These are just two examples of how Fall 2018 students have, as part of their marine policy class, partnered with outside organizations to craft solutions to real-world marine and coastal policy issues.
The students are working as part of the Williams-Mystic Marine and Coastal Policy Research Group, made up of four small teams. Each small group partners with a different organization. This semester, these client organizations included: Save the Bay, an environmental advocacy group for Rhode Island’s Narraganset Bay; the Eastern Shore Land Conservancy, a nonprofit land conservation organization focused on Maryland’s Eastern Shore; the California State Lands Commission; and the Gulf of Maine Research Institute, a nonprofit marine science center and research institute.
Each team completed research that culminated in a policy brief, which offers concrete solutions for the small group’s client organization to implement.
In crafting these policy briefs, the student researchers drew on knowledge from their marine policy class. They interviewed dozens of stakeholders, including attorneys, congressional staffers, commercial fishermen, and scientists.
The students also incorporated knowledge from a variety of disciplines. The group working with the Gulf of Maine Research Institute, for instance, used a variety of ecological models to assess how oyster aquaculture might affect coastal ecosystems in Maine. Students working with the California State Lands Commission, meanwhile, investigated tools the Commission could use to identify environmental justice communities.
This week, the students’ work culminated not just in four policy briefs (look below to read the briefs in full!), but also in presentations to each of the four client organizations. At several of these organizations, students connected with Williams-Mystic alumni, including Jonathan Labaree (S’84) at the Gulf of Maine Research Institute.
For the client organizations, the presentations and briefs were an opportunity to learn more about issues they might not have had the time and resources to delve into otherwise.
For the student researchers, the projects have been a chance to learn by incorporating knowledge from a wide range of disciplines in order to solve real-world problems — and to meet people active in marine and coastal policy from across the country while doing so.
You can read the students’ briefs for yourself below:
To hear more, you can also attend the Williams-Mystic Marine and Coastal Policy Research Group’s public presentations!
The presentations will take place on Tuesday, December 18, 2018 from 9–11 am in the Masin Room of the Mystic Seaport Museum’s Thompson Exhibition Building. (Simply ask visitor reception staff at the Museum for directions to the Williams-Mystic presentations when you arrive.)
Alejandro Flores Monge always knew he wanted to be an advocate for the environment. Williams-Mystic’s interdisciplinary curriculum and marine policy class helped him see how he could connect this goal to his other interests.
This post was written by S’18 alumna Audra DeLaney. She is studying public relations and political science at Bowling Green State University in Bowling Green, Ohio. Audra enjoys visiting the ocean, going on adventures, and telling the unique stories of the people and places around her. If you have any questions about our program, you can email her at firstname.lastname@example.org.
Since early in his educational career, Alejandro Flores Monge (F’18) has been looking for ways to challenge himself inside and outside of the classroom. Williams-Mystic is just the most recent step in this process.
A sophomore at Williams College, Alejandro plans to double major in environmental studies and art history. He hopes to focus on Latino/Latina studies to complete his degree.
Alejandro was born in Colorado and spent his childhood growing up in Colorado and Mexico. In seventh grade, Alejandro was required to do future education planning on a career preparation website.
“While I was digging through the website, I began to understand the distinction between the educational approaches of liberal arts colleges and larger universities,” Alejandro said. “I enjoyed the liberal arts approach more and eventually wanted to attend a university that was focused on it.”
Alejandro attended United World College in New Mexico for high school. He believes his passion for environmentalism came from this time in his life. His high school education had numerous liberal arts components too.
While searching for a college, he was drawn to Williams College because it paired a liberal arts curriculum with a strong environmental program.
“I was also very satisfied with the curriculum,” Alejandro said. “Another large factor in my decision-making was Williams College’s dedication to sustainability.”
The summer before he started his first year at Williams College, Alejandro visited Mystic with other incoming first-year humanities and social science students. He thought the area was beautiful but did not initially think of incorporating the maritime world into his environmental studies education.
“At the time, I was more focused on urban areas, water resources, and urbanizing arid environments,” Alejandro said.
As he made his way through prerequisites for his major, he heard more about Williams-Mystic from professors and the Williams-Mystic admissions team. By the fall of his sophomore year, he was ready to give it a try.
As a Williams-Mystic student, Alejandro has connected with his professors and believes the program operates under an effective model of interdisciplinary education.
From day one, he has also noticed Williams-Mystic’s commitment to building and strengthening communities — especially on field seminars.
Going into the program, Alejandro expected sailing aboard the SSV Corwith Cramer in the Gulf of Maine to be rough and cold. In fact, F’18’s Offshore Field Seminar was warm and sunny. Learning to sail the Cramer together, Alejandro feels, helped him and his shipmates foster community. He doubts they would be as close to each other without having worked together to sail the Cramer.
Back in Mystic, Alejandro soon found his marine policy project particularly invigorating.
Before his semester began, Alejandro assumed Marine Policy would be much like the political science classes he’d already taken at Williams. He quickly found out that nothing is quite comparable to the Williams-Mystic policy class experience — especially when it comes to the policy research project.
For one, Alejandro got the chance to connect with Williams-Mystic alumnus Jonathan Labaree (S’84) via Labaree’s work at the Gulf of Maine Research Institute (GMRI). GMRI seeks to improve shellfish aquaculture while minimizing harm to coastal ecosystems. This involves finding solutions that are sustainable not just for the ecosystems in question but also for the people who rely on coastal ecosystems to make a living.
As part of Alejandro’s research, he evaluated a variety of ecosystem models — including not just biological models but also economic, social, and even mathematical ones — to help determine the point at which shellfish farms start to have significant impacts on riverine ecosystems.
Alejandro’s policy research also led to some complex questions: How many aquaculture farms will riparian landowners tolerate? At what point might the success of commercial fishermen be compromised? How will aquaculture initiatives, even environmentally sustainable ones, impact locals’ ability to swim and fish for leisure? As Alejandro learned, questions like these rarely have a single, simple answer.
For Alejandro, the experience has helped him realize that there are a variety of ways to advocate for the environment. Like many alumni before him, Alejandro finds the prospect of working in law especially exciting.
Most of all, Marine Policy — and Williams-Mystic in general — has made it even more apparent to Alejandro that language matters. Alejandro is fluent in five languages and believes multilingualism is vital to a prosperous society.
“Language helps you understand the stories of individual people,” Alejandro said. “Law and policy add a tangible and physical reality to the idea that language dictates reality. What you say and what you write down has the power to determine what you are and are not capable of doing.”