Spring 2011: Initial Thoughts on a “Green Map”

January 22, 2011

I have compiled ideas generated in class on Wednesday, and included some additional ideas about our green map project.

There are details below regarding audiences, form & design, collaboration, and content.

Veronica Malencia (who is in our class) and Alecia Welu will focus on the general green map and its content as part of an independent study this semester. Students in 355 can contribute to that part of the project, but it is not a primary focus.

Students in 355 will work (alone, or in groups) on a “substantive” content project. I list a few independent study projects that will be part of our overall green map project, along with some ideas for other projects.

Green Map Audiences:

  • Potential OWU students: distributed by Admissions: appeal to students with interests in social and natural science environmental focus in studies; general appeal (“OWU is a Green University”).
  • Existing OWU students: informational, engaging (get people to do stuff), and to get students to think about how what they do impacts the environment. Short-term residents, 18-21, etc.
  • OWU faculty and staff: informational, engaging (get people to do stuff), and to get faculty & staff to think about how what they do impacts the environment. Longer term residents, 20s-80s, etc.
  • Delaware community members: informational, engaging (get people to do stuff), and to get faculty & staff to think about how what they do impacts the environment. Longer term residents, children t0 elderly, etc.

Green Map Form & Design

  • Paper map: Green Map Assemblage: one main OWU, Delaware City, and Delaware County map with general content (22″ x 17″ or larger) with series of smaller separate printed maps, brochures, cards, etc. (11″ x 17″ or smaller). Combined together in folder. Additional elements can be added in the future.
  • Online map: map mashup from template vs programmed/designed site vs app.
  • Graphic/cartographic design of project: does it need to tie into “look” of other OWU sponsored materials?

Collaboration on Content

  • Geog 355 students (building on some previous work)
  • Geog 360 (Environmental Geography) students
  • OWU Sustainability Task Force (faculty, staff, students)
  • Specific faculty & staff at OWU
  • Sustainable Delaware (community)
  • Earth Day 2011 (mid to late April)

Green Map Content: Overarching Issues

  • What does Green mean? Compile list (what does it mean to us and to our audiences) and include aspects throughout our Green Map project.
  • Relate audiences to content: what will appeal to each audience?
  • Relate final form to content: how does end product shape class research on topics?
  • Define relevant collaborators

Green Map Content: General Content

  • Outsource: Veronica Malencia and Alicia Welu (independent study)
  • Main (22″ x 17″ or larger) map. Campus and Delaware City on one side, Delaware County on other side.
  • Compile categories of general content (recycling, food, transportation): Location of sustainable efforts (action), recycling facilities, energy-efficient buildings, alternative transportation, Green organizations, farmer’s markets, local food sources, re-use stores, sustainable living, Green business (who decides?).
  • Include content included in sustainability assessment measures (CSAF, Sustainability Report Card).

Green Map Content: Substantive Content

  • Focus of course projects: results of study and analysis of “green” topics
  • Majors in course: will shape content of projects: Economics Management, Environmental Studies, Geography, Geology, Physical Education, Zoology.
  • Topics: preliminary ideas
    • Outsource: Food: Brandt McDonough, Jack Schemenauer (independent study, StAP): sources of “green” food, vegan, vegetarian, organizations, cooking, recipies
    • Outsource: Transportation: Bobby St. Clare (independent study): faculty and staff “drive shed” and analysis of student driving, biking, walking patterns
    • Outsource: e-Waste on campus: Tim Schmidt (independent study)
    • Campus/area ecosystems & wildlife (birds, fish, etc.): project and cards from Spring 2010
    • Connections between ecologically important areas (existing and proposed)
    • Development of “Curricular Trail” like Mt. Holyoke College. We have somewhat less ecologically substantive areas, but still may work: tie together existing study/ecological areas on campus, indicate what is known about them, propose new areas to study (such as Olentangy River).
    • Map “grey” and “black” (bad stuff) vs. “green” areas on campus
    • Olentangy River: low-head dam removal, ecological impact, drugs in river, “blue way” and riparian issues: linear map
    • Storm drains and surfaces: see maps in this PDF
    • Global OWU: map connections: where what you eat is from and impacts, etc. Economic/political ecology
    • Development and green space in area (old green space project, updated, DALIS): enhance with evaluation criteria such as Forestland Evaluation and Site Assessment (FLESA) + GIS tools
    • Micro-geography of environmental topics (a la Green Man Moop Map)
    • Cool To Do Not So Far from OWU: see last project in Geog 360 Projects Fall 2010
    • something for econ people: ?
    • something geology: ?
    • something for phys ed people: ?

Some updated thoughts… Wednesday, January 26:

Ohio Wesleyan | Delaware Green Mapping Project

1. Ohio Wesleyan | Delaware Ohio | Green Map

  • see “Green Map Content: General Content” above
  • Veronica Malencia and Alecia Welu (independent study)
  • Larger format, 2 sided map (OWU area on one side, Delaware County/watersheds on other)
  • Categories of content (transportation, recycling, efforts/actions, organizations, etc.)
  • Content from individual class projects (how to include some but not all of the info)

2. Olentangy River | Delaware Ohio

  • Veronica Malencia, Ethan Perry, Everett Smith
  • diverse issues affecting the Olentangy River
  • plan “Olentangy River Expedition” for spring: canoe or wade & document (photos, etc.) from dam (north) to county boundary (south)
  • ecological issues: low-head dam removal, pollution/runoff, water testing, animals, plants, development, etc.
  • action: use issues: prospects for recreation: a “blueway”

3. OWU Green / Curriculum Trail

  • Rachel Bowes, Meredith Palmer, (Joanne Neugebauer)
  • research & map a proposed “trail” connecting key habitats, ecosystems, and study areas around OWU; develop a proposed trail (proposed stuff)
  • what is extents of area covered
  • compile various “ecosystems” or habitats on and around campus, study areas used for classes, etc.
  • compile related birds, animals, trees, plants, insects, etc.
  • trading cards
  • action: get people out and noticing and understanding the environments near campus

4. Earthly Delights around OWU

  • Alexandra Bishop, Mary Boatwright
  • map with places near OWU to go and do green stuff: camping, canoeing, fishing, hiking, biking, etc.
  • plan expeditions for all activities, compile details from start to finish how to go about doing these activities
  • activities should be diverse, and in diverse environments, walkable, bikeable, and drivable
  • stress learning about the environmental issues surrounding each activity
  • stress health benefits (physical, mental)
  • action: get out in the environment off campus

5. Global OWU Environment

  • Christopher Demecs, Neil Michaels, Robert Striler
  • Map stressing the global environmental impacts connecting OWU to our region, state, country, continent, world. Positive and negative examples. Examples at different scales.
  • generate a series of ways OWU is connected into a global ecosystem: examples
    • food: banana (connection to rainforest destruction in Costa Rica), factory farms (impact on environment here of food shipped all over US)
    • transportation: data on vehicles registered on campus; CO2 impact; Honda Plant; CO2 generated by student, staff, and faculty flying
    • energy: car dealership wind turbine, OWU geothermal
    • vegetation/plants: native tree nursery (replacing non-native tree species)
    • water: prescription drugs, agricultural chemicals in water
    • waste: sewage (where does it go), garbage, e-waste (to Africa? China?)
  • action: think about and act in an environmentally responsible manner

6. OWU Transportation

  • Nicholas Chilkov, Zachary Frentsos
  • Map of “drive-sheds” of faculty, staff in central Ohio with calculations of CO2 and other impacts
  • Map of student movement on and around campus: track walkers, bikers, drivers & environmental and personal (calories, etc.) impact
  • Action: draw attention to driving; encourage alternatives

7. Eating OWU

  • Sophie Gage, Zack Kaminski
  • Map and information on where to get “green” food, where to prepare it (kitchens and utensils), how to prepare it (recipes) and food socialization.
  • Action: eat for the environment and yourself

8. OWU and Delaware Gak Map

  • Michael Davidson
  • Map and information on water, soil, air contaminants, bad food choices, pollution sources, cars and traffic dangers; focus on what you as a person are exposed to, the chances of bad stuff happening, etc. Smoking.
  • Action: get depressed, don’t come to OWU, etc.

Geog 355 Blog Updated for Spring 2011!

January 5, 2011