UNCOVERING SUSTAINABILITY

Originally posted April 2, 2018 in @theU.

By Bianca Greeff, graduate assistant, Sustainability Office.

Sustainability is much more than just environment.

In 2011, the University of Utah began incorporating sustainability more broadly into its curriculum. Today, faculty across campus are enhancing education by implementing the big ideas of sustainability—equity, economy, and environment into their courses and departments.

Over 200 courses with a new sustainability attribute and 10 departments with a sustainability learning outcome illuminate the wide reach of sustainability initiatives. Students can locate courses with the new SUSC/SUSL sustainability attribute in the course catalog when signing up for classes.

“We don’t want to limit this large, integrated, conceptual issue of sustainability to a single discipline, set of behaviors, or required course,” said Adrienne Cachelin, director of sustainability education and associate professor in Environmental & Sustainability Studies. “We want to illuminate how and where faculty members are integrating studies of ecological limits with understandings of equity and economic systems. These learning outcomes and course attributes demonstrate the diverse approaches to sustainability education at the U.”

Learning outcomes

Learning outcomes are formal statements of the knowledge and skills a student is expected to master by the time they finish their program of study. Sustainability learning outcomes enable departments to explain their discipline’s unique contributions to the University’s larger commitment to sustainability education.

10 departments have already articulated how their discipline contributes to sustainability education, and more are working on the process.

Course attributes

Even if a department doesn’t yet have a sustainability learning outcome, individual courses from that program can earn a sustainability attribute. There are two tiers in the course attributes:

  • Limited (SUSL) – awarded to courses that incorporate a unit or module on sustainability or a sustainability challenge.
  • Complete (SUSC) – awarded to courses whose content identifies and describes the relationship between the course topic, equity, economy, and environmental dimensions.

“A course attribute doesn’t mean the course has to cover every bit of sustainability,” explained Cachelin. “They might be studying one or two of the three big ideas, or it might be the entire course is about something else but they are using a case study that is sustainability-related. These courses are still incredibly valuable for student understanding.”

Faculty wishing to obtain the attribute may submit their course for review by the Sustainability Education Advisory Committee.

Other resources

For faculty wanting to get involved in sustainability education, the Wasatch Experience Faculty Workshop provides an opportunity for interdisciplinary faculty cohorts to work together to design impactful educational programming.

For students eager to apply their learning from these courses with on-campus projects, the Sustainability Scholars program offers a year-long cohort to explore these ideas. This learning community is open to undergraduate students from across campus, and fulfills the Social and Behavioral Sciences requirement for graduation, with a new cohort beginning in Fall 2018.

From learning cohorts to course attributes to learning outcomes, the U’s recent efforts uncover the breadth of sustainability, while supporting those who wish to integrate it into their teaching and learning.

BIKING TO THE U: NO SWEAT

Originally posted in @theU on March 26, 2017 by Liz Ivkovich, communications and relationship manager, University of Utah Sustainability Office.

Want to ride to campus like it’s downhill both ways? 

Check out U Bike Electric, an electric bicycle (e-bike) purchase program intended to help more people improve air quality by cutting personal transportation emissions. The program offers U community members the opportunity to purchase a variety of makes and models of e-bikes at discounted prices starting now through May 26, 2018.

With almost fifty percent of Utah’s urban air pollution coming from tailpipe emissions, U Bike Electric is a creative solution to improve air quality and community health. With no emissions, e-bikes offer the U community an easy way to not only get around the U’s hilly terrain, but all across the Wasatch front with the backup power of an electric bike.

“If you have not been on an e-bike, it is time to try one!” said Amy Wildermuth, the university’s chief sustainability officer. “They are great fun and, even better, they will get you where you need to go quickly. We invite everyone to join in to get some exercise and have fun while we clean up Utah’s air.”

To offer the program, the University of Utah Sustainability Office is partnering with local clean energy advocacy group Utah Clean Energy. The U and Utah Clean Energy have pioneered multiple successful community purchasing programs including U Community Solar and U Drive Electric, two nationally recognized programs that spurred local markets and contributed to a more sustainable future. Using the same model as these past programs, U Bike Electric will help consumers find the best option for their commuting needs by offering discounts on various e-bikes during a specified timeframe.

Five local bike shops were chosen through a competitive screening process and will be participating in the program including Bingham Cyclery, Contender Bicycles, Guthrie Bicycle Company, eSpokes Electric Bicycles, Trek Bicycle Salt Lake City Downtown.

Participating community members can sign up for the program at electric.utah.edu. Once registered, participants will receive a discount code to take to participating dealers to purchase the e-bike of their choice.

Discounts for electric bicycles vary by make and model, and range between ten and twenty-five percent off of the manufacturer’s suggested retail price. Selected dealers are certified to maintain electric bikes after purchase, ensuring continued customer support long after purchasing.

“Utah Clean Energy is delighted to once again partner with the University of Utah to help accelerate air quality solutions,” said Kate Bowman, Utah Clean Energy’s project coordinator. “This is an exciting new program to help get more people on electric bikes by harnessing the power of community bulk-purchase and education to make choosing an electric bike affordable and easy.”

Members of the U community, including faculty, staff, students, and alumni, and even those who have attended U events, can take advantage of this great program.

There is an additional program coming to enable interested departments to purchase shared e-bikes for use around campus. More information on that program will be available in May – contact the Sustainability Office if you are interested to learn more.

 

About Sustainability at the University of Utah

The University of Utah is committed to integrating sustainability across all areas of the institution, including academics, operations and administration and to serving as a model for what is possible in sustainability. The Sustainability Office supports sustainability efforts of all kinds and works to better streamline initiatives and collaboration across campus.

About Utah Clean Energy
Utah Clean Energy is Utah’s leading expert public interest organization working to expand renewable energy and energy efficiency in a way that is beneficial not only for Utah’s environment and health, but also our economy and long-term energy security. Utah Clean Energy is committed to creating a future that ensures healthy, thriving communities for all, empowered and sustained by clean energies such as solar, wind and energy efficiency.

Community members are invited to test ride various makes and models during Earth Fest on Wednesday, April 11, 2018, 10 a.m.-2 p.m. at the Marriott Library Plaza. Additional test ride opportunities will be offered throughout Salt Lake City in April and May. For more information on all test ride opportunities, visit electric.utah.edu.

Leadership Transition

Chief Sustainability Officer Amy Wildermuth has accepted a position as dean at University of Pittsburgh School of Law, beginning in Fall 2018. 

“I have been incredibly fortunate to work with an outstanding team of people in the Sustainability Office and terrific partners across the university,” said Wildermuth. “We have achieved amazing things, such as the first of its kind offsite renewable energy purchase to provide 50% of the U’s electricity, the many new sustainability learning outcomes now embedded in our undergraduate curriculum, and our well-known and award-winning community discount programs for solar, electric vehicles and e-bikes. It has been a true honor to be part of these efforts and, given the wide support for sustainability from our many valued partners across the campus, there is no slowing the U’s sustainability train down. We are on a remarkable positive trajectory in all things sustainability, and I know the U will continue to be a place that dreams big and is a model for what is possible for all of us.”

Wildermuth’s tireless leadership has helped to make sustainability an integral part of the ethos of the University of Utah. The Sustainability Office celebrates her exciting next step even as we are sad to see her go.

Melding Perspectives, Finding Solutions

In Utah, the second driest state in the country, water is a critical issue. Our water systems are interconnected with human systems, and as our population expands and the climate changes, protecting and sharing this resource equitably will require collaboration between researchers, practitioners and decision makers.

When it comes to collaborative water research, the U’s Society, Water, and Climate Research Group (SWC) is leading the way. With the addition of five new faculty members, the group has undertaken an ambitious mandate – to meld multiple scientific perspectives toward finding sustainable water solutions for a changing world.

Ruth Watkins, senior vice president for Academic Affairs and incoming president, addresses faculty at the forum.

Many U faculty already had significant expertise related to water, society and climate, but there were areas that could be strengthened. A group of U researchers, led by the chair of the U’s Geography Department Andrea Brunelle, formed the SWC in 2013.

The team’s first task was to articulate gaps in the society, water and climate perspectives already at the U. Then they proposed new faculty positions to fill those gaps through the university’s Transformative Excellence Program. The Transformative Excellence Program is an ongoing hiring initiative seeking new faculty focused around interdisciplinary themes rather than discipline.

“If we are to truly address Utah’s – and the nation’s – societal issues, we must think beyond our traditional approaches,” said Senior Vice President for Academic Affairs Ruth Watkins, who is also the incoming present of the U. “The Transformative Excellence Program was designed to identify areas within the university where focusing on strategic additions to our faculty could enhance our preeminence and allow us to better serve the citizens of this state and country.”

Ten departments – Anthropology, Atmospheric Sciences, Biology, Economics, Environmental & Sustainability Studies, Geography, Geology & Geophysics, Political Science, Psychology, and Sociology – invested in this unique hiring process, an unprecedented level of interdepartmental collaboration.

“This hiring process was very inspiring and rewarding,” said Brunelle. “Working with a group of faculty who obviously care so much about these topics and this research that they would invest an absolutely tremendous amount of time working on these searches even without a guarantee of a departmental hire was incredible. Even after the hires were completed, all the departments are represented on the SWC executive committee, showing continued investment in this collaborative endeavor.”

As the Chronicle of Higher Education points out, this kind of cluster-hiring can be a fraught endeavor. It is challenging to ensure the process doesn’t unravel in the context of disciplinary hiring needs.

At the U, the SWC hiring process fit in with the university’s ethos of interdisciplinary collaboration.

Several years earlier, in 2011, the U underwent a similar hiring process for a small group of faculty who would work at the fringes of their discipline on climate- and environmental change-related research. This initial search ultimately brought Diane Pataki (Biology), Gabe Bowen (Geology & Geophysics) and John Lin (Atmospheric Sciences) to the U. This first group hire, which laid the groundwork for the Transformative Excellence Program, happened through the dedicated efforts of faculty in the Global Change & Sustainability Center (GCSC), which was led at the time by director emeritus Jim Ehleringer.

Audience members at the forum gather for panel presentation from (L to R) Amy Wildermuth, chief sustainability officer; Steve Burian, director of the U Water Center; Andrea Brunelle, co-chair of the Society, Water, & Climate Research Group; and Brenda Bowen, director of the Global Change & Sustainability Center.

The GCSC is a web of 140 faculty members in 10 colleges who all work within environmental and sustainability themes. The center facilitates faculty connections and interdisciplinary grants, offers graduate fellowships and research funds and manages a sustainability-related graduate certificate. In addition, the GCSC also has a series of ongoing and one-time events aimed at bringing the interdisciplinary community together in meaningful ways. All of these endeavors work to catalyze relevant research on global change and sustainability at the U.

“The investment the administration put into the GCSC really set a tone for the value that collaborative work has on this campus and that translated beautifully to the SWC project,” Brunelle said. “A great example of this is the generous contributions of time, resources and support that my Dean, Cindy Berg, provided throughout the multi-year hiring process.”

To build the SWC research group, broad descriptions of new faculty positions were posted online. The response was immediate and overwhelming. In the first year of the search, 13 candidates were brought to campus, offering fascinating talks about climate change and impacts on water and society.

After several years of intensive searches and interviews, the group is now complete with five new faculty in four departments. These five faculty bring nationally renowned research to the university while seamlessly integrating into their departmental homes.

“The Society, Water and Climate initiative has really helped to integrate GCSC scholars from across campus around a common set of questions and problems that require scholars to come together in new ways,” said Brenda Bowen, director of the GCSC. “The SWC focus has helped us to recognize and identify common research interests between seemingly separate fields and is creating opportunities for faculty and students to advance their work in new directions. The incoming SWC faculty are interdisciplinary leaders and are already catalyzing and supporting projects and grant proposals that move all of us forward as we work towards a future where humans and ecosystems thrive.”

Meet SWC hires. These members will join existing faculty who are part of the group.

William Anderegg, Biology, 2016

William Anderegg is an assistant professor in the Department of Biology at the University of Utah. His lab studies how drought and climate change affect forest ecosystems, including tree physiology, species interactions, carbon cycling and biosphere-atmosphere feedbacks. This research spans a broad array of spatial scales, from cells to ecosystems, and seeks to gain a better mechanistic understanding of how climate change will affect forests and societies around the world.

Juliet Carlisle, Political Science, arriving in 2018                                                                         

Juliet Carlisle is an associate professor in the Department of Political Science. Her research substantively deals with political behavior and public opinion with an emphasis on environmental politics and policy. In particular, Carlisle has investigated issues surrounding environmental concern, including what people know about the environment, where that knowledge originates and how that knowledge influences their opinions and behaviors. Her co-authored book, “The Politics of Energy Crises” (2017), applies policy theories to energy crises and explores energy policy during energy crises with specific attention on the role of public opinion, business interests and environmental activists.

Gannet Hallar, Atmospheric Sciences, 2016

Gannet Hallar is an associate professor in the Department of Atmospheric Science at the University of Utah and the director of Storm Peak Laboratory in Steamboat Springs, Colorado, operated by the Desert Research Institute. Her research focuses on using high-quality measurements of trace gases, aerosol physical and chemical properties and cloud microphysics to understand connections between the biosphere, atmosphere and climate, along with the impact of anthropogenic emissions on these connections.

Summer Rupper, Geography, 2015

Summer Rupper is an associate professor in the Geography Department at the University of Utah. Her research focuses on glaciers and ice sheets as recorders and indicators of climate change and as freshwater resources. Recent and ongoing projects include quantifying glacier contributions to water resources and sea-level rise, assessing glacier sensitivity to climate change and reconstructing past climate using ice core snow accumulation data and geomorphic evidence of past glacier extents. These projects are all part of a larger effort to characterize climate variability and change and the impacts of these on society.

S. McKenzie Skiles, Geography, 2017

McKenzie Skiles is an assistant professor in the Department of Geography at the University of Utah. She is an alpine and snow hydrologist whose research interests center on snow energy balance, remote sensing of mountain snow and ice and cryosphere-climate interaction. Her research methods combine numerical modeling, laboratory analysis, and field, in situ, and remotely sensed observations to better constrain the timing and magnitude of mountain snowmelt and to improve our understanding of how accelerated mountain snowmelt is impacting this critical natural reservoir over time.

The SWC is one of 10 Transformative Excellence cluster hiring initiatives currently in place at the U. Current projects include families and health research; society, water and climate; statistical science and big data; digital humanities; biophysics; sustaining biodiversity; health economics and health policy; resilient spaces (aging); science and math education; and neuroscience.

Banner image: Members of the SWC chat at the November 2017 Water Forum, the inaugural event for the Society, Water & Climate Research Group, organized by the SWC, the Global Change & Sustainability Center, and U Water Center. 

U takes Top Spot

Thank You for Your Commitment

The University of Utah team led throughout the Clear the Air Challenge, and thanks to your dedication, we took the top spot. The University of Utah team logged 12,785 non-single-occupant vehicle trips—we beat the runner-up by more than 4,000 trips. We also bested the results of last year’s February challenge, increasing trips saved by 20 percent and participation by 36 percent. Thank you, and keep walking, biking, riding transit, and carpooling! 

Top 5 teams from the U by trips saved

  1. Sustainability Office
  2. Facilities Management
  3. Eccles Library
  4. College of Law
  5. Huntsman Cancer Institute

Top 5 individuals from the U by trips saved

  1. Rob Kent de Grey
  2. Billi Tsuya
  3. Jasmine McQuerry
  4. Sara Lotemplio
  5. Elias Flores
A special thanks to our prize sponsors:

BRIGHT LIGHTS UNDER A DARK SKY

Originally Posted on February 12, 2018 in @theU By Abeni Czajkowski, communications specialist, Planning Design & Construction

You don’t need to wait for the
yearly walk to report an area
you think needs to be
addressed. To report a lighting
issue, click here.

A report can be made at any
time via your phone. Simply select
the lighting condition,
describe the problem and
identify the location using
the interactive map.

The safety of all students, faculty and staff is a top priority for the University of Utah. For the past 18 years, administrators, safety experts and volunteers have worked together and focused on ensuring a well-lit and safe campus at night. At the same time, recent sustainability and environmental measures have increased focus on reducing light pollution and helping the U to become compliant with the dark sky initiative of minimizing light trespass and skyglow with specially approved light fixtures.

Walk after dark

When identifying areas of campus that are too dark or seem unsafe, it’s best to experience it first-hand. Occupational and Environmental Health and Safety (OEHS) sponsors an annual “Walk After Dark” during which participants walk every sidewalk on campus to identify areas of concern. Team members use their phones to mark exact GPS locations where they find potential safety issues with lighting.

“The walk occurs in the fall after the sun sets, the leaves are full and the moon is hidden — a night of ‘optimal darkness’” said James Stubbs, associate director of OEHS. “We also identify uneven pavement, broken light fixtures, areas of perceived darkness versus actual darkness and landscape elements that interfere with the light or could provide a potential hiding place. We then analyze the data found in order to find solutions to the problems.”

Ensuring proper lighting across campus was a priority of the Presidential Task Force on Campus Safety, which requested and received $125,000 for that purpose in this year’s budget.

Light pollution mitigation

The first steps in preventing light pollution is understanding what it is. One example of an inefficient light fixture is the “lollipop light pole,” which distributes uncontrolled light. These are being replaced with more efficient fixtures that keep campus areas brightly lit while also reducing light pollution from “sky-glow.”

“Light pollution is wasted energy in the form of artificial light that impairs one’s ability to see the night sky,” said Bill Leach, sustainability projects coordinator with Facilities Management. “It’s not as simple as just turning off the lights in a campus setting. It’s not just about getting rid of lights but it’s controlling light, working to make sure it’s going where we want it to go and not outside of its parameters.”

Light pollution not only affects the night sky but it affects our bodies as well as the surrounding environment and the inhabitants within it. Motivations to become a Dark Sky Compliant campus include health-related concerns, the environment, wildlife and sustainability efforts.

So how do you control light?

The University of Utah is replacing current fixtures with Dark Sky-Friendly LED lighting. LED light beams travel in a more linear path and therefore can be easier to control. These fixtures don’t allow the light to escape above its horizontal plane. The new fixtures help to minimize contributions to sky glow through spectrum intensity, color temperature and shielding.

“There is no black and white answer for what is adequate because light levels in a given area are perceived differently by each individual,” Leach said. “We can help people feel more safe using lighting but we cannot give it a one-size fits all answer. The night sky is there but people don’t often get to see it in an urban setting. We are working hard and will continue doing so to find a balanced solution.”

Resources

The U offers a number of resources that allow campus community members to raise concerns with lighting safety, which can be found here. Campus police also are available to escort you to a residence hall or vehicle at night, which can be arranged by calling 801-585-2677.

  • Report a light out by clicking here
  • Lighting safety information can be found here
  • SafeU website
  • Campus Police: 801-585-2677

For more campus resources on Dark Sky Compliance:

Using Time as Our Guide

By Bianca Greeff, Graduate Assistant.

Both urban and rural areas around the world rely heavily on groundwater to support agriculture, energy, residential, and industrial use. This demand for groundwater—from a global population of over seven and a half billion—combined with impacts of climate change places more stress on these systems. In order to sustainably manage these resources, we first need to quantify it.

Kip Solomon, department of Geology & Geophysics at the University of Utah, will show how understanding the age and recharge of aquifers can lead to more sustainable use at the GCSC Seminar Series on Tuesday, Jan. 23, 4-5 p.m. in 210 ASB.

“While we have a hint that we are overexploiting a number of these large regional systems,” said Solomon, “the amount of data we have to make these assessments is rather limited. Part of my pitch is that we need to make more measurements in these kinds of systems.”

Groundwater recharge is a hydrologic process where water moves from surface water to groundwater—like an aquifer—by draining through the soil. Recharge can be a slow process, especially when the body of water is deep underground. The longer it takes water to reach the aquifer, the lower the rate of recharge. This makes measuring the rate of recharge a challenging process. For Solomon, the most promising tool is dating the groundwater.

“By getting the mean age of water we can calculate the recharge,” explained Solomon. “By dating the groundwater and using the geologic information to determine the volume, we can infer the rates of replenishment to the aquifer.”

There are a few tools that can be used to date water—namely isotopes and trace atmospheric gasses. Elements can have several isotopes depending on what the element has come in contact with. In aquifers, isotopes are often generated in the subsurface. Their concentrations build up the longer the water is in contact with the subsurface rock. A higher concentration of an isotope, like Carbon-14, thus signifies older water.

For younger water, atmospheric gasses can be used to date it. Over the past few decades, gasses produced in the industrial processes—like sulfur hexafluoride—have been increasing. When exposed to the air, water absorbs concentrations of these gasses. The longer the water interacted with the gas, the greater the concentration will be. Once the water moves below the surface those concentrations of gas are essentially “locked in.” Measuring the traces of these gasses in groundwater can show how old that water might be.

Determining the recharge rate is important for both hydrologic understanding of subsurface bodies of water and for natural resource management. The recharge is a vital component of understanding the amount of water that can be extracted without overexploiting or compromising the integrity of the groundwater body.

“99 percent of unfrozen freshwater is in the ground,” explained Solomon. “As our world approaches eight billion, it is a growing question of whether or not these big regional aquifers can be sustainably exploited to support agriculture in arid and semi-arid regions.”

To learn more, attend Solomon’s lecture, “Can Groundwater Feed the World? It’s All About Time” on Tuesday, Jan. 23 at 4 p.m. in 210 ASB.

 

Cover photo via USGS public domain. 

Re-Imagining Relationships

Bianca Greeff, Graduate Assistant.

Climate change threatens everything about our social organization. But that shouldn’t immobilize us. Instead, Kari Norgaard, associate professor in the Department of Sociology at the University of Oregon, encourages us to view climate change as an opportunity to re-envision our social, political, and economic systems.

Norgaard will show how climate change provides the opportunity to rethink our relationships to the human and other-than-human world at the GCSC Seminar Series on Tuesday, Jan. 9, 4-5 p.m. in 210 ASB.

In her seminar, Norgaard will discuss the phenomenon of socially organized denial. Norgaard suggests that it isn’t the lack of information that leads people to inaction, but rather the emotions that climate change invokes.

“Denial is a form of environmental privilege,” explained Norgaard. “People who have benefited more from the current system find it harder to grapple with the idea of very large system change and experience a lot of guilt, helplessness, fear of future and present.”

Norgaard suggests the normalization of climate change is an avoidance mechanism. While we can make daily changes in our lives to help reduce the amount of carbon in the atmosphere, individuals alone will not be able to slow or stop climate change. There is also an urgent need to rethink many larger aspects of our current systems—like reducing our use of fossil fuels or changing cultural norms of over-consumption.

In her seminar, Norgaard will bridge her work on the social organization of climate denial with her recent work with the Karuk Tribe. The Karuk are an indigenous community in Northern California and are highly mobilized around climate change. The biggest problem they face is the increasing forest fires. Climate change has been producing warmer, dryer conditions in the region—the ideal environment for larger, hotter, and more destructive wildfires. Future mega-fires threaten local ecosystems and cultural practices.

The Karuk have used controlled burns to manage wildfire threats and cultivate traditional plants for generations, but their use of fire has continually been suppressed by management agencies. Recently, wildfire research has begun showing the importance of controlled burns for fire risk management and indigenous practices. Thus, creating an opportunity for cultural and ecological revitalization.

Re-introducing controlled burns is one example of how climate change has created a new possibility for cooperation across worldviews and communities. By incorporating elements of Norgaard’s subtitle—imagination, responsibility, and community—we can start a discourse that inspires action and moves our society to become a more socially and ecologically equitable place.

The “imagination” in Norgaard’s subtitle is defined by the idea of the sociological imagination, which generates awareness between the individual experience and society. It shows how the society we live in shapes what we understand, what we don’t understand, and influences what we think is possible. Norgaard sees that we all have a “responsibility” to be engaged in the world. Feeling overwhelmed, hopeless, or guilty doesn’t mean we should give up or disengage from climate change action. Despite these feelings, we still have a responsibility to act. Closely related is Norgaard’s third term, “community”. No one can tackle climate change on their own. Rather, we need one another. We need to know how to work together and understand each other to create a community of action.

To learn more about the opportunities to re-imagine our relationships to one another and the natural world, attend Norgaard’s seminar, “Climate Change as Strategic Opportunity: Imagination, Responsibility, and Community” on Tuesday, Jan. 9, 4-5 pm in 210 ASB.

 

Cover Photo: “Wildfire” by NPS via flickr. Public Domain Mark 1.0.

 

Farmers Market by the Numbers

Each Thursday during the first seven weeks of school, the University of Utah Farmers Market transforms Tanner Plaza from a sitting area to a thriving community. For anyone who has walked through the space, it is easy to see why the farmers market is a favorite fall activity for students, staff, faculty, and community members alike.

The Double Your Dollars program returned for the fifth year, thanks to support from U of U Health. This program enabled students and SNAP recipients to purchase $1-for-$1 tokens that could be used on grocery-like items.

“It was a great year to be part of the market! Our vendors provided opportunities for students to take home community-based food, and with the Double Your Dollars program these options become more affordable for students” said Jessica Kemper, Farmers Market Manager

Here is a look at the successes of the 2017 season, by the numbers:

10 Seasons

10 Seasons
Picture 1 of 4

10 seasons of increasing access to fresh food and engaging local farms and small businesses. While increased access is still at the forefront of the market's mission, the market expanded this year to include more nonprofit organizations and campus partners.

 
 

USING NATURE AS OUR GUIDE: FIVE PLANTS THAT IMPROVE INDOOR AIR QUALITY

Katie Stevens, Sustainable Utah Blog Writing Intern.

Living in Salt Lake City, we are no strangers to air pollution and its harmful effects.  Breathing in toxic air can cause a range of health concerns including increased asthmatic symptoms, bronchitis, chronic obstructive pulmonary disease, and more.

It is no surprise that we often retreat into our homes to catch a breath of fresh air; however, sometimes our indoor air quality could be improved. Common indoor air pollutants include benzene, formaldehyde, trichloroethylene, xylene, and ammonia. There are certain plants that can combat these indoor air pollutants, according to a study done by NASA.

Here are five plants that can improve your indoor air quality: 

  1. FLORIST’S CHRYSANTHEMUM (Chrysanthemum morifolium)
  • Helps to rid the air of: Trichloroethylene, formaldehyde, benzene, xylene, and ammonia.
  • Care: Keep the plant in cooler temperatures and keep the soil moist at all times. Requires bright light.
  • Toxic? Chrysanthemum leaves are toxic so keep this in a safe spot away from any furry friends and youngsters.
  1. PEACE LILY (Spathiphyllum ‘Mauna Loa’)
  • Helps rid the air of: Trichloroethylene, formaldehyde, benzene, xylene, and ammonia.
  • Care: Average room temperature is good for this plant. Keep the soil evenly moist and be sure to have a pot with a drainage hole. Bright light is recommended, but not direct sunlight.
  • Toxic? Yes
  1. ENGLISH IVY (Hedera helix)
  • Helps rid the air of: Trichloroethylene, formaldehyde, xylene, and benzene.
  • Care: Keep under bright light, preferably fluorescent. Soil should be kept moist spring through fall and a bit drier in winter. Ivy likes cool to average room temperatures.
  • Toxic? English Ivy leaves are toxic if eaten and can irritate the skin; it is always a good idea to wear gloves while handling this plant.
  1. BARBERTON DAISY (Gerbera jamesonii)
  • Helps rid the air of: Trichloroethylene, formaldehyde, and xylene.
  • Care: This plant requires bright light to full sun and thorough watering. Prefers cool to average temperatures.
  • Toxic? Non-toxic.
  1. BROADLEAF LADY PALM (Rhapis excelsa)
  • Helps rid the air of: Formaldehyde, xylene, and ammonia.
  • Care: Keep this plant in bright, but indirect light. Soil should be kept evenly moist in the spring and summer and should be dried out between watering in the winter.
  • Toxic? Non-toxic.

I invite you to create your indoor air sanctuary with these plants and test out your green thumb this winter!

 

Cover Photo Via Pixabay CC0