HAWAI'I E C O L O G Y P R O G R A M

HAWAI'I • PROGRAM OVERVIEW

LOCATIONMaui, the second largest island in the

Hawaiian Island Archipelago, boasts a diverse landscape as a result of its unique

combination of geology and climate. The protected waters off the southern and

western sides of Maui create a haven for whales, dolphins, sea turtles, and tropical fish.

This concentration of wildlife, in addition to Maui’s rich cultural history, makes it an ideal location to

experience the “aloha spirit” while contributing to authentic research projects.

ACADEMIC CONTENT

The focus of this program is scientific, but the biological research is part of a larger cultural, economic, political, and geographic context. Students will

complete 30 hours of classes in the following subjects:

• Island biology and ecology• Coral reef ecology• Wildlife conservation and management• Invasive species management• Scientific process• Geology • Hawaiian culture

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HAWAI'I • RESEARCH

FIELD RESEARCH PROJECTSWe invest deeply in the communities where we work. Our in-country field offices, located at each of our program sites, allow us to form partnerships with researchers, national parks, and local communities. For us, local connections are central to our mission of strengthening conservation efforts around the world. For you, it means a deeper, richer course experience.

Every EPI program provides hands-on field experience. While each of our sites has a unique focus and theme, they share a common DNA: meaningful field science and thoughtful engagement in local issues.

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MARINE DEBRISResearch Partner: Sharkastics

Marine debris negatively impacts wildlife and tourism. Sea turtles, crabs, monk seals, andother organisms that use beach habitat are threatened by the presence of marinedebris, and tourists do not want to visit beaches covered in trash. By collecting data forSharkastics, students contribute to a worldwide effort aimed at understanding wheremarine debris come from and how they travel around the world’s oceans.

Data collection techniques:

EPI students will walk along a north shore beach collecting marine debris. After the initial collection, debris are sortedinto categories specified on a data sheet used worldwide for tracking marine debris. Students weigh the debriscollected and catalog their findings in the Sharkastics database.

Highlights:

• EPI students contribute valuable data to a worldwide marine debris monitoring program• Students see worldwide connections as they examine debris that has arrived in Hawai'i from all over the world• Students develop scientific process skills – observing, hypothesizing, collecting data, analyzing data, putting data

into a database

Expected student contribution: 4-5 hours; Not every group will participate (Sharktastics schedule limitations)

More information available here: https://marinedebris.noaa.gov/research/monitoring-toolbox

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HAWAI'I • RESEARCH

INVASIVE SPECIES REMOVAL IN WAIKAMOI PRESERVEResearch Partner: The Nature Conservancy - Kerri Fey

The Nature Conservancy is the caretaker of the Waikamoi Preserve, an 8,951-acre highelevation native rainforest and alpine shrubland on the Eastern slope of Haleakalā. Thepreserve is home to 12 species of native birds, 7 of which are endangered, and hundreds ofnative plant species. The Nature Conservancy works to remove invasive plants, includingpine trees and Himalayan ginger, from the forest floor. They use GPS to monitor and mapthe spread of these plants over time.

Data Collection Techniques:

EPI students are given boundaries within a section of the rainforest and are shown how to identify and properly removeeither pine trees or Himalayan ginger. Using GPS units, students will mark the location and quantity of the pine or gingerplants they find. After the data collection process, students will learn to input the GPS data and view the resulting maps.They will also discuss how the data is used to inform conservation efforts.

Highlights:

• EPI students remove invasive plants, either pine trees or Himalayan ginger, from an intact native rainforest• Students develop scientific process skills –collecting data, analyzing data, putting data into a database, and

examining how data is used for conservation• Students are able to enter and work in a restricted access preserve to learn about the structure of a native rainforest,

the impact of invasive species, and the role of the rainforest in Maui’s watershed

Expected student contribution: 3-4 hours of conservation work and data collection and 2-3 hours of data analysis

More information available here: https://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/hawaii/placesweprotect/waikamoi.xml

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HERBIVOROUS REEF FISH STUDYResearch Partners: Polanui Hiu – Ekolu Lindsey

Polanui Hiu is a 200 acre community-managed section of reef in Lāhaina. Initial surveys by The Nature Conservancy have shown the reef to be heavily impacted by overfishing, recreational use, tourism, and development. Ongoing herbivorous fish surveys are being conducted in an effort to petition the Department of Aquatic Resources to designate the area as a no-take nursery area for herbivorous fishes.

Research techniques

EPI students will complete in-water presence and absence surveys for key herbivorous reef fish while snorkeling.

Highlights:

• Students learn reef fish identification strategies while snorkeling• EPI students work with the last remaining Hawaiian family that lives on this section of beach• Data collected goes directly into conservation efforts to preserve the reef• Students will explore the impact of humans on coral reef ecosystems and discuss ways they can take action in their

own communities

Expected student contribution: Approximately 1 hour

More information available here: https://polanuihiu.com/

HAWAI'I • RESEARCH

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WATER QUALITY TESTINGHawaiian Islands Land Trust (HILT) – Dr. Scott Fisher

Waihe'e Wetlands are part of the Nā Wai 'Ehā (The Four Waters) system of Wailuku, Waiehu, Waihe'e, and Waikapū. For the last 100 years, most of the water in this system has been diverted for agriculture, housing developments, and golf courses. The Office of Hawaiian Affairs and several local environmental organizations recently won a lawsuit that requires Wailuku Water Company to release more water into the streams. Since HILT does not have the time or resources to devote to water quality monitoring, they have asked EPI students to sample Waihe'e Wetland cattle ditch and Waihe'e stream.

Research techniques

EPI students will break into small groups and learn the research protocols for water quality testing. They will record their data and then report back to the group. Students will sample phosphate, nitrate, dissolved oxygen, turbidity, salinity, temperature, and coliform bacteria.

Highlights:

• EPI students use monitoring kits to make observations on the water quality of a wetland and stream habitat• Waihe'e’s wetlands are located at what is thought to be the first site Polynesians landed when they arrived in the

Hawaiian Islands

Expected student contribution: 1 hour of data collection

More information available here: http://www.hilt.org/protected-lands/maui/waihee-refuge

HAWAI'I • SERVICE PROJECTS

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TARO FARM SERVICE WORKMaui Cultural Lands, Inc.

In collaboration with the Maui Cultural Lands organization, EPI students will help small scale farmers practicing 800-year-old traditional Hawaiian agricultural methods that take into account the entire watershed and ridge-to-reef ecosystem, or ahupua'a. Students will learn about the importance of taro in the context of traditional Hawaiian culture and religious practices.

Project details:

Under the direction of a taro farmer, students will assist with weeding, planting and harvesting, and learning to prepare and cook traditional Hawaiian foods like poi.

Expected student contribution: 3-4 hours

HONOKŌWAI VALLEY RESTORATIONMaui Cultural Lands, Inc.

Honokōwai Valley is situated along the Honokōwai stream on the lower slopes of West Maui Mountain above Ka'anapli. It’s home to an 800-year-old village that was abandoned in the early 1900s when sugar plantation owners diverted all water out of the stream. The area is culturally significant to the Hawaiian people.

Project details:

EPI students will help restore the Honōkawai village by removing invasive plants. Students will also learn traditional uses of native and canoe plants and take a botanical tour.

Expected student contribution: Approximately 1 hour

CAMP OLOWALUStudents will enjoy camping at this popular public campground on Maui’s dry southwest coast. Campsites are tucked in between trees, next to the beach.

Room type Students per room Running water Toilet type Hot water Electricity

tent 3-4 flush

WAIHE'E CAMPGROUNDWaihe'e campground is located beachside on Maui’s wet north coast with beautiful mountain and ocean views. This 277-acre coastal site is on private land protected by the Hawaiian Islands Land Trust and is home to active restoration programs that are creating habitat for endangered species.

Room type Students per room Running water Toilet type Hot water Electricity

tent 3-4 pit

HAWAI'I • LODGING

EPI students will camp on course. Lodging is separated by gender, and students typically stay 3 to 4 to a tent.

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HAWAI'I • RISK MANAGEMENT

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Risk management and student safety always come first on an EPI course. EPI operates all programs to minimize the risk of injury or illness. Our goal is to provide a physically and emotionally safe environment on course. Risk management is addressed at every level in our organization from participant preparation, instructor selection and training, program design, and administration.

PROGRAM DESIGN• Program activities are selected with careful consideration of risk. • EPI hires professional outfitters to guide us during certain higher-risk

activities. We contract outfitters with excellent safety records.• Third party vendors (transportation, lodging, food services, etc.) are

reviewed to ensure quality of service and appropriate attention to safety.

ADMINISTRATIVE SUPPORT• Medical protocols, first aid kits, and emergency action plans are

developed in consultation with a U.S. based physician, a wilderness medical advisor, and our local partners. These processes are evaluated and revised every year.

• We have an established Emergency Response System which is reviewed and updated annually.

• Instructors carry a communication device in the field, and each program location operates a 24-hour contact phone while participants are in the field.

• An additional 24-hour contact phone is operated by our U.S. headquarters staff throughout our operating season.

• EPI has a Child Protection Policy that is built from internally recognized standards based on the UN Convention on the Rights of the Child.

INSTRUCTORS• At a minimum, all instructors are trained and certified in Wilderness First

Aid and CPR.• All courses have at least one certified Wilderness First Responder.• Instructors are trained in risk management on-site, with program-

specific training prior to each season.• Each instructor’s performance is reviewed after each course and at the

end of each season.• All staff and adults in a leadership role with groups must pass a

background check.

PARTICIPANTS• All participants are required to provide a detailed medical form signed

by a licensed medical professional which is then reviewed by EPI’s medical review team.

• Participants are provided with a risk management briefing before activities.

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KNOWLEDGE

Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly in relation to biodiversity and ecosystems

Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)

DISPOSITIONS Demonstrate the interest, sensitivity, responsibility, and intention to act for the sustainable use of natural resources

COMPETENCIES Demonstrate the skills and abilities to investigate and analyze environmental issues and make accurate conclusions about effective solutions

BEHAVIOR Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues, etc.)

INCREASING ENVIRONMENTAL LITERACYIn order for our participants to become stewards of conservation, they need to understand and value nature, have the necessary and relevant skills to take appropriate actions, and have the right dispositions to guide their behavior. In other words, they need to be environmentally literate.

While there are many definitions of environmental literacy, EPI draws upon the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) original concept and the North American Association of Environmental Education (NAAEE) revision to define an environmentally literate person as someone who demonstrates

the knowledge, dispositions, competencies, and behavior to actively engage, individually or as a group, in addressing environmental

challenges. The EPI curriculum is built around addressing these four components to increase environmental literacy in youth:

EPI’S FOUNDATIONTo build our educational framework, we researched best practices, lessons learned, and the latest developments in environmental and science education. Our framework integrates and builds upon components from:

• UNESCO Belgrade Declaration on Environmental Education (1978) • Framework for Assessing Environmental Literacy from the North American Association of Environmental Education (2011) • Framework for K-12 Science Education from the National Resource Council (2012) • Framework for 21st Century Learning from the Partnership for 21st Century Skills (2012) • North American Conservation Strategy from the Association of Fish and Wildlife Services (2011

WHAT MAKES EPI UNIQUE:While there are many initiatives that contribute to gains in knowledge and shifts in dispositions towards conservation, there are very few that contribute significantly to these attributes in addition to the development, application, and transfer of competencies. This approach is exactly what sets EPI apart. Our curriculum places a strong emphasis on competencies related to scientific inquiry as a process to increase critical thinking and creativity in our participants.

HAWAI'I • ACADEMICS

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