Very cool! SCAPE, and our living, growing breakwaters, are semifinalists for this year’s Fuller Challenge award from The Buckminster Fuller Institute! (Living, growing breakwaters, you ask? That’s us: Breakwaters off the coast of Staten Island are a key element of the Billion Oyster Project! SCAPE, you ask? That’s SCAPE // Landscape Architecture, a firm that is one of BOP’s key co-conspirators and friends.
The vision of SCAPE, and the idea of the BOP, match up perfectly with the Fuller Institute’s goals for the Challenge, which has been called socially responsible design’s highest award.
From their website:
"The Fuller Challenge attracts bold, visionary, tangible initiatives focused on a well-defined need of critical importance. Winning solutions are regionally specific yet globally applicable and present a truly comprehensive, anticipatory, integrated approach to solving the world’s complex problems."
Well… YEAH. With shellfish!
SI, we’re coming atcha!
Kind words from Aimee Bernstein of SUNY Maritime, describing yet another STEM program that Harbor students rocked this summer!
The program went extremely well!! I just returned from the closing presentation and ceremony and want to congratulate you on grooming such wonderful students. The feedback we got from Dr. Burke and others directly engaged with the group this week was extremely positive. They were polite, respectful and engaged. They were very busy all week in class, driving ships on the simulator, using sextants, learning math concepts, reading charts and doing survival drills in the pool. For the final projects, the kids were broken down into two groups and each one of them did a wonderful job. Each group created a very good power point presentation and delivered it very well. They were articulate and clearly understood the content. I really enjoyed engaging with them this past week.Dr. Burke did a great job of connecting with the students and Janae was a big help. We heard that their favorite activity was using the full bridge simulator (not surprised). They each had an opportunity to use it on their own for their final project…The ending ceremony was small but special. Admiral Alfultis spoke to the kids and handed out certificates of completion. We gathered the instructors and College administrators to watch the presentations and give them feedback.
Thanks again for making it possible for the Harbor School students to participate in the SUNY Maritime Global STEM Academy. We hope to be seeing some of these kids back walking around campus as freshman!!
Fantastic video from Imagine Science Films covers Camp RESTORE’s visit to the BioBus— or was it the other way around?
BioBus is a mobile science lab that gets New York kids looking at the microscopic world using cutting-edge instrumentation. Staffed by a passionate team of scientist-educators, it’s the perfect complement to Camp RESTORE’s exploration of the Harbor environment.
Said microbiologist Matthew Weisberg: “Hearing the roar of ‘oooh’s, and ‘there’s all that in a drop of water?’…Hearing young people’s minds expanding at a rapid pace— there’s nothing like that.” That’s just the kind of experience we want to give to the Camp RESTORE students. Thank you to Matthew and Rachel Weisberg and the rest of the BioBus team— we’re proud to work with you to introduce New York kids to their water in a new way! This is collaborative, hands-on STEM education at its best.
Photo credit: BioBus folks. Thanks for letting us snag the image!
In February, 2014, eighteen seniors at Harbor School, a New York City public high school devoted to maritime careers on Governors Island, a historic military base turned national park, embarked on their first fiction writing efforts. For the next three months, their composition class, which Harbor School veteran teacher, Anna Lurie, and I taught was devoted to little else…
Read Julia Lichtblau’s account of her semester-long workshop here. The students’ work is truly extraordinary, and the reception at which they presented their magazine showcased their ability to speak articulately and thoughtfully about the creative process. Many of the students spoke with passion about their discovery of this new kind of writing; they were also very appreciative of Julia’s and Anna’s insistence on revision, on writing as a process.
In all, fourteen seniors contributed a piece of maritime-inspired fiction; subjects and genres ranged from the historical to the fanciful, from personal realism to swashbuckling adventure.
The magazine’s design is also a triumph. As Julia describes it,
The Ship Log benefitted from an unusual amount of serendipity. Vera Naughton, an art director with thirty years of experience (and a fellow alumna of BusinessWeek Magazine) offered her design services and sent out an all-points bulletin to illustrators around the world. Randy Pollack, Anita Kunz, Olaf Hajek, Hanna Barczyk, Edel Rodriguez, Errata Carmona, Beady Eyes, and Alistar responded, donating the original images in the magazine. Kirkwood Printing New York donated the printing.
The generosity of these artists and other professionals reflects the enthusiasm that they have for the work of the Harbor School students. We’re so grateful for the time and effort they put in to this project. Here’s to next year’s edition!
Click on the image below to read The Ship Log.
Just because it’s summer doesn’t mean the work stops! Pete Malinowski and Sam Janis and the rest of the Billion Oyster Project team have been continuing the year-round work of operating the MAST center oyster hatchery, and various groups of students have joined them: rising 9th graders, doing their Indock orientation to Harbor School, have had brief oyster-growing boot camps, and the middle schoolers from Good Shepherd Services who are participating in Camp RESTORE have also been introduced to basic concepts in aquaculture.
Some snapshots from Camp RESTORE:
Sam: “What are they called before they’re spat?”
Sam: “No, that’s a different animal altogether.”
Boy, looking at the tanks of algae culture: “That’s dirty!!”
Sam: “What’s dirty? It’s absolutely not dirty. It’s filtered down to two microns. I don’t even know what dirty means. You could get a cup and drink some; it’s a superfood. I’m just kidding. Kinda. We don’t use it to drink: what animal do we need to feed in this room?”
Kids: “Us! Oysters!”
Sam: ”Right, oysters. We use this to supplement the naturally occurring algae in the harbor water. So why is it that color? What is that?”
Sam: ”What kind of plankton?”
The kids consult each other, trying to remember what they’ve been taught, and finally come up with: “Phyto?”
Sam: “Phyto. Phytoplankton. Means ‘plant plankton.’”
Back out in the hall where the blow-ups of posters for all five phases of the Billion Oyster Project are, he points them out to the students:
Sam: ”See that? Phase one. You just walked into phase one.”
The students are intrigued: they examine the posters carefully, now that they realize that these printed pictures actually relate to physical reality, to a room full of plankton culture and remote setting tanks and real live oysters. Sam has them divide up, study the posters, and give summaries of what goes on in each phase. After several minutes of child-herding, making sure the kids stay on task, Sam finds himself talking through one particular aspect of the process with a twelve-year-old called LeAndra.
Sam: ”If you grow a million of ‘em, and ten to forty percent set properly, that’s how many oysters that set?”
LeAndra is silent, trying to work this out.
Sam: ”OK, a hundred is ten percent of what?”
LeAndra, confidently: “A thousand.”
Sam: “And a thousand is ten percent of what?”
LeAndra: “Ten thousand. So ten thousand would be ten percent of a hundred thousand—”
Sam: “—and a hundred thousand is ten percent of…”
LeAndra: “…a million!”
Sam: “OK, so that’s ten percent. What’s forty percent?”
LeAndra, thinking: “a hundred thousand… so… four hundred thousand?”
Sam, happily: “You got it!”
Sam: “OK, so where do the shells come from?”
Girl: “They wash up on a beach!”
Sam, diplomatically: “Well, that’s one way you could get them, but it would take a long time.”
Sarah, Sam’s intern: “Where do you eat oysters?”
Boy: “I eat ‘em on a farm!”
Sam: ”… and the farms sell them to restaurants. And without us collecting the shells, where would they go?”
Everyone, enthusiastically: “GARBAGE!”
Sam: “Yes, landfill. In Virginia. A LONG way away.”
…to be continued! Look for Shellfish for Summer STEM Education, Episode 2, coming soon!
A photo album from InDock 2014. More to come!
Three days and two nights aboard SSV Lettie G. Howard is a dramatic way for any student to enter high school— but Harbor’s ninth graders are rising to the occasion.
Photographs: Cullen Palicka, Harbor 2014, and his Instagram filters.
Big Red, Lettie's dinghy. And, oh yeah, the NY/NJ skyline…
Climbing the ratlines.
Safety first! Chef Luis, Harbor grad and Lettie galley chef, apparently felt the need for a safety harness belowdecks. Um. OK. Hey, is that pie in the background?
Sunset on Lettie with the Class of 2018
This summer, Harbor School Marine Biology Research Program head Mauricio Gonzalez took time away from working with his high school marine science scholars to bring marine biology to the middle grades. These younger kids have learned to start to think about the Harbor around them as a home for a whole ecosystem’s worth of living creatures.
They’re participants in New York Harbor Foundation's Camp RESTORE, which the Foundation runs in partnership with Good Shepherd Services. The Camp is basically Harbor School in miniature, adjusted for the youth of the students. From water quality testing to aquaculture (they learn about and help out with the Billion Oyster Project, of course!) to marine robotics, the Camp, now in its second year, is a feast of STEM subjects for summer fun and learning.
From Captain Aaron Singh, head of Harbor’s Vessel Operations program and captain of Lettie G. Howard:
The Lettie G. Howard crew wishes safe travels to Paola R, NYHS alumna on her training cruise this summer on T/V Empire State. Great job getting Lettie running and we can’t wait to have you back sailing this fall (between classes of course.)
Paola’s time on Lettie is a perfect example of Harbor’s STEM-focused maritime education, combining CTE and college preparation. Paola’s on her training cruise on another vessel, preparatory to entering SUNY Maritime in the fall. Aaron’s Vessel Ops program prepared Paola in the technical aspects future career, and her time on Lettie (owned by the South Street Seaport Museum) and on Harbor’s own vessels provided vital hands-on experience implementing her classroom learning. She is more prepared than most to start her course at SUNY, working towards a BS in Marine Transportation.
This is how it works: sail training as STEM education, and CTE tightly integrated with college prep. We’re so proud of Paola, and of so many others: you guys have grabbed hold of Harbor’s opportunities with passion and commitment. Bon voyage! Don’t forget this Harbor where you launched…
Jade, class of 2015, showing off an aquatic ecosystem model. At the end of next year, she will be passing the torch— or the microscope?— to students like Shania, who will be officially eligible to join the Marine Bio Career and Technical Education Program her sophomore year. Photograph: Mauricio Gonzàlez.
The first group of students have gone through Indock— orientation and a brief intro to Harbor on Governors Island on Monday, followed by three days of intensive sail training and team building aboard Lettie G. Howard.
These kids are motivated: none of them ended up at Harbor by accident. Shania, on her way over to the Island on the ferry for the first time as an officially-enrolled Harbor student, explained her path: “I’ve always had an interest in water and fish, and I’ve wanted to be a marine biologist since I was in third grade. All the other kids were watching regular shows; I was watching documentaries. I’ve done fishing and a little bit of sailing, so I’m kind of comfortable on the water.”
She also, just a few months ago, found out that by going to Harbor, she’ll be continuing a family tradition. She described the scene: her aunt was visiting from Trinidad, and Shania was, in anticipation of starting at Harbor and moving towards her goal, trying to find out more about what the job of a working scientist actually looks like. “I don’t know why this happens, but when I get interested in something I just ask about it, I ask a lot of questions. And she heard me asking and said that actually she was a marine biologist. And I said, how come you didn’t tell me before? She said she didn’t know I was interested.” Once Shania starts work with Mauricio González and the Marine Biology Research Program, she and her aunt will be speaking as colleagues.
There’s a hunger in so many of these kids to learn STEM subjects: it’s not something their teachers create— but it is something that the educators at Harbor School know exactly how to cultivate.