Through the completion of two degrees in Environmental Science and Spanish, I have acquired a multitude of skills across various disciplines. From learning remote sensing software, environmental education, and birding, each endeavor has allowed me to acquire a unique skillset that I have developed and practiced throughout my professional and personal journey at university. They intersect in numerous ways, so I'll share a bit about each.
I conducted an analysis of quantifying rates of deforestation in the Amazon Rainforest of Brazil by using QGIS software. I downloaded and processed satellite imagery from the United States Geological Survey (USGS) and uploaded it to QGIS. Performing a normalized difference vegetation index (NDVI) on three satellite images of Rondónia, Brazil, I was able to create a threshold to identify healthy and deforested areas. I then created a multi-date image to quantify how much area had been deforested and determine when the deforestation occurred.
NDVI of Landsat 8 imagery from USGS
Multi-date image of 2013, 2019, and 2022 deforestation using a threshold of 0.322
Students reading a 'secret message' that explained the camouflauge lesson
Students using the 4th grade field guide I developed
I led a group of 15 students from El Camino del Río/River Road's 4th grade class through trails on Mt Pisgah, near Eugene, Oregon. This trip followed 5 weeks of learning about terrestrial migratory bird species, and how to identify them. It took place during spring of 2023, so the goal was for students to identify at least one of the migratory species we learned about. I started the morning by taking attendance and checking in with my students. I planned out our three sites for the day, and at each location explained how to identify each new bird we identified by sight. I taught the students how to properly identify and take field notes in their journals of what birds we observed. While leading students, I kept them engaged and focused on content while ensuring they had a fun time enjoying nature.
A key component to environmental education is understanding how to engage students through interpretive lessons even when there is pushback. This has often taken the form of behavior management through inclusive leadership practices when I facilitate for student groups. In one incident, when a student of mine did not want to participate in the camouflage adaptation game, I came up with a creative solution to ensure they did not miss out on the activity but still had fun. For context, the student did not want to use the mud to camouflage their body. I gave the student space and then I talked to them about their frustrations. I asked how I could best support them, and we came to a collaborative solution that involved them camoflauging some of my materials instead of themselves. This resulted in both the student and myself completing the activity, learning adaptations, and getting excited about nature.
On the coast watching gulls and sandpipers
I have developed the ability to identify birds from their morphology, calls, and behavior through coursework and leading student groups as an instructor. My favorite local birds to observe are the Yellow Warbler and Western Tanager because of their beautiful colors. On a hike I went on last spring, I used my Merlin ID app, and hiked along the coast and used the sound feature to identify bird calls. My binoculars allowed me to identify different colorings and feather patterns between male and female birds. I kept track in my field notebook that I have been working on for the past two years.