The story of restoring a Mabi-type rainforest on a steep volcanic cinder cone continues—with new insights, tough lessons, and resilient optimism. Since our last update, we’ve endured a long dry season, collected exciting experimental data, and uncovered critical findings that will shape the next phase of our syntropic restoration journey.

A Harsh Reality Sets In

By late September 2024, signs of seedling stress became undeniable. Our exposed restoration site—devoid of the natural shade provided by mature trees—offered little refuge from the searing sun and deepening drought. With no rain from early October through November, many seedlings began drying out, and urgent action was required.

Photos 1 & 2 (above): showing drought-affected seedlings; Photos 3 & 4 (below): CRS staff watering seedlings during the Dry season of 2024 

We mobilized quickly: irrigation lines were adapted to water four plots at once, mulch was temporarily shifted to allow water to reach the roots, then carefully replaced around each seedling to retain moisture, and each seedling received three liters of precious water. What followed were exhausting early morning and late-night watering shifts—sometimes stretching past 11 p.m.—under the beam of headlamps and the distant hum of sugarcane harvesters. We had shifted to night watering simply because it had become too hot during the day—for both people and plants. Midday evaporation was intense, and even the water itself warmed up before reaching the roots, reducing its effectiveness. 

Data-Driven Discoveries  

Amid the challenges, two student researchers conducted the first monitoring of our April 2024 planting. Their findings have given us new perspective on which species are best suited for this unique landscape: 

Survival Winners and Losers

The standout survivor was Syzygium australe (Lillypilly) with an 86.11% survival rate, followed by Neolitsea brassii at 83.33%. In contrast, Castanospermum australe (Black Bean) fared poorly, with only 55.55% surviving. 

Table 1. List of species planted on the cinder cone and their survival rates between April 2024 and November 2024.

Banana Companions Under Scrutiny

Our experiment with bananas as nurse plants revealed they may not be suitable for such dry, sloped terrain. Survival was low (only 8–24% across plots), likely due to their high water demand and the cone’s rapid runoff.

Table 2. Number of banana plants and their survival rate in each banana-containing plot. 

Growth Trends

While Neolitsea brassii showed little growth, Euroschinus falcatus thrived. Each species is teaching us more about resilience and adaptability in this extreme environment.

Table 2. Number of banana plants and their survival rate in each banana-containing plot. 

Soil Moisture Matters

As suspected, soil on the cinder cone had 32.2% less moisture than mature Mabi forest soils—an enormous hurdle for young plants. 

After the Rains, Another Challenge 

Rain finally arrived in December, breathing life back into many seedlings. Even some that looked like dry sticks began to leaf out again. But just as quickly, a new issue emerged: the weeds surged. Seedlings were soon buried under human-height pasture grass. The labor to rescue them was intense. Staff spent hours crawling through dense undergrowth to find and clear seedlings. Eventually, with the landowner’s consent, we applied a grass-specific herbicide—carefully and sparingly—with help from Queensland Parks and Wildlife Service. It was a turning point: finally, we could see the seedlings again. 

The Wet 2025 Season: Intense Rains, Fast Growth, and Fierce Weeds 

The Wet 2025 season delivered exactly what seedlings needed—heavy and consistent rainfall punctuated by occasional sunshine. Many previously stressed seedlings responded immediately, flushing out new growth. But with the rains came a surge in weeds, particularly vines like glycine and herbs like Bluetop, which thrived after the grass was suppressed by an earlier herbicide treatment. 

Fortunately, students arriving at the start of February jumped into action. Staff had pre-marked each seedling with pink tape to help identify them among the dense, dead grass and regrowth. Students methodically cleared vegetation by hand around each seedling, accelerating their access to sunlight and space. Their work made a measurable difference—growth was visible within days on many seedlings. 

The season also brought a major logistical milestone. A permanent fence was installed along the lower boundary of the 2024 planting site using 40kg concrete posts and quick-set cement, a labor-intensive effort shared by staff and students. This fence allowed cattle to continue grazing below the 2024 planting area while protecting new planting zones above. With support from TREAT, the local tree-planting NGO, augers were fitted with deep-drilling extensions to complete the installation quickly. A wildlife-friendly top wire without barbs capped the project. 

By March, the electric fence was relocated uphill to enclose the upcoming 2025 planting area. The rainy season, while demanding in labor and coordination, was ultimately a period of recovery and advancement for the project. Every step reinforced the collaborative, adaptive nature of this initiative—and how vital the timing and intensity of seasonal rains are for rainforest regeneration on the cone. 

Growing Smarter: The 2025 Approach 

Our experiences over the past year—and especially the lessons drawn from the 2024 planting—have deeply shaped our strategy for 2025. 

To begin, we’ve refined how we prepare the site. One key insight was allowing cattle to graze the new planting area right up until a week before planting. This helped suppress grass growth and dramatically reduced the labor needed for pre-planting grass removal. 

Species selection has also evolved. Poor performers like Black Bean were removed from this year’s planting mix, replaced by hardier Mabi rainforest species, including new additions such as Eleocarpus grandis, Flindersia schottiana, and Cardwellia sublimis. Each of the eight new plots features nine different species with four seedlings per species, following the same structure as 2024 but with a revised species list tailored to the cone’s tough conditions. 

We’ve also adapted our approach to companion planting. Based on last year’s low banana survival rates, bananas were replaced by Homalanthus novoguineensis (Bleeding Heart), a fast-growing pioneer species expected to offer better shade and support for the seedlings. 

Site preparation began in March with intensive lantana removal—an invasive shrub avoided by cattle that had taken over parts of the paddock. By early April, with fencing in place, students and staff measured plots, drilled holes, and added water crystals and fertilizer.  

On April 12th, 28 students and 6 staff successfully planted 288 seedlings. This time, seedlings were watered into the ground—a first for the project—thanks to improved water access via dual 1000-liter water pods installed just below the planting zone. 

After planting, cardboard was placed around each seedling to conserve moisture, and one week later, a grass-specific herbicide was applied to manage early weed competition. These steps reflect our growing toolkit of restoration strategies—each informed by data, observation, and experience. 

Looking Ahead 

As we enter the dry season, we’ll be closely monitoring the 2025 planting to see how this new generation of seedlings responds. Each phase of this project teaches us more about what it takes to bring rainforest life back to the cone. With every root in the ground and every adjustment made, we edge closer to building a restoration model for even the harshest environments. 

Restoring a rainforest on a steep volcanic slope—with no existing blueprint—demands grit, adaptability, and collective effort. To our partners and donors: thank you for helping us grow both knowledge and forests, seedling by seedling. 

To further support the cinder cone project, please consider making a donation.  

Eric’s most recent reunion with his cohort may not have been large, but it was filled with heartfelt moments. Due to illness and unforeseen circumstances, only five of his fellow alumni could attend, along with a few children and partners. But despite the smaller turnout, they managed to relive the magic of their time together in Tanzania – sharing stories, playing cards just like they did back in the bandas, and even discovering an authentic East African restaurant that brought a taste of Tanzania to their reunion. While they also held a virtual reunion during the pandemic to celebrate their 5-year anniversary, nothing compares to the joy of being together in person again, laughing and reminiscing about their shared experiences.

The reunion flag, now having traveled to seven states and even Grand Cayman, has become a physical representation of the deep connections formed during Eric’s time in Tanzania. Each time the flag travels to a new location and is signed by another cohort member, it brings Eric a step closer to his ultimate goal. “Driving through the Serengeti gate and waking up early to hike as a group to watch the last sunrise atop Moyo Hill are memories locked in my mind forever,” Eric recalls fondly. “Our group was the first to be entirely located at the Tanzania center [instead of splitting time between Tanzania and Kenya, as previous cohorts had done], and despite being the largest group they’d had, we were incredibly close. It was a special time.”

Eric’s time in Tanzania had a lasting impact not only on his friendships but also on his career. As a Zoology major at the University of Wisconsin, Eric’s Directed Research focused on human-animal relations, particularly the perceptions of human-wildlife conflict surrounding mesopredators, crows, and raptors. His experiences in Tanzania ignited a passion for understanding how people and animals coexist, something that continues to influence his professional life. After graduating, he started Walsh Visual Media, a photography business that drew from the images he captured during his time in Tanzania.

Later, Eric went on to become a marine mammal trainer at the Aquarium of Niagara, working with seals, sea lions, and penguins. After six years in training, Eric transitioned into the ​​Aquarium’s Communications department, where he now oversees the ​​Aquarium’s media channels and shapes content strategy. Through his work, he continues to tell the stories of rescued and non-releasable animals, using storytelling to engage the public in important conversations about conservation and how humans share the world with animals.

But perhaps the most lasting impact of Eric’s time with SFS is the friendships he formed. He has reconnected with more than 15 people from his cohort over the years. Three of them were even part of his wedding, and one is his daughter’s godfather. These deep, lifelong connections speak to the power of shared experiences and the lasting bonds that form when people come together for a meaningful cause.

Eric’s reunion flag continues to travel the world, and as he carries it to each new reunion, it serves as a reminder of the friendships, memories, and lessons that have shaped his life. His dream of returning to Moyo Hill, with his family and the flag in tow, remains a powerful goal. For Eric, the flag represents not just a place and a time, but the enduring connections that continue to influence his journey, both personally and professionally. And one day, when the flag finally reaches its destination, it will complete a circle that has spanned years, states, and continents – a testament to the lasting impact of his SFS experience in Tanzania.

Over the years, Trees for the Evelyn and Atherton Tablelands (TREAT) has been a source of knowledge on restoration methods and experiences in restoration practices for students and faculty of the Center for Rainforest Studies (CRS) in Australia. By partnering with TREAT, students have had the opportunity to learn about the history of local restoration efforts, as well as standard planting procedures.  

In 2022, the Center was approached by local landowners requesting assistance in the restoration of an endangered type of rainforest, the Mabi rainforest, on a cinder cone volcano on their property. Mabi rainforest had been completely removed from this volcano in the 1980’s to use the area for cattle grazing. Today, only about 4.5% of the original extent of this rainforest type is left on the Atherton Tablelands where CRS is located.  

Since the landowners are allowing us to restore this rainforest type on approximately 7.5ha, this restoration project will take several years to be completed. Additionally, the project provides the Center with numerous opportunities to do intensive research on Mabi restoration on cinder cone volcanoes since this type of rainforest has never been restored on steep volcanoes.  

GETTING STARTED 

The restoration project began during the dry season of 2023 with generous financial support from SFS alumni and donors. Contributions allowed the Center to fence off an 1800m² area from the existing cattle paddock via an electric fence, perform extensive weed control, conduct soil analysis, and collect baseline data for monitoring the development of restoration. 

Students from the spring 2024 semester took inspiration from previous student cohorts and TREAT to commence restoring Mabi rainforest on the first plot of the cinder cone during this year’s wet season. This first planting required overcoming some major challenges. 

The first challenge arose due to the landowner’s request to not use herbicides as means of weed removal. This required countless weeks of cutting grass manually on this first 60x32m planting plot as grass had grown immensely after the plot was first isolated from the surrounding cattle. Additional donations allowed for the purchase of hedge cutters and other materials to make the work possible. Although a more laborious process, not using herbicides provides added soil benefits and allows students to compare seedling growth on this site with that of seedlings on a similar Mabi site that was treated with RoundUp (glyphosate). 

The second challenge was the steep slopes of the cinder cone, which measured to be around 45 degrees in incline in some areas. The steep angle results in a plot of land prone to water runoff and soil erosion. To combat this issue, a decision was made to add a syntropic element to the typical TREAT method of planting. Syntropic farming is a type of regenerative agroforestry developed by farmer and ecologist Ernst Gosch (Götsch, 2018). It involves mimicking natural forests in structure and function, outcompeting grassy weeds while maximizing ground cover and water retention with taller, shade-giving companion plants.  

After speaking to a local syntropic farmer, SFS students learned that banana plants are a perfect companion to support seedling growth. They grow fast to provide shade for shade-loving species and hold water in their leaves and trunks—which can be later pruned to create ground cover and natural fertilizer. To test the effect of incorporating syntropic principles into restoration, eight subplots (measuring 11x11m) were created within the first planting plot, with banana plants between the native seedlings in four of the eight subplots and four control subplots without interspersed banana plants. The subplots were arranged in random order to reduce bias from placement on the cinder cone (see Figures 1 & 2). 

In each of the eight subplots, holes for native seedlings were placed 1.57m apart, creating a 6×6 grid.

Dead grass and roots had to be removed from the drill spots using hoes to allow for digging holes with an auger (see Figure 3).

In early April 2023, SFS students and faculty picked up banana plants from ‘Petals in the Park,’ a syntropic permaculture farm on the Atherton Tablelands. Digging out banana saplings was an interesting task for the students—large banana trees have many saplings around them which needed to be dug up and tops cut off. Students learned interesting tips for planting, including banana saplings are best planted upside down! When placed upside down, they grow like a hook before appearing above the ground. This method improves root stability, which is especially important when planting at a windy site (and the cinder cone is indeed windy!).

The next stop was Lake Eacham Nursery to pick up 288 native seedlings, complements of TREAT and Queensland’s Park and Wildlife Service (QPWS). Nursery staff and volunteers from the community had prepared the seedlings and gave us advice on how to prepare them overnight for their “birthday” the next day. 

On planting day, students and faculty transported the 288 native seedlings, 100 banana saplings, buckets with water crystals, and 25kg of fertilizer to the cinder cone and distributed everything to the previously created planting holes. Later that morning, additional SFS students arrived to help plant the seedlings into the holes that had been prepared (see Figures 4, 5 & 6). No lesson or bit of advice was cast aside, as banana saplings were planted upside down between the native seedlings for optimal growth.  

Future SFS Australia students will monitor the growth of seedlings to compare their growth between subplots with and without banana plants. For this purpose, students and faculty measured every seedling that was planted. Each subplot has the same Mabi seedling species composition (nine species in total) with four stems of each species making that comparison possible. Surveys were also completed of ants and dung beetles, as well as soil samples, to provide baseline data to monitor changes of these attributes while native Mabi rainforest slowly establishes.  

PROTECTING THE “GREEN BABIES” FROM EXTREME WEATHER CONDITIONS

As the tropical winter emerged (June to August), night time temperatures can drop considerably due to the higher elevation of the Atherton Tablelands, raising concerns of frost affecting the seedlings. This was a worry since the seedlings were fully exposed to the elements. But, although the Atherton Tablelands experienced two nights of frost in August 2024, we were lucky as no seedling showed signs of frost impact; some only showed some black spots at the lower leaves which were attributed to lasting wet conditions during the winter (Figure 7). The fact that our seedlings were not affected by these frost events was mainly due to the slight elevation of our planted plot on the cinder cone, as frost is mainly located in lower areas. To protect the seedlings from further frost impacts, mulch was added by utilizing the cut grass that accumulated from weed control, which was packed around each seedling.  

Dry seasons in the Wet Tropics can be just as severe and dramatically reduce the survival rate of the seedlings. With the upcoming dry season approaching (which is usually from September to December), the next priority became the transportation of water to the planted area at the cinder cone. QPWS provided two 300-liter water tanks and a pump to the Center, while a volunteer from TREAT donated a 1,000-liter trough to the project. The next cohort of SFS students transported the trough to the fenced-off area to be filled with water as a temporary watering source. 

During the first summer semester, students collected water from the trough by buckets to be carried uphill and distributed equal amounts of water to each seedling using measuring cups. Providing equal amounts of water to each seedling is particularly important to the experiment as we want to monitor the growth of seedlings under different conditions (with and without bananas), not due to different amounts of water the seedlings received.  

In the meantime, a proper irrigation system was being developed with input from QPWS to utilize two 1,000-liter water pods that were secured by the landowners.

For this to happen, the two water pods had to be transported and placed in the top center of the planted area and connected with a pump on the owner’s property that retrieved water from their well (approximately 1,000 meters away). Water could then be pumped to the water pods and gravity could be used to drain water from them to the seedlings via small hoses.  

In July, students from the second summer semester worked amongst the cattle to prepare the area for the pods before moving them in place, which was no small task—each weighed 60kg! (Figures 8 – 13)  

At the end of July, the Center was awarded an environmental grant from the Tablelands Regional Council to purchase material for the remaining irrigation system. This included two 500m long rolls of thick pipes. Their size and material thickness were chosen to protect them from being damaged by cattle, while also allowing water under considerable pressure to be pumped up the hill to the water pods. (Figures 14 & 15) 

PROJECT PLANS

This project is not only benefiting the local environment, but it is serving as an ongoing research opportunity for SFS. The project will continue over the several years. SFS plans to restore this Mabi-type rainforest on 75,000m² of this cinder cone. During each wet season, students will plant another area by including research questions. Each year, we will pick another research question so that, over the years, we understand how to better restore Mabi rainforest on a steep cinder cone volcano. During our summer sessions and the dry semesters students will carefully monitor the progress of seedling growth to answer the research questions. 
 
SFS is seeking additional support to ensure the survival and growth of the seedlings, and fence off a new, much steeper area to continue restoration in the coming year (see Figures 17 & 18 with elevation profile). Your donation can make a significant impact by providing essential resources for students to further develop and track the progress of the restoration. 

REFERENCE

Götsch, E. (2018). Differences between organic and syntropic farming – Agenda Gotsch. Agendagotsch.com. Available at: https://agendagotsch.com/en/diferencas-entre-a-agricultura-sintropica-e-organica-2/ 

GET INVOLVED

100% of your donation dollars will go towards this important sustainability project. Thank you for your consideration, and for supporting the next generation of environmental leaders. 

In the spring of 2018, Camila joined SFS in Panama for a study abroad program that significantly influenced her career path. Under the mentorship of Dr. Leon Mach, our Associate Professor in Environmental Policy and Socioeconomic Values, she undertook a Directed Research project that laid the foundation for her future research.

Together, Camila and Dr. Mach recently published her group’s Directed Research project in the academic journal Tourism Management. This study explored stakeholder perspectives on governance in marine protected areas, emphasizing the need for local stakeholder involvement in decision-making processes.

They also had the opportunity to present their findings at the National Environment and Recreation Research Conference, showcasing their impactful work.

Camila’s academic journey continued as she pursued a Master of Science from the University of Georgia’s Parks, Recreation, and Tourism Program at the Warnell School of Forestry and Natural Resources.

With Dr. Mach serving on her committee, they once again collaborated to publish her master’s research in the Journal of Sustainable Tourism. This qualitative case study explored the impact of protected area expansion on the Ngöbe Indigenous community of Salt Creek in Panama. Their findings suggest that repairing social capital is vital for achieving sustainable tourism and better aligning with the ethos of collaborative governance.

Apart from her academic endeavors, Camila is one of the founders and the coordinator of ALTUS (Alianza Latinoamericana de Turismo Sostenible), a community-based tourism initiative championed by the Inter-American Foundation. This network involves community-based tourism organizations in 12 Latin American countries and aims to promote knowledge, experience sharing, and capacity building for rural communities engaged in tourism. She also works as a contractor in a socio-economic monitoring data collection effort for the National Park Service in the United States. 

We are especially proud to share that Camila will be returning to Bocas del Toro, where her journey with us began, as a Smithsonian Tropical Research Institute fellow. She will conduct vital research on community perceptions of how erosion and sea-level rise impact their lives, a project that promises to bring significant insights and potential solutions to these pressing issues.

Camila’s story is a testament to the dedication of our faculty in mentoring students, both during and after their time with us. Her achievements inspire us all, and we look forward to following her continued success.

Joy installing a light on a boma in Olgulului GR. Photo credit: Elspeth Collard

Our motivation for this project comes from the impactful experiences we had while studying abroad with the SFS Kenya program. During our study abroad we learned about the issue of human-wildlife conflict (HWC) from a scientific, ecological perspective as well as from a local, human perspective. As we interviewed local people, we heard repeatedly about how detrimental this issue was to Maasai pastoralist livelihoods. This was the primary inspiration for our project: implementing a solution that would contribute to the need for coexistence.

Olgulului Group Ranch, the setting of our project, is a rural area in the Amboseli Ecosystem that borders the unfenced Amboseli National Park. The park’s proximity to local Maasai communities creates conflict with wildlife as they disperse from the park. Maasai bomas (compounds that contain both resident shelters and livestock pens) are frequently attacked by predators (e.g. hyenas and lions), usually at night, to prey on the livestock held inside. A week before our project began, 10 lions that had ventured out of Amboseli National Park and preyed on the livestock of multiple local homesteads were killed by local pastoralists in the span of a week (Africa News, 2023; Big Life, 2023). This incident is indicative of the continually mounting tensions between humans and wildlife in the area. Current compensation programs for HWC-related damages and boma fencing programs, while beneficial in addressing HWC, are costly.

This project was designed as a pilot study to determine the effectiveness of a low-cost strategy, predator-deterrent lights, in preventing predator attacks on Maasai bomas in Olgulului Group Ranch (in conjunction with well-maintained natural fencing). The PDLs will be studied over an extended period of time and if they are found to be effective, we have provided further information to community members and local organizations, making it possible to expand the installation of PDLs and protect more bomas from predator attacks.

The idea of installing solar-powered, flashing lights to mitigate predator attacks began in 2014 with a then 11-year-old Maasai boy, Richard Turere. Predator deterrent lights (PDLs) have now been installed across Kenya, Tanzania, and Zambia. As the lights have gained popularity, they have been continually enhanced and studied. A 5-month study of the lights in Kimana and Olgulului Group Ranches found that there was a significantly lower number of predator attacks and livestock deaths for bomas that had PDLs in comparison to prior to light installment and control bomas, respectively (Okema, 2018).

Close-up of installed PDL, designed and manufactured by Coexistech Ltd. Photo credit: Elspeth Collard

For this project we collaborated with the local Amboseli branch of the nongovernmental organization, Born Free, which specializes in human-wildlife conflict mitigation. We first engaged with them while studying abroad with SFS in 2021. Based on their familiarity with predation incidence and mitigation strategies in Amboseli, Born Free helped us in selecting a village that had not benefited from other human-wildlife conflict mitigation strategies, such as a compensation program or reinforced fencing, but borders the unfenced Amboseli National Park and experiences high levels of predation. In collaboration with Born Free’s Amboseli Community Engagement Officer, Stephen Melubo, we held a community meeting in the selected village to communicate the goals of the project, introduce the lights and how they function, and facilitate the selection of which homesteads would receive lights. During this meeting, the community discussed which homesteads had the highest incidences of predation and decided which ones would have lights installed. These decisions were also cross referenced with Born Free’s predator attack incidence data for homesteads in the area.

Then, over the course of three days, we installed 178 lights at 19 homesteads. A questionnaire was administered at each participating homestead as well as control bomas (that did not have lights installed) to collect data related to the homestead’s demographics, location, socioeconomic status, and predation incidence. When asked about the status of their living conditions, 100% of respondents reported worsened living conditions, with 100% pointing to livestock loss as a cause of the decrease in living conditions and 77% also selecting wildlife conflict as a cause. 92% of respondents reported their number of livestock decreasing in the last year.

Boma owner with PDL. Photo credit: Elspeth Collard

After installation, there are plans for a wrap-up community meeting to provide further PDL training and to get feedback about the project from the community. At this meeting, energy-saving stoves and plaques with Born Free’s contact information were also given to each participating homestead (including controls).

All participating homesteads (including controls) will have a follow up questionnaire conducted by a Born Free representative every 6 months for 3 years (June 2023 – 2026) to assess the effectiveness and impact of the lights. Born Free has expressed interest expand the PDL program if the lights prove to be effective in Amboseli.
 
Contact

Elspeth Collard elspethcollard@gmail.com
Joy Oakes joakes@zagmail.gonzaga.edu

The experience lingers long after the program ends and helps to shape thinking about important life choices well into the future.

 
Four years ago, I decided to participate in the SFS program in Cambodia, wanting very much to experience life and learning in a culture significantly different from the U.S. I had spent seven years living in Costa Rica between first and eighth grade and it was the most formative experience in my life. My time in Costa Rica only whetted my appetite to explore another culture, not only for the academic experience of studying an environment in a region of the world of significant importance, but to better understand the nature of human relationships and try to get a feel for the similarities and differences across cultures.

What I didn’t expect, however, was how the experience shaped not only my thinking, but helped clarify my values and, as I learned, those of others in my group.
 

Photo provided by Mackenzie Cramer.

 
I focused on the impact of climate change on Tonle Sap, the largest freshwater lake in Southeast Asia. The forces of climate change, overfishing, and poor natural resource management practices continue to have a devastating impact on hundreds of thousands of Cambodians who directly or indirectly rely on Tonle Sap and, more broadly, the Mekong river, for their life and livelihoods. Even though the crisis is worsening, there are few resources to help those displaced by the loss of their livelihood to transition into a life that frequently means relocating to an unfamiliar urban area, and often without the job and life skills necessary to be successful.

In many respects, the struggles of Cambodians tied to Tonle Sap reminded me of the challenges faced by those in the U.S. who have been displaced by the forces of globalization, climate change, and structural conditions that leave many people behind. It sharpened my focus and steeled my resolve to work with individuals, families, and communities left behind, neglected, or forgotten by situations over which they have no control and, oftentimes, in which they have no a voice.

 

Photo provided by Mackenzie Cramer.

 
After returning from the SFS experience in Cambodia, I completed a Bachelor of Social Work (BSW) and Master of Social Work (MSW) and became a Licensed Social Worker. What I learned and experienced in Cambodia was instrumental in choosing my career path, and many of my SFS friends and classmates who went on to join the Peace Corps or NGOs focused on environmental stewardship, conservation, and environmental justice. The program was a good fit for me and others who were non-science majors. I call it the ‘SFS Effect.’ The experience lingers long after the program ends, and helps to shape thinking about important life choices well into the future.

Students who are seeking an experience that can enhance, sharpen, or even transform their thinking and perspective would do well to consider the SFS program in Cambodia. Then they, too, can experience firsthand the SFS Effect.
 

Photo provided by Mackenzie Cramer.

 

What learnings or goals from your work leading the SFS Cambodia Center remain present in your current work?

As Center Director, I oversaw both the strategic research direction and scope of the experiential studies, which provided a rich exposure to different ecosystems, communities, conservation, and development actors and environmental challenges. I learned the importance of working closely with communities to address environmental problems and support sustainable development and I understood the unique challenges that local partners and communities face in seeking to address environmental degradation and support conservation. These lessons continue to inform the approaches and partnerships that are taken through my work with UNEP to support Member States to address the triple planetary crisis through environmental law and governance.
 

What can you tell us about your work in climate justice today in Southeast Asia? What is UNEP working to do in the area?  

In my role, I support 41 Members States across Asia and the Pacific to implement good environmental governance and advance environmental rule of law. Good environmental governance addresses issues of environmental justice–including climate justice–by upholding procedural rights, including rights to participation, access to information, prior and informed consent, and access to justice. Adequate procedural rights are essential in order to promote, protect, and respect substantive rights, including rights to land; access to natural resources; and the right to a safe, clean, healthy, and sustainable environment, particularly for persons and groups in vulnerable situations, including children (Learn more). Promoting, protecting, and respecting these rights is closely linked to trends in environmental justice–evidence has shown that environmental harm disproportionately impacts individuals, groups, and peoples already living in vulnerable situations – including women; children; the poor; ethnic, sexual, and gender minorities; migrants; Indigenous people; older persons; and persons with disabilities. Climate justice acknowledges that certain groups are disproportionately affected by the impacts of climate change, and it seeks to address these inequalities within all climate action, including mitigation and adaptation strategies (Learn more). Climate justice includes issues of distributive justice and the disproportionate impacts of climate change on children, youth, and future generations. There are issues of both inter-generational and intra-generational equity. Through providing recommendations to Member States and other stakeholders and in undertaking capacity building and technical legal assistance, we ensure a rights-based approach to addressing climate change and address obstacles to climate justice. You can read more about the specific ways in which we work to address climate justice in Environmental Rights Brief: Climate Justice in Southeast Asia.

What would you say to SFS students (and caring citizens everywhere!) wondering how they can contribute to climate justice?

You can learn more about the issues by reading widely and taking courses on the topic (such as UNEP’s courses on InforMEA3), you can understand the problem in the field and explore solutions through experiential learning with SFS (I have had former students study climate justice and migration issues in Cambodia), you can get engaged in intergovernmental processes to have your voices heard through youth constituencies such as YOUNGO and the UN Major Group on Children and Youth (MGCY) or the UNEP MGCY, and you can promote and protect children’s rights to a healthy environment (read here to learn more).
 

How can a study abroad experience like that with SFS prepare a student for a career path like yours with the United Nations? 

A global perspective is valuable in the UN, as is experience within different cultures and traditions. SFS can prepare students by building not only environmental consciousness but also social awareness that enables the pursuit of environmental justice. SFS also exposes students to a variety of partnerships and ways of addressing environmental challenges as well as providing a robust academic experience, all of which are important foundations for a career with the UN.
 

Any message for alumni of SFS Cambodia who may be following along today? Any advice for future SFS students?  

For alums: Stay motivated! The triple planetary crisis of pollution, biodiversity loss, and climate change needs everyone to step up and work to protect people and the planet. Also, the world needs more environmental lawyers, so if you are thinking of next steps, consider environmental law!

For future students: The experience an SFS program provides is incredibly valuable to really allow you to understand the nuances and complexities of environmental challenges, but also how these can be addressed in partnership with communities, government, business, and civil society. This experience will surely assist a future career in the environmental field!  

Georgina observing a Green Peafowl at BeTreed during her time with SFS Cambodia.
 

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Curious to learn a bit more about the SFS Cambodia Center? Click here to read about why we’re based there, our environmental research focus, how we connect and support the local community, and even take a tour of the Center.

A heartfelt ‘thank you’ from our centers around the world, to each of you who made returning to these centers possible!

The past 18 months have impacted everyone, everywhere, deeply. Here at SFS, it began with the difficult decision to evacuate our faculty and staff around the world in early 2020. Thanks to your patience and steadfast support, we weathered the difficult period that followed and have returned to the field.

Today, we are back doing what we do best–living and learning with students in the incredible communities and environments where are centers are based. We are profoundly grateful to the students, staff, faculty, donors, trustees, and sending institutions that made our return to the field possible. As 2021 comes to a close, all of us at SFS send a heartfelt thank you for your commitment to SFS. Click below to hear from our team and students around the world!

Click on the video above to hear from our faculty, staff, and students around the world.

 

I have been away from Panama for about three months now, and the nostalgia and longing I feel for the month I spent there is still just as strong as it was when I boarded that plane home.

Close your eyes.

Imagine that you are on a beach, the hot, golden sand shifting beneath your feet, enveloping your toes as you wiggle them deeper into the grains. The sound of rustling palm leaves blowing in the breeze and the lapping of the Caribbean Ocean waves dominate the acoustic space which, when coupled with the humid, salty air, creates a tropical paradise.

Referring to a place as ‘paradise’ is quite a grandiose statement to make, but Panama is one of the few locations that fits this description. I firmly believe that in order for a place to be paradisiacal, it needs to be mentally stimulating as well as visually attractive. Hence, the allure of studying abroad here. You learn to appreciate the sandy beaches, coral reefs, mangroves, and rainforests in a much more nuanced and intellectual way. For example, you can snorkel in a reef and identify the different fish that swim past you, peeking in and out of the sea whips. Instead of looking at a fish and merely thinking about how pretty it is, you can instead identify the fish by the common and latin name, understand its role in the food chain, and even evaluate its impact in the marine environment. You gain so much more appreciation for each organism when you can understand the context and environment that surrounds it.
 

Sequoia and her snorkel partner. (Photo: Jamie Robinson).
 

I have been away from Panama for about three months now, and the nostalgia and longing I feel for the month I spent there is still just as strong as it was when I boarded that plane home. I’m not sure whether it’s the ocean, the students, the staff, the sun, or the food (shout out to Hugo’s cooking), but I miss Panama in a way that I’ve never missed a place before. I think this emotional longing stems from the fact that Panama transforms each student who lives there, no matter how short a time. The constant immersion (literally) in the marine environment ensures that you never stop learning. You are similar to the sea sponges that will frequent your photo reels after a snorkel: you never stop soaking it up.
 

Coral spotted during a class snorkel. (Photo: Jamie Robinson).

 
You spend your days learning how to snorkel, listening to Alexis teach you how to duck dive, taking notes underwater (arguably the best place to take notes), and recording fish and frog counts. You hike through rainforests, visit bat caves, and learn how to make chocolate at a chocolate farm.

But Panama educates you both inside and outside of the classroom. Beyond MPA research, you learn about the people and ways of life in Bocas del Toro. From the taxi rides to town, to the local surf competitions, to the delicious seafood restaurants, you experience a cultural education that rivals the scholastic instruction. Some of my fondest memories are of meeting new friends while SCUBA diving and surfing, dancing at Selina’s, celebrating my birthday on the pirate ship, and eating cookies at Amaranto’s cafe. As cliché as it sounds, Panama teaches you to slow down and lead a more leisurely life. You leave behind the rigidity of the timetables and productivity expectations that the U.S. emphasizes and instead focus more on living in the moment, enjoying the ecosystems around you, and learning about the marine park. It’s an extremely soul-satisfying way to live, and even more so considering you’re doing it for school! So many times during my time there, I would stop and look around me, wondering in euphoric shock, “How am I getting school credit for this? I am having SO much fun!” I was literally getting college credit to snorkel in the Caribbean! School will never get any cooler than that. Even the assignments and lectures were extremely stimulating and fascinating.
 

A starfish spotted on mangrove roots. (Photo: Emma Cotter).
 

And the best part is, the skills and knowledge that you learn in Panama are transferable to many different situations and lifestyles. I only realized how much I learned in Panama after I left. Recently, I was snorkeling in Sicily and was able to identify multiple different fish and organisms around me. Additionally, I was able to strike up a conversation with the boat captain about marine parks in Italy. I drew on the pool of knowledge that I cultivated in Panama and was able to discuss how the lack of enforcement in the Sicilian MPA was resulting in overfishing and a corresponding lack of biodiversity and biomass. It was an extremely empowering experience to be able to have an educated and informed conversation with the captain, and it was all possible because of my time in Bocas del Toro and the teachings of Cinda, Leon, and Holly. The things you learn in Panama, both about yourself and the underwater world, will stay with you forever and will aid you in further travels and marine explorations.
 

A nurse shark spotted during class. (Photo: Jamie Robinson).
 

Not only does the knowledge that you learn stay with you, but so do the friendships. The people that I met in Panama are easily some of the most adventurous, inspiring, and kind people I have ever met. Every day spent with them was a day of laughter, storytelling, and bonding. Even though we all came from different states and schools, by the end of a month we were the best of friends. For example, I keep in daily contact with some of the friends I made and am planning a trip with two of my peers. I eagerly look forward to the day when I can see them again. All of the students led such diverse and exciting lives that continuously inspired me to emulate them. From studying abroad in New Zealand, to snorkeling with whale sharks, to living in Rome, to getting SCUBA certified in Thailand, my peers always galvanized me to add things to my bucket list. I couldn’t help but want to travel to new countries as I sat around the dinner table, listening to their wild and riveting stories over plates of coconut rice and johnny bread. The friends that I made amongst the students and the staff were easily the best part of my trip. They made me feel welcomed, supported, and valued in a way that rivals any group that I have ever met before.

My month in Panama will forever remain in my memory as the month of sandy toes, tangled hair, and salty skin. I spent every second adventuring, laughing, and learning, and if that’s not the definition of paradise, I don’t know what is.

_______

Curious to learn a bit more about the SFS Panama Center? Click here to read about why we’re based there, our environmental research focus, how we connect and support the local community, and even take a tour of the Center.