center in West
Irondequoit, where she developed and taught curriculum-
based school field trip programs, outreach programs, Girl
Scout programs and educational events. She attended her
first NYSOEA conference in the fall of 2005, and her horizons
were expanded. She attended the conference every year until
2012.
In the fall of 2012 she moved to Fairfax County VA, where
she worked as a Roving Naturalist for several county parks
Rebecca Schultz
Eastern Region Chair
eastern_region@nysoea.org
Rebecca received her BA in Anthropology in 2001 from West
Chester University of Pennsylvania. In 2006, she joined the
United States Peace Corps in Ukraine, where she worked as
a youth development volunteer. After her service in 2008,
Rebecca decided to pursue her career in Environmental
Education and graduated from NYUs Masters program in
Environmental Conservation Education in early 2010. Since
completing her Masters Degree, she has worked on a variety of
projects throughout the NY region: interning at NYC Audubon
Pathways Spring 2016
and implemented new
standards-based school
programs and Girl Scout
programming. She also worked as an educator for Cub Run
RECenter, Frying Pan Farm Park, and Hidden Pond Nature
Center. On the farm she witnessed the birth of a calf and
got to name it (Larissa), milked cows, bottle-fed tiny Nubian
goat kids, and taught preschool programs about peachicks
(baby peacocks) and third grade science programs about
simple machines. With Hidden Pond Nature Center she
taught summer and winter camps, school programs, and
public programs on pond and wetland life and nature.
Shannon also served as Assistant Coach for the Hidden Pond
Envirothon Team, who took 15th place at the North American
competition in 2013 and 9th place in 2015. Her work with
the Fairfax County Park Authority was recognized with a
Directors Leadership Award, Outstanding Interpretive Project
and Program awards, and the Rookie of the Year Interpretive
Excellence Award. She earned her CIG with NAI in 2015.
Shannon started her work as the Conservation Education
Program Coordinator for the Genesee County Parks in January
of 2015. She is very excited to be back home in New York State,
and to be an active member of NYSOEA once again.
for the horseshoe crab
and shorebird program;
as the Education Coordinator at the NYC Soil & Water
Conservation District implementing numerous citywide
Environmental Education programs; and most recently, as the
Education Manager at Constitution Marsh Audubon Center &
Sanctuary in Garrison, NY, where she develops, coordinates,
and implements environmental education programs about
the Natural World of the Hudson Highlands.
15
 Bio-Blitz:
An Event Where Everyone Plays a Role!
Written by Sarah Powers
A child discovers a mallard duck in the park and follows it
around, while the parents watch the childs excitement. A
group of friends sets out into the woods to look at fungi, and
spends some time watching a doe and her fawn. A high school
student wants to learn the names of bird species, and talks
with a local ornithologist. You can have similar experiences if
you attend a Bio-Blitz.
What is a Bio-Blitz?
A Bio-Blitz is usually a one-day event where a community
made up of volunteers and scientists come together to explore
an area. They discover and document all types of species they
find in 24 hours (it can be longer if needed). You can find these
events throughout the nation.
Why do parks and organizations hold Bio-Blitz events?
Bio-Blitz events help determine if an ecosystem is in
balance and healthy. Sometimes a management plan is
needed to keep the ecosystem healthy, and a Bio-Blitz can
help determine that.
16
Other goals include engaging people in science and learning
new things about a place in their community. Bio-Blitz events
often shape attendees into being stronger stewards of their
environment.
Volunteers serve a vital role by creating a list of species
present in that area. The more species found, the healthier
the ecosystem. Scientists analyze the list and also look for
indicator species, keystone species, and invasive species.
Indicator species consist of species that are sensitive to
pollution. If their numbers drop, it should be a cause for
concern. Studies might have to be carried out to help
determine the best plan of action. The wood frog is a good
example of an indicator species.
Keystone species consist of species that have a great influence
on the health of the community. Without the presence of
these species, an ecosystem will be dramatically changed,
or can even cease to exist. These species usually dont have
natural predators to keep their numbers under control. The
Pathways Spring 2016
hummingbird is listed as a keystone species because of its
role in pollination. Its presence in an ecosystem can lead to
the rapid spread of non-native or invasive plants.
Invasive species cause major damage to an ecosystem,
affecting all of the species in that ecosystem. They also affect
humans (usually in the way of their health or economy).
Invitation for Articles and News.
The PATHWAYS team is always eager to hear from
members and publish the articles that they have authored
or news or event announcements that they would like
to share with fellow members. We invite you to send
your submission for our next issue. Simply send us the
text with any supporting material -- pictures, newspaper

Why do community members volunteer at Bio-Blitz events? clippings, and more. We can receive it in any of the ways
listed below.
The responsibility is on us to check the health of our
ecosystem and step in to help it if necessary.

Brianna Rosamillia, a graduate student at State University
of New York College of Environmental Science and Forestry
wanted to investigate this question. She set out to interview
volunteers at three Bio-Blitz events (Woodstock NY,
Westport NY, and Dingmans Ferry, PA) to see their reasons
for volunteering and their opinions of the event. Samples
of questions she included are In your opinion, what is the
purpose of a Bio- Blitz event?, What makes this event
successful?, and Would you like to share any moments that
left an impression on you?. Surveys helped Brianna collect
additional information for her study.
Volunteers attended the event to learn something new, collect
data, or network with other people with similar interests.
Volunteers stated that the main highlights of the Bio-Blitz
event included finding a specific species, or interacting with
people who share similar interests.
Answers to the survey indicated that the top three motivations
for attending the event were to contribute to scientific data
collection, learn about the biodiversity of the area, and to
learn something new. Brianna learned that many people
were motivated to get involved because a friend or family
member told them about it.
Materials should be typed. Please include a short
biographical section about the author of the article.
References cited in the article should be listed at the end
of the article, APA style.
(ISSN 1077-5100) PATHWAYS is published four times a
year by the New York State Outdoor Education Association
and is emailed to NYSOEA members. Opinions expressed
by contributors are theirs solely and not necessarily
those of the Editorial Board of PATHWAYS or of NYSOEA.
Advertisements included in pathways should not be
interpreted as endorsement of the product(s) by NYSOEA.
Advertising in Pathways
PATHWAYS welcomes advertisements which will be
of interest to the membership of NYSOEA. If you have
a product, service, equipment, resource, program, etc.
that you would like to share with our membership via
an advertisement, we can receive it through any of the
following ways.
Email: pathways@nysoea.org
Fax: (607) 753-5982

Participants stated that the event was fun for them. Brianna Mail: Darleen M. Lieber
stated, During my research it was fun to see new sites, see Ref: Pathways Advertisement / Article
different species, and share in the participants enthusiasm. SUNY Cortland RPLS Dept.
It was awesome to be there and observe everything. PO Box 2000, Cortland, NY 13045

Brianna has found that organizers and volunteers share

similar perceptions on Bio-Blitz events. From those findings,
she has compiled a list for event organizers to help make
their event a success.

Where do I find local Bio-Blitz events?

Check your local parks and nature centers. You could also
check to see if a local college is participating in a Bio-Blitz
event. These events have become really popular, and are
found throughout the country. You can learn and share new
information, have fun, and meet new people. Bio-Blitz events
are fun for the whole family.

Pathways Spring 2016 17

 Did a Virus Help Our Eagles Get a Foothold on Long Island?
Written by Eric Powers

One of the reasons I love ecology is that it fits together like
a puzzle. We gather clues from observations and events
and try to put the pieces together in order to understand the
natural picture. Nature is always changing and adapting and
the puzzle picture changes too.
As a participant at the Long Island Natural History Conference
last week, I heard two questions throughout the day that
really stuck with me, What IS the definition of the Pine
Barrens?, and We cant even imagine what our forests used for scavenger birds to move in.
to look like without American Chestnuts since they used to
make up about 25% of all the trees in the forests, and now the
Chestnut are all gone! Also gone are numerous bird species
along the East Coast including the Passenger Pigeon.
We have lost native species and gained invasive ones. It is
how nature adapts that is so intriguing to me. Its really
exciting to get back a species once lost.
A little help is always appreciated and a little virus might
have been the final boost the Eagles needed to gain a foothold
on Long Island.
In 2008 and 2009, West Nile Virus swept through our area.
People took precautions and many fell ill, but for our bird
community on Long Island it was most devastating. Crows
populations were especially hit hard, along with blue jays,
mocking birds, cardinals and Im sure some other species of
birds that I did not encounter in the field or neighborhood.
Certainly, the birds took the brunt of the virus, yet in the
aftermath some birds also benefited from it. With the massive
crow populations knocked down to a fraction there was lot of
road-killed critters left uneatenit created new opportunities
Turkey Vultures were the first to be noticedrare sightings at
first, and then more regularly. Then Ravens and finally Bald
Eagles. Eagles are good hunters but are certainly known to
scavenge for food whenever they see an opportunity.
Then to my surprise, a local wildlife rehabilitation center
received a juvenile bald eagle! This meant an active eagle nest
is on the island! When I heard about it I wanted to highlight
this momentous occasion in my education programs, and
indeed, I made a short homemade video to help document
ityou can view it on YouTube at: https://youtu.be/
GVGW7NMlpYM. (Please note that I went into the cage as
part of the daily feeding and cleaning crew to minimize any
stress on the bird.)

18 Pathways Spring 2016

It is interesting to think that a virus might have been the final
help these eagles needed to get a foothold on Long Island, but
ultimately we need to keep in mind the long history of people
NYSOEA Executive Board
dedicated to bringing eagles back to New York. President Tim Stanley
President-Elect Eric Powers
Banning DDT in 1972 was a great start, which helped all of VP Administration Elizabeth Young
our fish-eating birds from this bio-accumulating chemical. VP Communication Jessica Kratz
The Endangered Species Act of 1973 and New Yorks own VP Human Resources Kathryn Brill
Endangered Species Program in 1976 set the stage. The NYS VP Program Jolene Thompson
DEC started a bald eagle release program over a period of 11 Secretary Loren Smith, Ph.D.
years with tremendous care and effort by scores of biologists Secretary-Elect Sunny Corrao
and support staff. By 1990 upstate New York had over 10 Treasurer Elizabeth Van Acker
active eagle nests and their population has continued to Office - Darleen Lieber
expand in our direction.

It has been a long path for Bald Eagles to return to our

Regional Directors
island. I for one am thrilled to see them in our skies, and Eastern Rebecca Schultz
my heart skips a beat every time I see one. Since eagles are Metro Jonathan Billig
monogamous and can live over 30 years we should be seeing Northern Brian DeGroatt
more and more of them. Western Kimberly Aadriansen &
Shannon Morley
I havent yet heard which eagle nests are starting up for 2016, Central Josh Teeter
but last year there were up to five nests across the island, and
perhaps more that we didnt even know about. Its best to 2016 Conference Chairs
view these birds from a distance or on a webcam. Here are Meghan Boice-Green
some of my favorite places to view eagles: Carol Guerreri Rogers

1. Mashomack Preserve, Shelter Island

2. Wertheim National Wildlife Refuge, Brookhaven Pathways
Issue Editors
3. The riverfront area in downtown Riverhead
Jill Eisenstein
Jessica Kratz
I hope to see you out there!
Graphic Designer
Eric Powers Matthew Fraher
Editors Note: This article was originally published on April 8,
Content Editors
2016 on http://greaterpatchogue.com.
Jill Eisenstein
Frank Knight
The original article can be accessed here: http://www.
Darleen Lieber
greaterpatchogue.com/2016/04/spotlight-on-wildlife-did-
Maren Morsch
west-nile-bring-eagles-back-to-long-island/

Online Content/
Marketing Manager
Jonathan Duda

Contributing
Past Editors
Frank Knight
Snapper Petta

Pathways Spring 2016 19