A group of 60 students participated in a summer program at The Columbia Climate School in the Green Mountains, focusing on climate action initiatives. They identified regional challenges and developed solutions, which they implemented upon returning to their communities. Three students—Anna P., Vaishnavi S., and Katana K.—reflected on their experiences and the obstacles they faced in fostering change.
Last summer, a group of 60 students gathered in the Green Mountains of Vermont to engage with and develop solutions for climate change. Through a structured program at The Columbia Climate School, they identified regional climate challenges and formulated action plans. Following feedback from experts, they returned to their communities to implement their initiatives. Three participants shared insights into their project development and the hurdles they faced along the way.
Anna P., a sophomore from Virginia, was inspired by discussions on the Inflation Reduction Act (IRA). She noted the complexity of accessing benefits and decided to create a website that would facilitate user access through an incentive calculator and a search tool. Her initiative aims to empower individuals to take advantage of available resources effectively.
Vaishnavi S., a senior from Washington State, focused on solar energy solutions, aiming to install solar panels in local K-12 schools. Working previously with an energy manager, she gained insights into implementation challenges. Expert feedback sharpened her approach and highlighted the significance of persistence in navigating institutional processes.
Katana K., also a sophomore, applied program lessons to her school’s Climate Action Club. Faced with community engagement and financial obstacles, she shifted her focus to researching biodegradable utensils and enhancing food waste composting activities. She emphasizes the necessity of adapting strategies while striving for long-term improvements.
Both Vaishnavi and Katana encountered difficulties in aligning their timelines with institutional priorities. Vaishnavi remarked on the importance of remaining flexible and patient, stating, “What I learned, as a youth, when working with state or city institutions, is that your priorities may not be the same as their priorities.” Katana similarly acknowledged, “When you’re trying to make change in a very fixed system, you’re going to run into a lot of problems.”
Despite challenges, all three students have made notable strides. They underscored the importance of collaboration and establishing clear objectives. Vaishnavi noted that organizing a list of solar-viable buildings helped maintain focus. Her aspiration is to become an environmental engineer specializing in renewable energy.
Katana intends to continue leading her Climate Action Club, advocating for institutional responsiveness to students’ desires for change. She emphasized the expectation placed on students to be future leaders, stating, “If they expect this of us, then they shouldn’t be surprised when we actually want to make change.”
Anna plans to launch her website, “Save Money, Reduce Emissions,” in the spring, enhancing user engagement through various outreach methods. She recognizes the advantage of being a high school student with flexibility to learn and engage. She commented on the power of youth in the climate movement: “There’s so much more I want to learn and have to learn. But it’s also one of my strengths…”
Laurel Zaima-Sheehy, assistant director at the Climate School, remarked, “Young people have incredible power in the climate movement and are stepping up as community leaders and driving positive solutions forward.” The program aims to mold students’ Climate Action Projects into sustainable initiatives long after their formal education ends. Further information on The Columbia Climate School in the Green Mountains program can be accessed through their website and FAQs.
The initiative at The Columbia Climate School in the Green Mountains empowers students to identify climate challenges and develop actionable solutions. Through projects tackling solar energy access and sustainability in schools, participants have faced challenges but also showcased resilience and innovation. Collaborative efforts, adaptability, and clear goal-setting emerged as vital strategies essential for effecting meaningful change in their communities.
Original Source: news.climate.columbia.edu
