TGS Environmental Strategic Plan

The Gunston School’s Environmental Strategic Plan 2.0

Report Co-Chairs Greg Farley and Isabel Hardesty CWS Leadership Team: Ronnie Vesnaver, Brad Hirsh, John Lewis, Christie Grabis, Mel Skirkanich Board CWS Committee Members Joe Janney, Betsy McCown, Chris Cerino, Emily Beck, Patrick Shoemaker, Jim Shifrin, Annie Richards Summer 2024

“Expand our capacity as a regional and national leader in environmental teaching and learning. “ -Gunston 2025 Strategic Plan Goal

“We continue to educate the young for the most part as if there were no planetary emergency” -David Orr, Earth in Mind: On Education, Environment, and the Human Prospect (2004)

Dear Gunston Community: We are very pleased to present — what we hope you find to be a powerful and important document — the second version of Gunston’s Environmental Strategic Plan (ESP2). Drawing upon the success and strength of ESP1, which was ratified in 2016, we believe that ESP2 will help us to redouble our school’s commitment to the values of environmental teaching & learning and sustainability.

As an educational institution, Gunston has the responsibility of preparing students to successfully navigate societal and global challenges, and we are in the midst of an unequaled environmental emergency that demands our ongoing effort and attention. ESP1 led to the design and launch of the Chesapeake Watershed Semester (CWS), enhanced our innovative Bay Studies programs, and served as the impetus for a deepening of sustainability topics and themes in our curriculum. ESP2 will seek to deepen and extend that work, as well as design a management strategy for our recent acquisition of 40 acres of waterfront/agricultural property.

The success of ESP1 is evident in several ways. CWS has enrolled its fifth class. Faculty have received training on sustainability and integrating it into their current course content. Our hiring and orientation processes explicitly prioritize sustainability as a core value. Additionally, new courses such as Coastal Resilience, American Wilderness Literature, Environmental Art, and American Government and the Environment have been developed to enhance the school’s environmental offerings. Faculty and students can utilize an outdoor classroom equipped with a whiteboard and benches. This outdoor classroom resulted from a student project, similar to the benches at the waterfront and the new pollinator garden in front of Middleton House. Students now fulfill a climate studies graduation requirement through a Bay Studies course, which deliberately incorporates climate change as a central component of the curriculum.

Yet as David Orr’s quotation suggests, educational institutions continue to slowly adapt philosophies, curricula, programs, processes, and facilities to reflect the current environmental reality. Gunston’s ESP2 is an ambitious and far-reaching proposal that seeks to address each of these domains. Gunston understands that if we are to be educating our students, we must provide them with the knowledge and skills to enter this new world. Professional industries of all kinds are shifting to incorporate an environmental ethic into their business models and practices. New environmental jobs are being created. And above all else, each of our communities will be shaped and shifted by environmental change. Our students need to be equipped for these major cultural and social changes.

As noted in ESP1, approximately 25 years ago Gunston introduced an innovative environmental education initiative: The Bay Studies Program. The goal of Bay Studies was to create a dynamic and engaging week-long learning experience for students that also supported a bold and noble sustainability goal: saving the Chesapeake Bay. Thus, the Environmental Strategic Plan is a natural extension of Gunston’s institutional leadership in the realm of environmental education. The plan’s central goal is to move the concept of “sustainability," especially environmental sustainability, even closer to the core of the school’s daily work. By doing so, we believe that Gunston will not only

cultivate the values of leadership and stewardship within our students, but it will also provide institutional leadership to other schools as well.

After significant deliberation, we have settled on four major areas of focus for ESP2: 1) Strengthening Gunston’s curriculum and internal programs, with a special focus on classroom instruction and our Bay Studies program, 2) Sustaining and developing the Chesapeake Watershed Semester, a program that now enters the second half of its first decade, 3) Developing an environmental vision for Gunston’s recent acquisition of 40 acres of waterfront/farmland — a purchase that has doubled the size of our campus footprint, and 4) Further greening our campus facilities and processes, consistent with evolving best practices. While not a separate area of focus, each element of this plan will seek to maximize climate science and climate change education and resilience.

Let us thank every member of the Environmental Strategic Planning committee for their supportive efforts, as well as the school’s leadership team and faculty, for their dedication to the strategic process.

Warm Regards,

John Lewis Head of School

Brad Hirsh CWS & Sustainability Director

Isabel Hardesty, Executive Director, ShoreRivers Board Member

Dr. Greg Farley Director of Sustainability, George Mason University Former Board Member

Table of Contents Introduction: Educational Rationale and Program Overview 1.

Gunston’s Curriculum and Internal Programs 1.1.

Educational Philosophy and Pedagogy 1.1.1.

What are “Educating for Sustainability" and “Environment-Based Education?"

1.1.2.

The Academic Fundamentals of Educating for Sustainability 1.1.2.1.

Anthropocene: a key term 1.1.3.

Essential Questions to Guide our Teaching & Learning 1.2.

Sustaining and Developing Gunston’s Educating for Sustainability (EfS) Initiative 1.2.1 Curriculum Integration 1.2.1.1.

Field Experiences - On and Off Campus 1.2.1.2.

Recruitment, orientation, professional development, and faculty engagement 1.2.1.3.

Climate Education 1.2.2.

Student Extracurricular Engagement with the Environment 1.2.2.1.

Orientation and Cultural Integration 1.2.2.1.1.

Environmental Club 1.2.2.1.2.

Community Connections with Partner Organizations 1.2.2.2.

Earth Day 1.3.

Sustaining and Developing Gunston’s Chesapeake Bay Studies Program 1.3.1.

Bay Studies 2030: What do we want Bay Studies to look like?

1.3.1.1.

New Program/Trip Development and Evaluation 1.3.1.2.

Trip placement, Funding, & Financial Aid protocols 1.3.1.3.

Training, staffing, support, and safety

2.

Sustaining and Developing the Chesapeake Watershed Semester 2.1.

CWS 2029: What do we want the program to look like in 5 years?

2.1.1.

Curriculum and Program Overview 2.1.1.1.

The Academic Core 2.1.1.2.

Expeditions 2.1.1.3.

Campus and Community Life 2.1.2.

Staffing and Support 2.1.3.

Operations, Safety, and Equipment 2.1.4.

Marketing 2.1.5.

Admissions and Enrollment 2.1.6.

Alumni Development 2.1.7.

Governance and Program Advisory Board 2.2.

Designing and Testing a Unique CWS Funding Model

3.

Environmental Vision for Gunston’s Campus & Land Acquisition 3.1.

Gunston’s Campus: Summary of Critical Area Restrictions and Opportunities 3.2.

Campus & Facilities Master Plan 3.3.

New Property: Conversion Considerations 3.4.

Property Conversion: Specific Areas of Opportunity 3.5.

Education-Focused Production Farm Program 3.6.

EE Ford Grant Funding 3.7.

Programs for non-high school level students 3.7.1.

Pre-K-8 Opportunity: The Gunston Nature Preschool 3.7.2.

Needs Assessment 3.7.3.

The Gunston School’s Nature Preschool: Philosophical and Programmatic Overview 3.7.4.

Nature Preschool Visuals 3.8.

Guiding Principles for Decision Makers 3.9.

Pathways for Student Engagement

4.

Gunston’s Facilities and Operations 4.1.

Food Service 4.2.

Sustainability Leadership

Appendix 1. Selected Bibliography 2. NAIS Principles of Good Practice: Sustainability 3. AIMS Sustainability Statement 4. North American Association of Environmental Educators Guidelines for Excellence 5. Maryland Native Plants List

Introduction: Educational Rationale and Program Overview In the end, we will conserve only what we love.

We will love only what we understand.

We will understand only what we are taught.

-- Baba Dioum

Gunston acknowledges the reality that our planet is in ecological crisis. Therefore, consistent with Gunston’s mission, which was revised and re-ratified in 2011, Gunston believes that stewardship of the natural environment is one of the most important skills we can teach to our students, and it is our expectation that an educational journey at Gunston will motivate students to pursue environmental stewardship practices throughout their lives. With this in mind, our Environmental Strategic Plan seeks to inspire the Gunston School community to fully embrace the stewardship values embedded within our mission statement: The Gunston School offers an intellectually rigorous, highly personalized, and nurturing college preparatory educational experience. Valuing a healthy balance between mind and body, a strong sense of community, the creative process, and our connection to the Chesapeake Bay, Gunston strives to educate ethically and environmentally minded scholars, citizens, and leaders for our globalized society.

Gunston’s opportunities for environmental education begin within our curriculum and extend outward to encompass all members of our community, our physical campus, and our institutional partnerships. To address the charge put forth by Gunston’s Strategic Plan 2025, approved by the Board of Trustees in 2020, we have sought to develop potential new programs that will strengthen The Gunston School’s position as a “regional and national leader in environmental teaching and learning.”

Gunston’s 75-acre waterfront campus with direct access to the river provides us with a remarkably rare and powerful educational resource. Since Gunston’s founding, the school’s direct access to the Corsica River has cultivated a sense of environmental awareness and appreciation in the students and faculty who live, study, play, and work here each day. The Gunston student experience is deeply intertwined with the waterfront, from the time they arrive at Gunston by boat their freshman year, to the time they disembark by boat as graduating seniors.

Given the school’s ongoing emphasis on environmental education, Gunston was motivated to become a certified Maryland Green School from the Maryland Association for Environmental and Outdoor Education in 2011 and was one of the first independent schools to receive this designation. Gunston was recertified as a Green School in 2015, 2019, and 2024 and our embrace of the rigorous and comprehensive Green School certification process ensures that themes of environmental education are woven throughout the curricula of every discipline.

Since Gunston submitted its first Environmental Strategic Plan in 2016, much has been accomplished: the education for sustainability framework has been introduced into the curriculum of the school; our student Environmental Club is active; faculty are regularly trained on the topic of sustainability and how to integrate it with the current content of their classes; new courses, including Coastal Resilience, American Wilderness Literature, Environmental Art, and American Government and the Environment have been created to bolster the school’s environmental offerings; and we’ve added outdoor learning spaces to campus, including an outdoor classroom with a white board and benches. This outdoor classroom was the product of a student project, as are the benches at the waterfront and the new pollinator garden in front of Middleton House.

Gunston’s Bay Studies program continues to mature and evolve. Students now have a climate studies graduation requirement which they fulfill by completing a Bay Studies course that intentionally includes climate change as a core content component of the experience. Additionally, the program now includes comparative watershed trips, offered to students in the eleventh and twelfth grades to travel to a different watershed to compare the Chesapeake Bay with a different ecological location. These trips have taken students to places as diverse as Maine, southeast Louisiana, and the Amazon. ESP2 acknowledges the extraordinary investment the school makes in our Bay Studies program, with the hope of further enhancing its scope and impact.

Striving to be a regional leader in environmental teaching and learning, in the summer of 2016 Gunston, in partnership with the Association of Maryland and DC Schools, the Association of Independent Schools of Greater Washington, the Virginia Association of Independent Schools and the Chesapeake Bay Foundation, organized a 3-day summer institute entitled “Environmental Leadership for Independent School Leaders.” Led by Head of School John Lewis and Gunston’s former Director of Sustainability Emily Beck, this program instructed participants in programming how to best implement sustainability into a school’s mission and culture. This program is now in its 6th year, and has more than 100 alumni. Finally, Gunston worked to influence all schools accredited through The Association of Maryland and D.C. Schools by working with AIMS to ensure that sustainability questions are integrated into the association’s accreditation instrument.

Perhaps most notably, and a keystone feature of the environmental initiatives at Gunston resulting from ESP1, in the Fall of 2018 Gunston launched its first semester of the Chesapeake Watershed Semester (CWS). As of the spring of 2024, the program has hosted five successful semesters and counting. CWS has 60 alumni, many of whom are active in following and supporting the program. Student feedback shows that they take away a profound new understanding of the Chesapeake Bay, the policy that influences its health, the role of culture and society in its history, and the role they can play in sustaining it.

ESP2 seeks to explore a series of key questions: How can we continue to engage our students with the core issues relating to “sustainability?” How can we move this concept closer to the center of Gunston’s teaching and learning process? How can we use our Bay Studies program to further student understanding of sustainability and the watershed? How can we build upon the first half-decade of success of the CWS program? And what are the ways we can grow, improve, and sustain this unique Gunston offering?

Furthermore, now that our campus has grown from 35 to 75 acres, including a large tract of agricultural land, a simple but important question needs to be asked: What is the best way to steward, develop, and integrate this new property into our program, culture, and ethos?

Finally, we must continue to ask the question: How do our daily actions around campus provide strong models for students to develop habits and mindsets that are crucial for the health of our planet?

Section 1: Gunston’s Curriculum and Internal Programs

1.1 Educational Philosophy and Pedagogy The Gunston School’s mission and statements of philosophy inspire and guide our teaching. The Environmental Strategic Planning process celebrates our mission statement including the charge to “educate ethically and environmentally minded scholars, citizens, and leaders for our globalized society." Inspired by our Mission and the direction from the Strategic Plan to “maximize Gunston’s unique Chesapeake Bay location,” the Environmental Strategic Planning Committee adopted the following language in 2016:

Educating for Sustainability Gunston acknowledges the interrelatedness of all species and the vital role that every human being plays as part of the biosphere. Moreover, because the school believes that environmental stress is a central challenge facing humanity, we seek to inspire in all members of our school community a commitment to environmental responsibility by placing three tenets of “sustainability” — ecological integrity, social justice, and economic vitality — at the center of our institutional and curricular efforts. Through classwork and co-curricular programming, an ongoing pursuit of sustainable practices, intensive and rigorous environment-based educational experiences for all students across all disciplines, and diverse environmental stewardship opportunities for students, we fulfill our mission of educating environmentally-minded scholars, citizens, and leaders.

While Gunston’s faculty, staff, leadership team, and board have maintained a long-standing commitment to environmental teaching and learning, we believe that the “sustainability” language in our mission and philosophy is uniquely explicit and prioritized in the context of a comprehensive college preparatory school. This is something we will strive to maintain in word and deed.

Diversity, Equity, Inclusion, and…Sustainability Parallel to the work Gunston is pursuing in the realm of environmental sustainability is an equally robust initiative to enhance our culture of diversity, equity, and inclusion. We’ve come to recognize that DEI and EfS are often well-positioned to strengthen one another, and ESP2 will further explore how these two philosophical and programmatic priorities intersect.

In particular, Gunston acknowledges that all sustainability education should include topics of environmental justice. Environmental change and destruction disproportionately impact groups along racial and socio-economic boundaries, both within the United States and internationally.

Locally, examples are common in the Chesapeake Bay watershed. Gunston is working to educate its students on topics of environmental injustice as well as the solutions for creating a more environmentally just, and therefore a more just world overall.

1.1.1 What are “Educating for Sustainability” and “Environment-Based Education?”

As part of ESP1’s charge to become “a regional and national leader” in environmental teaching and learning, Gunston as an institution embraced an enviro-integrative pedagogical philosophy. As the field of environmental education has evolved, two curricular and pedagogical approaches have emerged as leading philosophies: ● ●

Educating for Sustainability (EfS) and Environment-based Education (EBE) EDUCATING FOR SUSTAINABILITY

Both of these philosophies align with Gunston’s rigorous and student-centered educational approach. The Educating for Sustainability (EfS) approach, which evolved from the field of environmental education and articulated originally by the innovative systems thinker, Peter Senge, and the President’s Council on Sustainable Development, unifies the themes of global awareness and environmental stewardship in Gunston’s mission statement1. EfS asks institutions and educators to consider a comprehensive, values-centered curriculum philosophy that addresses three key issues 1) social equity, 2) economic vitality, and 3) environmental responsibility.

Education for sustainability is a lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, and commitment to engage in responsible individual and cooperative actions. These actions will help ensure an environmentally sound and economically prosperous future.

--President’s Council on Sustainable Development, “Education for Sustainable Development” The Cloud Institute, a leader in designing and evaluating EfS curricula and materials, outlines nine core content standard areas of EfS. 1.

2.

3.

4.

5.

6.

7.

8.

9.

1

Cultural Preservation & Transformation Responsible Local & Global Citizenship The Dynamics of Systems & Change Sustainable Economics Healthy Commons Natural Laws & Ecological Principles Inventing & Affecting The Future Multiple Perspectives Strong Sense Of Place

The Cloud Institute, Sustainable Schools LLC

EDUCATING FOR SUSTAINABILITY: A VISUAL FRAMEWORK

http://www.uwlax.edu/uploadedImages/Initiatives/Sustainability1/VEN%20DIAGRAM.5.jpg

ENVIRONMENT-BASED EDUCATION Meanwhile, The Environment-Based Education (EBE) approach is the pedagogical foundation for our Chesapeake Bay Studies Program and is utilized frequently in Gunston’s classes. The key to EBE, as articulated in Gerald Lieberman’s foundational text Education and Environment (2013), is using the natural environment as an integrating context for inquiry-based learning. The extensive research of EBE’s impact on student learning is powerful. Not only does it lead to high levels of student comprehension and engagement, but it also has important and significant effects on students' thinking skills including: ● ● ●

2

Increased ability to think creatively; Greater proficiency in solving problems and thinking strategically; and, Better application of systems thinking2.

Lieberman, Gerald A. and Hoody, Linda. Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. (1998). San Diego, CA.

Furthermore, EBE has significant impact on non-traditional learners as students' natural interest in the environment motivates them to learn and understand the complexities of their world3. Environment-based education is well supported by educational research to improve student comprehension and engagement as students develop the ability to make connections and transfer their knowledge from familiar to unfamiliar context2. Benefits of the EBE approach include: ● ● ● ● ● ● ● ●

Multisensory engagement A process-focus Trust building The ignition of inquiry The cultivation of leadership The fostering of non-verbal learning skills Health Benefits Differentiation4

By further embracing and adopting the EfS philosophy and EBE pedagogies within all courses across all grades, we move the issues of sustainability more into the center of Gunston’s teaching and learning experience.

Our Chesapeake Bay Studies program is a uniquely comprehensive EBE offering, providing a full month of place-based learning across a student’s four year experience at Gunston.

1.1.2 The Academic Fundamentals of Educating for Sustainability Gunston students are living in an era of social, economic, and environmental stress. As the next generation of stewards and leaders, we believe it is essential for students to understand and engage with a series of core issues that will prepare them for life beyond Gunston.

3

National Environmental Education Training Foundation. Environment-based Education: Creating High Performance Schools and Students. (2000). Washington, DC. 4 Excerpted from CBF Principals Retreat, July 2014

As a college-preparatory institution, Gunston believes in the importance of students mastering the fundamentals of English, Mathematics, Natural Science, Foreign Language, the Humanities, and the Arts. However, as we seek to prepare students for life beyond Gunston, it is crucial that they do not experience academic disciplines in isolation; rather, their academic work needs to be embedded into a highly-coordinated and engaging learning context that prepares them effectively for the society and planet they are going to inhabit.

With this in mind, both within and across academic disciplines, ESP1 identified the following core knowledge areas — the importance of which reflect a growing consensus among scholars, educators, businesses, government, religious leaders, and international organizations — related to environment, society, and economy: ● ● ● ● ● ● ● ● ● ● ● ●

Population Trends/Growth Air Quality/Pollution Energy Production and Consumption Global Climate Biodiversity Water Quality and Supply Ocean Biochemistry Natural Resources Consumption Global Health Patterns of Economic and Social Development Social Justice The Impact of Technology

By purposefully integrating these issues within the curriculum, we seek to educate our students to manage important future challenges.

1.1.2.1 Anthropocene: a key term One of the major goals of the Environmental Strategic Plan is to integrate important conceptual terms into Gunston’s daily dialogue. One term, anthropocene, deserves special discussion. The short definition of the anthropocene is this: we are now living in an era where the human imprint on the environment is having a profound effect on the ecological sustainability of our planet. In her 2015 Pulitzer Prize-winning work, The Sixth Extinction, author Elizabeth Kolbert uses this term extensively, and we believe it is essential for our community to embrace the term’s core conceptual reality.

Here is a slightly more technical explanation of the term: The 'Anthropocene' is a term widely used since its coining by Paul Crutzen and Eugene Stoermer in 2000 to denote the present time interval, in which many geologically significant conditions and processes are profoundly altered by human activities. These include changes

in: erosion and sediment transport associated with a variety of anthropogenic processes including colonization, agriculture, urbanization and global warming; the chemical composition of the atmosphere, oceans and soils, with significant anthropogenic perturbations of the cycles of elements such as carbon, nitrogen, phosphorus and various metals; environmental conditions generated by these perturbations, such as global warming, ocean acidification and spreading oceanic 'dead zones'; the biosphere — both on land and in the sea — as a result of habitat loss, predation, species invasions and the physical and chemical changes noted above.5 Formally, the term derives from a commission of the International Union of Geological Sciences, whose expected forthcoming recommendations: …will most likely “formally bring an end to the only epoch that any of us have ever known—the Holocene, which began after the last ice age, about twelve thousand years ago, and lasts to this day. The group’s members are pondering whether the human imprint on this planet is large and clear enough to warrant the christening of a new epoch, one named for us: the Anthropocene.”6 1.1.3 Essential Questions to Guide Our Teaching and Learning Gunston’s faculty and administrative team have commenced the process to further EfS and EBE integration. We have explored these philosophies, reflected upon their core elements, and created connections with our existing academic program.

As a foundation, Gunston has crafted a series of essential questions. These guiding or “essential” questions are a key component of the “backwards design” or Understanding By Design7 curriculum development process, and our questions were formulated through an extensive faculty dialogue.

These overarching questions can be incorporated into a wide range of disciplines and can become the focal point of a single unit or cover an entire year.

Importantly, these essential questions aim to preserve and extend Gunston’s institutional DNA as a rigorous and nurturing college-preparatory environment. That is, these questions mirror the inherent, but previously unwritten guiding questions that we incorporate regularly within our student-centered teaching culture, and merge them with key questions related to sustainability. The scope of the questions progresses outward from the individual to the world at large.

5

http://quaternary.stratigraphy.org/workinggroups/anthropocene/ http://www.newyorker.com/tech/elements/holocene-anthropocene-human-epoch 7 Wiggins, Grant. Understanding by Design. Assn. for Supervision & Curriculum Development; 2nd Expanded edition (March 15, 2005) 6

Essential questions:

Level

Student-Centered Instruction

Education for Sustainability

Individual

Who am I as an individual and what does it mean to be a successful learner and human being?

Who am I in relationship to the natural, cultural, and social environment, and how do my personal beliefs and identity guide my daily actions?

Community

What does it mean to be an “ethical citizen” of a community?

What is my role in supporting an authentically “sustainable” community?

Regional/ National

What is the “American Dream” and why is it important? Why should we celebrate the Chesapeake Bay watershed?

What are the core challenges of living during the Anthropocene, within the Chesapeake Bay watershed, as a resident in the United States, and in a globalized society?

Global

How has our global past shaped our global present? What is diversity, and what does it mean to be a “global citizen?”

What is the value of diversity in ecosystems and cultures, and how do my worldview and daily actions contribute to a culture of sustainability?

1.2 Sustaining and Developing Gunston’s Educating for Sustainability (EfS) Initiative One lesson learned from ESP1 is that introducing and integrating sustainability curriculum to faculty, students, and families is a complex, multi-year endeavor. Furthermore, each time the school undergoes a change in teaching or administration, there is a risk of losing institutional memory.

Although the community agrees that EfS curriculum topics are relevant and valuable, consistently integrating these topics into the curriculum has proven challenging to sustain and monitor over time.

1.2.1 Curriculum Integration In ESP1, the focus was on identifying where EfS topics were already being taught and/or where there were opportunities to incorporate them within the curriculum. ESP2 aims to develop resources and assessments to thoroughly review and strengthen these curriculum topics throughout the students' learning journey. ● ● ● ● ● ● ● ● ● ● ● ●

Population Trends/Growth Air Quality/Pollution Energy Production and Consumption Global Climate Biodiversity Water Quality and Supply Ocean Biochemistry Natural Resources Consumption Global Health Patterns of Economic and Social Development Social Justice The Impact of Technology Proposal:

We aim to create an EfS Curriculum Grid that departments will review and update annually. This process will involve each department in developing new and innovative assignments that strengthen EfS topics.

1.2.1.1 Field Experiences - On and Off Campus Workshops on place-based curriculum: With the acquisition of school vans, the school has gained greater flexibility to conduct off-campus activities. Furthermore, we now have the capability to host sustainability experts on campus. Teachers also have access to a 75-acre waterfront campus that can serve as an outdoor classroom. However, we have observed that many teachers are not fully utilizing the campus, exploring off-campus locations, or leveraging local experts to their full potential.

Proposal: To enhance our place-based curriculum, we propose developing two workshops that we will host internally (for our faculty) and externally (for the AIMS community). These workshops will be supported by an internal planning session: 1. Place-Based Curriculum Workshop (Gunston and AIMS): This workshop will introduce faculty to the concept of place-based curriculum and its best practices. It aims to foster discussions among faculty about how their curriculum connects with the local community.

The workshop will also provide opportunities for faculty to learn about local experts and organizations that could enrich their students’ learning experiences.

2. Outdoor Education Workshop (Gunston and AIMS): This workshop will educate faculty on outdoor education practices. It will encourage participants to explore innovative ways to utilize the Gunston campus for educational purposes. Discussions will focus on designing projects and experiences across various subjects that utilize the campus environment effectively.

Additionally, we recommend conducting a review of our facilities and equipment needs to support these educational initiatives: ● ● ● ●

Should we acquire a set of 10 to 15 kayaks on a trailer?

Do we need an additional minivan or SUV? Should we plan for the expansion of outdoor classroom spaces?

Do we require a research dock and boat?

This planning phase will ensure that we have the necessary resources to successfully implement these educational approaches.

1.2.1.2 Recruitment, orientation, professional development, and faculty engagement Gunston is dedicated to environmental sustainability, largely fueled by the involvement and knowledge of our entire staff, especially our teaching faculty. As we look for employees who can further bolster and advance our sustainability mission, it's crucial to assess their expertise, experience, and engagement with sustainability issues.

Proposals: Recruitment During the interview process, whenever possible, include the school’s Sustainability Director and explore the following questions with prospective employees: ● ●

How do you define environmental sustainability, and why is it important?

What experience do you have with field-based learning? Are you interested in and willing to supervise and chaperone Bay Studies trips?

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Can you share examples of successful environmental sustainability initiatives you have been involved in or implemented?

How would you promote environmental awareness and sustainability among your students and within a team or organization?

Employee Orientation Currently, our new employee orientation includes a half-day introduction to Gunston’s environmental sustainability mission. This orientation typically involves a visit to either the Chesapeake Bay Maritime Museum or the Sultana Foundation to provide a foundational overview of the history, ecology, culture, and economy of the Chesapeake Bay region. While this introduction is significant, with nearly 25% of orientation dedicated to sustainability, we aim to transition from a single introductory session to an ongoing, skill-building orientation process.

This enhanced orientation curriculum should cover: ● ● ● ●

Introduction to environmental sustainability, with a focus on climate science Exploration of Chesapeake Bay history, culture, ecology, and economy Engagement with the school’s Bay Studies and Chesapeake Watershed Semester programs Skill development in field-based learning and educational methods

These orientation sessions will be organized by Gunston’s Director of Sustainability within the first two years of each new employee joining the Gunston community.

Professional Development

As shown in the diagram above, Gunston annually designs and delivers full-faculty professional development in areas such as Mind-Brain Education, Technology, Social-Emotional Learning, and Diversity, Equity, and Inclusion. While Environmental Education (EfS) is also included in this rotation, its implementation has been more sporadic than systematic. As part of ESP2, we will establish a consistent professional development schedule that annually covers at least one of these topics:

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Topics in environmental sustainability, particularly climate science Chesapeake Bay history, culture, ecology, and economy Bay Studies and Chesapeake Watershed Semester programs Skill development in field-based learning and educational techniques

Professional Engagement Engaging with the school’s environmental sustainability mission is a crucial aspect of every Gunston educator’s journey. As we’ve observed, even one additional committed individual can significantly impact our daily practices and major program priorities like Bay Studies. Additionally, we will review the employee handbook to ensure that engagement with Gunston’s sustainability initiatives is clearly defined as a policy expectation. This policy revision aims to ensure equitable distribution of professional responsibilities while respecting each individual’s experience, circumstances, limitations, and comfort levels regarding environmental education.

1.2.1.3 Climate Education Given the profound changes caused by human-induced climate change on our planet, we believe that focusing on this critical systemic issue should be a top priority in our curriculum. To guide us, we will center our efforts on the following essential question: How does our understanding of climate science and our response to climate change enhance our ability to make sustainable living choices, both individually and collectively?

Currently, our climate education program mandates that each student participate in a week of Bay Studies with a climate focus. However, we recognize the need for a more structured approach that systematically engages students with fundamental questions related to climate science and climate change. These questions include: ● ● ●

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What are the key intellectual frameworks and concepts in climate science, and how do they help us understand the implications of climate change?

How can local, national, and global climate data be effectively collected, analyzed, and communicated?

Why is there a significant gap between scientific consensus on climate change and public opinion or policy responses? How does culture influence the climate change discourse, and how can understanding socio-cultural factors improve communication about climate science?

What challenges do "climate vulnerable" communities face, and what strategies can they use to adapt to climate and sea level changes?

How can technology aid in gathering, mapping, analyzing, and communicating climate data?

What new geo-engineering technologies are being developed to mitigate climate change impacts?

What are the current political institutions, debates, and responses at local, national, and global levels regarding climate science?

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How can we assess our personal carbon footprint, and how might this understanding influence our choices and behaviors? What actions can individuals take to reduce their climate impact?

What roles do governments and corporations play in causing and alleviating climate change? Which climate resilience strategies are most effective?

What could be the potential impact of climate change on the Chesapeake Bay region?

Addressing these questions comprehensively will strengthen our students' understanding and engagement with climate science and equip them with the knowledge and skills to contribute meaningfully to sustainable living practices.

Proposal: To address these issues comprehensively, we propose the development of a structured 4-year Climate Science Curriculum Guide. This guide will: ● ● ● ●

Clearly identify specific places and units within a four-year curriculum across disciplines where Climate Education will be integrated.

Develop a unit guide outlining specific Climate Education units.

Facilitate a half-day curriculum retreat to collaboratively develop and refine these units.

Serve as a shared resource for other schools seeking to enhance their climate science education.

This initiative, part of ESP2, aims to authentically and integratively teach climate science within our college preparatory curriculum. By implementing this enhanced approach, we will strengthen students' understanding of climate science and equip them with the knowledge and skills needed to actively contribute to sustainable living practices.

1.2.2 Student Extracurricular Engagement with the Environment Gunston currently involves students in environmental activities through various extracurricular avenues. During orientation, the school aims to familiarize both students and staff with its sustainability mission. Additionally, Gunston hosts an Environmental Club, which organizes an annual Earth Day event. Moreover, students have opportunities to benefit from a wide range of community connections and partnerships where they can secure internships or fulfill service hours.

Faculty members also leverage these relationships by arranging field trips and inviting partners to participate in classroom activities. While these features are present each school year, their effectiveness may vary. Gunston is committed to enhancing these programs to ensure that environmental knowledge and sustainable decision-making are ingrained in every Gunston student.

1.2.2.1 Orientation and Cultural Integration Recognizing that sustainability education is a continuous process requiring shared cultural and ethical understanding across the community, Gunston aims to integrate environmental education into all aspects of student life. To achieve this goal, the following steps should be taken:

1. The Director of Sustainability should develop and consistently deliver an orientation session for new students, introducing them to sustainability initiatives at Gunston.

2. The Director of Sustainability should create and consistently deliver at least one sustainability session for both the 9th and 10th grade Gunston Experience blocks.

3. The Environmental Club should organize one to two advisory sessions and one to two morning meetings each year to educate the community on sustainability topics. These sessions should include updates on the club’s activities.

4. Collaborating with the Environmental Club, the Director of Sustainability should begin developing campus signage that promotes sustainability awareness (e.g., recycling instructions, water conservation tips, educational facts).

5. The Director of Sustainability should collaborate with the Director of Events to ensure that all school events align with our sustainability mission. This effort will help instill sustainability values throughout the entire community, including parents and beyond.

1.2.2.1.1 Environmental Club At one time the Environmental Club was the mightiest club on campus. It was led by a crew of students that consistently raised environmental concerns on campus and took measured actions to find sustainable solutions. The strength of this club, regardless of the fact that it has one of the largest club memberships on campus, has atrophied in the last few years and the club is in need of a change that will generate inspiration and action.

In the fall of 2022 to begin to tackle the issue of disengagement, Director of Sustainability, Ronnie Vesnaver, prompted the students to draft an Environmental Club missions statement. It is as follows: The environmental club is a space to learn about, inform others about, and explore the world surrounding us. We aim to encourage sustainability on our campus and throughout our everyday lives.

We build a community that fosters leadership centered around our dedication to protecting the environment.

Proposal: ●

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At the start of each semester, the club advisor will determine a specific topic for the club to act on. While the intention is for the club to be solely student led, this task intends to reignite a spirit of action and follow through by specifically narrowing the scope of what the students accomplish. As time progresses, the group will be given the autonomy to choose their own semester goal. In the fall of 2023, students tackled the topic of waste-stream (trash, recycling, composting, and signage).

Students should be assigned roles in the club that will help to accomplish the task at hand.

These roles will include: leadership team, communications team, marketing team, education team.

There should be a standing Earth Day committee that all members of the Environment Club leadership team must sit on amongst other interested students.

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There should also be a standing outdoor trip committee. The outdoor trip committee should set a goal of planning at least 2 trips per year.

The Director of Sustainability will be responsible for determining when each standing committee meets.

1.2.2.1.2 Community Connections with Partner Organizations

The Environmental Club and the Director of Sustainability have long relied on community connections and local events to build upon their programming. Interested students have taken part in an annual clean stream event led by the Queen Anne’s County Rotary. The Environmental Club has also organized outings to events such as environmental film festivals and the horseshoe crab spawn count. Guest speakers, like the Chester River Keeper, have been invited to address the community or speak in individual classrooms. Additionally, each year, several Gunston students opt to do their senior-year internship with various partner environmental community organizations.

To better ensure that we continue to make use of these community connections in the Gunston extracurricular program, the following should be done: ● The Director of Sustainability should create a document listing all our community partners along with their contact information. This document should outline past collaborations with each partner and highlight potential future opportunities. It should also feature local annual environmental events that Gunston students have taken part in or could join. This comprehensive document should be shared with Gunston faculty and staff to support those interested in utilizing these community connections and to promote enrichment opportunities. ● The Director of Sustainability should annually calendarize at least two to three local events that students will be given the opportunity to attend.

1.2.2.2 Earth Day An annual fan-favorite amongst the Gunston student body is Earth Day. As with the rest of our extra-curricular programs, we seek to redouble our commitment to our Earth Day programming so that it is consistently as educational as it is fun and active.

In order to do so, two approaches should be considered: 1. Gunston should maintain the current day-long Earth Day experience. The day should begin with a keynote speaker, followed by workshops hosted by outside community experts.

Students would then take part in one service orientated workshop and one active/fun orientated workshop.

2. Gunston should consider spreading the Earth Day programming over all four weeks of April.

A keynote speaker would be invited to speak during a morning meeting and then students would be required to attend three sessions of various workshops/events hosted over the course of the month. This could include a workshop led by a local farmer during Gunston Experience or a trail maintenance session after school. The Director of Sustainability

working with the Environmental Club would work to schedule and set up these sessions.

The outcome of this approach would be that environmentalism would be focused on for more than one day and we would gain back one whole teaching day at a time of year when instruction time is greatly needed.

3. We need to create a "speakers list" that includes all internal and external individuals within the Gunston community who have expertise in sustainability.

Regardless of the choice, Gunston should recommit to consistently bringing outside community members on to campus for Earth Day programming. This would serve to grow our network and engage the students on local environmental topics from the people that know it best.

1.3 Sustaining and Developing Gunston’s Chesapeake Bay Studies Program Overview Since the school was founded in 1911, unfortunately, the health of the Chesapeake Bay has significantly declined. At Gunston, environmental degradation and global warming are not just abstract concepts; they are directly observable phenomena. Throughout the Bay region, pollutants like nitrogen, phosphates, and sediments have affected water quality. The loss of forested buffers, wetlands, and underwater grasses has degraded important habitats, and fisheries have suffered due to diseases and inadequate management. Meanwhile, on Gunston’s narrow strip of waterfront sand, the impacts of sea level rise and erosion are plainly visible.

Our Chesapeake Bay Studies program is the cornerstone of Gunston’s environmental education program. “Bay Studies," as it is known, is a week-long experiential education program held each May, and central to the program’s philosophy is the belief that students must have direct and meaningful physical contact with the Chesapeake Bay watershed to truly understand its complexity, its beauty, and its value.

The Bay Studies program is now in its third decade of operation. The program itself began in 1994 during the Gunston School for Girls boarding school era as a 5-week environmental immersion learning program that evolved over a student’s four years. It utilized seminars, off-campus

adventures, speakers, journals, a Bay Studies workbook, and a multitude of other vehicles for learning. Similar to the current program, the original Bay Studies program taught students about the Bay’s chemical makeup, explored its pre-history and Native American settlements, wrestled with problems of growth and development, and provided insight into traditional Bay culture. In its current form, the program is designed around four main areas of focus: science, culture, history, and the arts, with an emphasis on cross-curricular opportunities for hands-on learning.

According to Assistant Head of School Christie Grabis, the Bay Studies program in its early years was, “A morning, noon, and night experience. I still remember the very first flora and fauna lesson, where students were following Tony Everdell like a line of ducks. He showed students the power of noticing what is around you. Empty crab shells, dead sea nettles, osprey – whatever came onto the radar – and he explained their interrelationship within the natural environment.” Throughout the program’s history, Bay Studies has sought to engage the leading organizations and individual experts on the Chesapeake Bay, and distinguished visitors have included bestselling author James Michener (author of the now-classic novel Chesapeake) and Tom Horton, whose book Turning the Tide: Saving the Chesapeake Bay, is the foundational text for those seeking to understand the region’s ecological complexity.

Individual faculty members have always played a crucial role in the program’s success, whether by designing new programs or supervising challenging expeditions. For most of its existence, Bay Studies was led by longtime faculty members Sarah and Tony Everdell. They were tasked with a wide variety of responsibilities, ranging from piloting the Aunt Mary (the school’s traditional Chesapeake Bay workboat used for trips and projects) to acquiring and maintaining all equipment and supplies, such as binoculars, sighting scopes, hip waders, crab nets, fishing poles, seining nets, raincoats, water testing kits, and more. They also handled planning and coordinating all logistics for the trips, including locations, activities, packed lunches, vans, and long drives. The Everdells established the program’s standards and practices.

Over time, Bay Studies has transitioned from a 5-week program to a 3-week program, and currently, it exists as a one-week program. In recent years, students have engaged in diverse activities such as exploring the Potomac River using bikes and whitewater rafts, spending a week on the Chesapeake Bay Foundation’s Fox Island, and sailing the Chester River aboard the Skipjack Ellsworth, among other programs. Throughout the years, Gunston has cultivated enduring partnerships with Echo Hill Outdoor School, Outward Bound, the Chesapeake Bay Foundation, Washington College, and many other organizations.

In 2015, the Bay Studies curriculum underwent a significant revision with the addition of comparative watershed trips. This enhancement created a structured learning path using the Bay as a case study to understand local and global environmental challenges. Ninth graders start with introductory courses that immerse them in Bay experiences firsthand. The curriculum

then progresses each year, expanding students' knowledge and offering new opportunities. Juniors and seniors are eligible to participate in the more advanced, comparative watershed trips. These trips require staying overnight for several nights since they are out-of-state. Thus far, students have explored the similarities and differences between the Chesapeake Bay watershed and the Amazon River, as well as the watersheds in the Outer Banks, Maine, and New Orleans.

Global and environmental aspects of Gunston’s mission blend during these trips beyond the Chesapeake Bay watershed where students study analogous systems and share their knowledge.

The evolving curriculum offers exciting potential for increasing local and global partnerships that strengthen environmental teaching and learning here at Gunston.

Additional enhancements to the program include awarding credit for participating in Bay Studies. The credit formally recognizes the 40+ instructional hours in a typical Bay Studies course.

Students earn ¼ academic credit for each year they participate and participation in Bay Studies is required each year as part of Gunston’s graduation requirements. Most recently, Gunston has integrated a climate science credit into the Bay Studies program, with each student required to participate in at least one expedition with a climate-related focus.

Adolescence is a time of life where the brain is particularly sensitive to intense experiences, and Bay Studies involves the kinds of hands-on, deep-immersion, and inquiry-based experiences that create powerful and lasting impressions about how human beings and the environment should co-exist.

Similar to the difficulty of solving complex environmental issues, the Bay Studies week is meant to be physically and intellectually intense. Whining, complaining, wet clothing, sunburn, bug bites, exhaustion, hunger, and wet tents are common elements of Bay Studies trips. Yet this discomfort is always counterbalanced by the satisfaction of hard work and deep learning, end-of-the-day bonfires and s’mores, fishing, the taste of Old Bay, games of frisbee, and the development of deeper and more meaningful friendships.

1.3.1 Bay Studies 2030: What do we want Bay Studies to look like?

As we approach the fourth decade of the Bay Studies program, now led by CWS/Sustainability Director Brad Hirsh, Bay Studies has become a cornerstone program at Gunston. After reviewing environmental education programs at peer independent schools, it's evident that Bay Studies is one of the most innovative programs of its kind. To build on this success, we aim to enhance its mission and program.

While Bay Studies holds significant importance at Gunston, the school has never formally defined a mission and philosophy for the program. Establishing and validating the program's purpose will guide its future direction and prevent potential "program drift."

Proposal: After formalizing the program's mission, convene a curriculum development workshop using a design-thinking approach. This workshop will involve key staff and partners to brainstorm new trips, activities, and equipment enhancements for Bay Studies.

1.3.1.1 New Program/Trip Development and Evaluation Bay Studies trips have evolved over the years, with certain long-standing trips (like CBF and Echo Hill) serving as annual stalwarts, while other trips have come and gone, often reliant on the leadership of a particular faculty member or partner organization. One of the goals of ESP2 is to sharpen the existing trip programs by creating an evaluation mechanism that helps us to evaluate each of the trips at the conclusion of Bay Studies Week each year. We also want to develop a formal proposal and review process for new prospective trips to ensure that they meet the values of the overall Bay Studies program. Meanwhile, Gunston has acquired various capital items (aka “gear”) to support the Bay Studies program. An evaluation of “gear” needs is also in order.

Proposal: After formalizing the program's mission, convene a curriculum development workshop using a design-thinking approach. This workshop will involve key staff and partners to brainstorm new trips, activities, and equipment enhancements for Bay Studies.

1.3.1.2 Trip Placement, Funding and Financial Aid Protocols Over time, Gunston has operated with an unwritten philosophy for trip placements, balancing student and faculty preferences while fostering mixed-grade interactions that support community development.

Additionally, the Bay Studies program has been financially supported by a flat annual fee beyond tuition. This approach ensures equitable access to trips, regardless of financial ability, with cheaper trips subsidizing more expensive ones over a four-year period. Recently, comparative watershed

trips have incurred a one-time "fee premium," allowing students to participate in one such trip during their time at Gunston. Financial aid is available for these trips, reviewed and approved by the Bay Studies team and CFO. Proposal: To enhance transparency, formalize trip placement protocols in the Bay Studies Guide and School Handbooks. Clearly outline the processes for setting the annual Bay Studies fee and managing financial aid requests.

1.3.1.3 Training, staffing, support, and safety Given the growing range of field-based activities associated with Bay Studies, an evaluation, clarification, and revision of the training, staffing, support, and risk-management protocols is in order.

Proposal: As a stipended assignment, a Bay Studies Program Guide needs to be developed that includes program and curriculum details, training guidelines, staffing and trip placement guidelines, and safety/risk-management protocols for activities associated with the program. The guide will need to be regularly reviewed and updated as trips evolve.

Section 2: Sustaining and Developing the Chesapeake Watershed Semester 2.1 CWS 2029: What do we want the program to look like in 5 years?

Perhaps the most successful proposal in ESP1 was the creation of a place-based, experiential semester program. Since the printing of ESP1 in 2016, The Chesapeake Watershed Semester (CWS) has successfully planned and executed 5 full academic semesters. The staff of CWS have augmented the curriculum and worked diligently to plan expeditions that span the full range of the watershed.

The learning outcomes and personal takeaways for students by the end of the semester have proven to be greater than anyone could have imagined.

What follows in this section is a description of the current state of the Chesapeake Watershed Semester as a means for documenting the successes and challenges. This section will also lay out a set of recommendations for how to improve CWS in the future.

In the fall of 2018, Gunston launched the Chesapeake Watershed Semester. After two successful semesters, the program paused during the fall of 2020 due to the pandemic. CWS resumed in 2021 and has continued successfully ever since; completing its fifth semester in the fall of 2023. With Gunston demonstrating the program’s success over five years, the focus is now on planning for its future. The objective is to create a program that is both structurally and financially sustainable.

In 2018, Gunston faculty members came together to establish the program's mission and vision. The current program developed by CWS staff remains closely aligned with this mission and philosophy.

However, a key recommendation is for the Head of School and CWS Director to plan a retreat to review how the program's structure and design have evolved and to find ways to maintain its momentum.

Mission: Utilizing the Chesapeake Bay and its watershed as the foundation for an immersive, rigorous, and interdisciplinary curriculum, the Chesapeake Watershed Semester is a single-semester, place-based academic program for high school juniors and seniors. The program aims to cultivate reflective and confident students and leaders who can promote regional and global environmental sustainability through their understanding of scientific, social, cultural, and political systems.

Philosophy: Immersive, Place-based Learning Experiences Real-world and first-person experiences are vital to developing understanding and knowledge. The Chesapeake Bay watershed provides the canvas for the curriculum, and the academic disciplines create the lenses through which the human impact on the natural environment is understood. Week-long field studies offer students opportunities to engage fully with an ecosystem, community, or internship.

Rigorous, Problem-based Learning Students develop a toolbox of skills to evaluate primary sources, analyze data, and establish an ethical foundation from which to draw conclusions. Classes are grounded in real-world scenarios and offer students opportunities to engage with stakeholders and share their conclusions. Every student completes a thesis paper or project that reflects their ability to address issues through multiple lenses.

Stakeholder Engagement Much of the problem-based learning revolves around the central questions related to restoring the fragile and impaired Chesapeake Bay ecosystem. We approach these problems through direct contact with public officials, university researchers, fishermen, farmers, local historians, and many other stakeholders to fully understand the complexities of the problem.

Teaching Leadership We believe that leadership is a skill that can be learned by every person. Through opportunities in and outside of the classroom, we seek to develop in each student the skills, vision, self-knowledge, motivation, and sense of responsibility necessary to lead effectively.

Environmental Sustainability Individual and collective action towards greater sustainability are emphasized throughout the program. All aspects of operating the program are rigorously evaluated through the lens of sustainability.

2.1.1 Curriculum and Program Overview Currently, the CWS program is a non-residential 15-week semester experience held on The Gunston School’s campus, exclusively offered during the fall semester each year. It is open to 11th and 12th-grade students, with an enrollment of 12 to 13 students each year. The program is designed to facilitate seamless transitions for Gunston students between CWS and their regular school experience. While CWS operates independently and accepts applications from non-Gunston students, it remains closely integrated with Gunston’s daily activities.

CWS Students take the following five core classes: Environmental Science and Restoration Ecology The Chesapeake Bay is the largest estuary in the United States and home to 17 million people. The restoration of the Bay is a litmus test for humanity; if we pass the test we can keep the planet. In this course we will investigate the pieces, patterns, and processes that affect the health of the Chesapeake Bay. Historical threats such as sedimentation, eutrophication, and land-use remain while climate change and sea level rise are becoming increasingly important. Through laboratory and field studies, students will build a robust toolbox of primary research techniques in the natural sciences. This course can be combined with another semester of Environmental Science to prepare students to take the College Board’s Advanced Placement exam in the spring.

US Government and Politics and Environmental Issues Using environmental politics and policy as a guiding frame, this seminar introduces students to the key political concepts, institutions, roles, and behaviors that characterize the constitutional system and political culture of the United States. In addition, students gain familiarity with the institutions, agreements, and challenges associated with global environmental policy making. Capitalizing on our proximity to both the state and nation’s capitals, students interface with local, state, national, and international environmental leaders in Annapolis, Washington, D.C., and beyond. This course can be combined with another semester of US Government to prepare students to take the College Board’s Advanced Placement exam in the spring.

Literature of the Land and Water The Chesapeake Bay has a strong sense of place and has inspired a diversity of written work.

Students read, reflect and discuss fiction and nonfiction work grounded in the region that helps begin conversations on how our traditions have shaped our interactions with the land and water.

The course provides a forum for exploring individual reactions to issues raised in Environmental Science and Government classes and allows students to narrate their personal journey through the semester.

Leadership Seminar All students participate in this capstone course that bookends their semester. The course begins with a field Expedition to strengthen leadership skills and concludes with students presenting their Capstone work. Throughout the term, students explore the character and qualities of great leaders through weekly conversations and symposiums, focusing on self-discipline, self-confidence, self-awareness, ethics, poise, and public speaking.

Math and World Languages While attending the Chesapeake Watershed Semester, students continue their math and world language classes through accredited online partnerships.

Students who enroll in CWS also complete two structured independent projects: Art (added in Fall of 2022) Students are tasked with creating a work of art in any medium that is inspired by their experience in CWS. This artwork is showcased at Gunston's Night of the Arts and is influenced by the student’s observations, notes, and memories from the semester. Before designing and creating their artwork, students are required to complete weekly visual journal entries and submit an artist statement.

Capstone Research and Civic Engagement Project The original vision and design of the capstone project were as follows: The Chesapeake Watershed Semester's distinctive feature is the interdisciplinary thesis completed by each student, incorporating a restoration project design, a business plan, and a political action guide addressing a critical environmental issue in the watershed. Many students choose to focus their projects on their hometowns, collaborating with teachers and community mentors to outline the project's scope and sequence.

In the Fall of 2022, the CWS director developed a new structure as follows: The hallmark of the Chesapeake Watershed Semester is now a capstone research and civic engagement project. Students select a topic from any discipline that interests them and relates to the environmental health and resilience of the Chesapeake watershed. Following structured guidelines, students research their chosen topic and consult with 1 to 3 civic stakeholders involved in the issue. At the semester's end, students present their findings in a 5-to-7 minute presentation to peers, families, and community members.

Additional features of the CWS academic experience: College Preparation CWS students are supported in achieving their college and career goals. 12th-grade students attend the Gunston College 101 course and receive college guidance from their assigned Gunston college counselor. The PSAT is administered in the fall semester and 11th-grade students take the PSAT regardless of their enrollment in CWS. Students are still able to take the SAT or ACT while attending CWS and many also choose to take AP exams in the spring.

Expeditions, Trips, and Campus Visitors In addition to the academic core, CWS includes a series of overnight expeditions, day trips, and campus visitors that are designed to enhance and illustrate the content covered in CWS classes.

Overnight Expeditions (as of the Fall of 2023) ● Orientation Expedition: the headwaters of western Maryland and eastern West Virginia (4 days) ● Bay Science and Culture Expedition: Virginia Institute of Marine Science in Wachapreague, VA; and the Chesapeake Bay Foundation’s environmental education center on Smith Island (6 days) ● Land Use and Energy Expedition: the anthracite coal region of Eastern Pennsylvania (3 days) ● Urban Climate Change and Coastal Resilience: Norfolk and Virginia Beach (4 days) Day Trips and Campus Visitors (as of the Fall of 2023) ● Gunston campus tour with Head of School and Director of Facilities ● Campus foraging and plant ID session with Dr. Bill Schindler ● Watercolor tutorial at Chesapeake Bay Environmental Center ● 2 to 3 paddles with Sultana in the Chester River watershed ● Chesapeake Bay Maritime Museum ● Farm visits: St. Brigid’s Farm and Harborview Farms ● Stormwater management tour with Queen Anne’s County engineer Trey Porter ● Environmental Justice visit to Baltimore with Rona Kobell ● Washington DC- visit with Tim Cardin’s staff and the policy team and Trout Unlimited ● Visit from Chester Riverkeeper Annie Richards ● Visit from local town officials: Mayor of Easton Megan Cook, past Mayor of Chestertown Chris Cerino, and past town council member of Centreville Tim McCluskey ● CWS “Trustee Day” - Visit from the CWS board committee who sit in on a day-in-the-life of a CWS student

CWS campus, facilities, and community: Campus CWS functions as a school within a school, allowing it to utilize Gunston’s 75-acre waterfront property. The cohort meets daily in the CWS classroom, situated in a small building on campus called Cliff House. Additionally, the cohort utilizes the program’s administrative offices and a lounge known as “The Sail Loft,” located in another campus building named Heron House. CWS students frequently engage in outdoor activities, utilizing the campus's outdoor classroom, exploring the campus woods, and participating in activities on the Corsica River.

Community Each semester's cohort forms a strong identity during the extended expeditions, which often persists beyond the semester itself. One of the program's goals is to enhance students' social connections by expanding their peer and friend networks.

Schedule As a non-residential day program, CWS follows a unique schedule of extended classes and block scheduling. This structure allows for longer lab periods, research, and discussions. Since fall 2022, the daily schedule closely mirrors that of Gunston, with classes of the same duration and order.

Physical Fitness Since physical activity is crucial for overall health and well-being, CWS students engage in physically active experiences, such as paddling and hiking. They also have the option to participate in Gunston's athletics and wellness programs after school.

2.1.1.1 The Academic Core Since its inception, the program has undergone several small changes to enhance the academic experience being offered, including: 1. Transitioning all math classes online: Previous iterations found it challenging to integrate Gunston's math curriculum into CWS. Students now remain in their online math class for the entire year, even after CWS concludes.

2. Shifting Spanish classes to a hybrid format: Starting fall 2023, students meet weekly in the evening with Gunston's Spanish teacher, Cam Angarita, and complete asynchronous work between sessions. They return to their Gunston Spanish class in the spring.

3. Introducing an art component for reflective purposes.

4. Restructuring the capstone project: Students no longer need to design and implement an action project within the packed 15-week semester full of field experiences and academic demands.

It is noteworthy that one of the primary challenges of the CWS program has been designing it to integrate both world language and math education without dedicated instructors in those areas.

The CWS and Gunston staff aim to ensure students can pursue their math and language studies

effectively but have struggled to find the optimal approach. Currently, many students find learning math virtually quite challenging compared to traditional classroom settings. Similar difficulties arise in the program's Spanish instruction.

Despite these challenges in math and world languages, the program director and instructors are generally confident in the structure outlined by the initial proposed curriculum. Efforts have been made to ensure consistent learning experiences across subjects throughout the semester. However, some adjustments are likely necessary to strengthen the program's cohesion.

Recommendations: 1. The CWS director and instructors should update Gunston’s curriculum mapping software, Atlas, to better align with the content and structure of courses as of fall 2023.

2. The CWS director, instructors, Gunston Head of School, and Assistant Head of School should continue discussing improvements to math and world language instruction. Considerations may include scheduling changes or the consistent inclusion of part-time math and language tutors. Exploring various models from similar semester school programs could be beneficial.

3. The CWS director, in collaboration with the Gunston Head of School, should develop a staffing and curriculum guide outlining the mission, philosophy, expectations, program norms, health and safety protocols, and logistical details. This guide will serve as an onboarding tool and a reference for staff.

4. The CWS director should conduct a formal review with other Gunston staff members to evaluate how well CWS students reintegrate into their regular academic experience at Gunston.

5. The CWS director and instructors should identify one to two long-term field-based research projects that students can participate in throughout the semester and over the years.

Currently, the program lacks such multi-year projects.

6. Capitalizing on the school’s strength in civic engagement, explore opportunities to integrate this strength more deeply into the CWS program.

7. The CWS director and instructors should integrate career engagement and development further into the program.

8. Enhance the curriculum by incorporating more content about climate change and environmental justice.

2.1.1.2 Expeditions Order and Location of Expeditions Since its inaugural semester in fall 2018, each subsequent semester of CWS has featured a unique sequence of trips. Through a process of trial and error, CWS staff have diligently cultivated relationships and identified optimal locations to ensure an enriching learning experience. The logistical planning required for these trips demands considerable time and effort to conceptualize and execute. By fall 2022, the CWS staff had refined the order and locations of these trips, leading them to replicate the same itinerary with minor adjustments in fall 2023.

These trips are meticulously aligned with the content covered in the program's three core academic courses. The initial orientation trip primarily focuses on group bonding and introduces students to academic life in the field. Subsequent trips are strategically scheduled to correspond with the students' progress in their coursework and to leverage favorable weather conditions throughout the fall semester. We kick off with an exploration of Chesapeake culture and science while enjoying optimal weather for aquatic activities. Mid-semester, our focus shifts to Pennsylvania, where students encounter firsthand the complexities of watershed management and land use practices.

Finally, as autumn progresses and students delve deeper into the social and economic dimensions of environmental issues, we explore climate change and coastal resilience in the urban setting of Hampton Roads.

Planning and Organization Currently, there is no established written standard for how CWS staff plan and organize expeditions.

The CWS director, a full-time administrator, handles lodging reservations for the upcoming semester and arranges the orientation trip during summer. They also map out and propose a schedule for day trips. The other CWS SLI instructor contributes to this schedule. Much of the communication and planning for these day trips begins in the summer, involving both staff members. Any overnight or day trips not finalized during summer planning are collaboratively organized between the two staff members in an organic manner.

Partners and Community Connections The success of planned expeditions relies heavily on relationships with individuals and partner organizations, which can vary due to numerous factors. Currently, there is no established protocol for passing on information about community connections from one generation of staff to the next.

Sustainable Practices Expeditions are integral to the CWS experience and should embody the program's sustainability philosophy. However, there are currently no guidelines for food purchases and waste management procedures while CWS students are in the field.

Recommendations: Addressing these logistical challenges is crucial for enhancing the CWS expedition program, allowing staff to focus more on delivering an exceptional educational experience rather than logistical issues: 1. CWS staff should consider establishing a consistent sequence and selection of locations for overnight trips. Additionally, the planning process should explore trips to different watersheds and include immersive orientation experiences like backpacking or kayak camping. Changes to this schedule should be carefully planned and researched, as they require substantial effort from CWS staff.

2. The CWS director, in collaboration with the Gunston Head of School, should develop a comprehensive staffing guide. This guide should outline the mission, philosophy, expectations, program norms, health and safety protocols, and logistical details. It should

also include procedures for trip planning, a directory of partners with contact information, an expedition checklist, and guidelines for sustainable field practices. This guide will serve as both an onboarding tool and a reference document for staff.

2.1.1.3 Campus and Community Life Gunston and CWS To engage and retain interest among Gunston students and parents, CWS has crafted daily and expedition schedules that align as closely and frequently as possible with Gunston's academic and extracurricular activities. This ensures cohesion between the two programs, which has proven successful overall. Students in CWS can still participate in Gunston clubs and sports, attend school events, and have lunch daily with non-CWS peers.

Alongside bridging the gap between the programs, CWS has developed its own unique set of traditions and norms over five semesters. These include a more relaxed dress code specific to CWS. These traditions have evolved naturally over time rather than being formally planned, adding to the program's fun and energizing atmosphere for students.

The program strives to balance two dynamics: fostering a strong cohort model that builds deep connections within the group, while also managing the potential for feeling confined due to the intensive schedule and limited physical space. Our experience shows that the CWS cohort forms strong bonds across diverse peer groups, fostering a sense of camaraderie. On campus, however, the close-knit nature of the group interacting daily with the same teachers can sometimes heighten tensions.

Dreams for the Future From its inception, the program's founders envisioned CWS eventually having its own dedicated residential building for a fully immersive semester experience. During the recent design of Gunston's campus master plan in 2019, a design charrette for a CWS building was initiated. In spring 2023, Gunston acquired an additional 40 acres adjacent to campus, potentially providing space for a standalone CWS facility as part of the school’s expanded Master Planning footprint.

Questions to Consider Several questions arise regarding the relationship between Gunston and CWS, the intensive on-campus experience, and the prospect of a new building: ● ● ● ●

How distinct should Gunston and CWS programs remain?

What could a standalone CWS facility dedicated solely to academics encompass?

How might CWS evolve into a residential or semi-residential program?

What improvements could enhance the current program and mitigate its intensive aspects?

In March 2023, CWS Director Ronnie Vesnaver held virtual meetings with past parents and alumni to gather perspectives on these questions.

Recommendations: 1. The CWS Director, in collaboration with the Gunston Head of School, should organize a retreat involving various stakeholders (alumni, CWS parents, Gunston faculty, CWS staff) to discuss strategic programmatic relationships between Gunston and CWS. 2. Simultaneously, explore ways to diversify campus experiences by reconsidering daily schedules and space allocations for both students and staff.

3. The CWS Director/SLI should research best practices in cohort model programs to enhance the CWS experience.

4. Begin documenting, brainstorming, and implementing CWS traditions and norms with the aim of fostering a lively and engaging program culture, which could also bolster recruitment efforts.

2.1.2 Staffing and Support Staffing Structure History In 2018, the program began with two staff members: Emily Beck, who served as the program director and science instructor, and Owain Heyden, who taught humanities and leadership. By fall 2020, the team expanded to include Emily Beck as director, Zack Hoisington as science and leadership instructor, and Ronnie Vesnaver as humanities instructor.

By fall 2022, following several changes and professional transitions, the program reverted to its original staffing structure. Ronnie Vesnaver assumed the role of Director of CWS and Sustainability, alongside teaching humanities, while Mel Skirkanich became the CWS Science and Leadership Instructor. Ronnie and Mel continued in these capacities throughout the 2023 cohort.

Presently, the team comprises Brad Hirsh, who serves as the Director of CWS and Sustainability, alongside teaching humanities, and Mel Skirkanich, who holds the role of Associate Director of CWS and teaches science and leadership. Both Brad and Mel instruct courses in Gunston's spring curriculum and collaborate on Chesapeake Bay Studies.

Staffing Roles The specific responsibilities of each staff member are outlined in their contracts and job descriptions. Here’s an overview of their roles: CWS and Sustainability Director and Humanities Instructor As the CWS and Sustainability Director and Humanities Instructor, this individual plays a pivotal role in overseeing all aspects of program administration. Responsibilities include managing marketing, admissions, development, and overall program design. They are also responsible for maintaining the CWS website, managing social media platforms, and preparing grant applications.

Developing and nurturing community partnerships is another key aspect of their role. They supervise the planning of curriculum and semester activities and serve as the direct supervisor to the associate director.

Logistically, the director plans and coordinates both overnight expeditions and day-trips, ensuring smooth execution of these educational outings. They are actively involved in the classroom, designing and teaching humanities courses focused on environmental literature and policy.

Additionally, they lead weekly art sessions that are integrated into the curriculum. Overseeing the capstone project and supervising study hall sessions are also part of their responsibilities, contributing to the academic and developmental growth of CWS students.

On a weekly basis, the director teaches 14 out of the 26 total teaching blocks, emphasizing their direct engagement with students. They participate in all overnight and day-trip expeditions, enriching student learning experiences beyond the classroom. During the spring semester, they expand their teaching role to include courses in the general Gunston curriculum.

Beyond teaching, the director directs Chesapeake Bay Studies and provides guidance to the environmental club, which undertakes initiatives like Earth Day celebrations and sustainability projects. They are also instrumental in designing and leading teacher training programs focused on sustainability initiatives within Gunston’s educational framework.

In the spring semester, the director's reduced contact hours enable them to dedicate more time to Chesapeake Bay Studies, CWS admissions and development, and advancing sustainability initiatives.

This comprehensive role underscores their commitment to enhancing both the academic rigor and holistic educational experience within the CWS program.

CWS Associate Director/Science and Leadership Instructor The Science and Leadership Instructor (SLI) is responsible for designing and planning two academic courses: the science and leadership courses. They play a significant role in organizing the capstone project, often taking the lead due to the director’s workload. This includes reviewing student work submissions for the capstone project. The SLI also oversees all study hall sessions and plays a key role in planning and leading overnight and day trips.

Weekly, the SLI supervises and teaches 15 out of 26 total teaching blocks, and they attend all overnight and day-trip expeditions.

In the spring semester, the SLI teaches AP Environmental Science and Ecology in Gunston's general curriculum. They also supervise two study hall blocks and assist in planning and coordinating Chesapeake Bay Studies.

Support Gunston provides a support network of professionals whom CWS staff can call upon for assistance.

The Director of External Relations assists significantly with marketing and development efforts, while the Events Director lends support for various semester-related events. Additionally, the

Director of Admissions plays a crucial role in supporting the program. Together with the Director of External Relations, they spearhead much of the program's marketing and outreach efforts to the broader community beyond Gunston. CWS also benefits from strategic and academic guidance from the Gunston Head and Assistant Head of School. It's important to note that these support relationships with Gunston staff are somewhat informal and flexible, lacking a defined work schedule or plan among the parties involved.

Staffing Dynamics There are distinct features of a semester school that differ from traditional classroom teaching: ● ●

● ● ● ●

CWS students and staff commence their school year a week ahead of most Gunston staff, starting with an orientation week before faculty meetings begin.

During Thanksgiving week, CWS students and staff have the first two days off, whereas Gunston staff host parent-teacher conferences. CWS participants also do not partake in exam week, which follows the capstone presentations.

CWS schedules its parent-teacher conferences earlier in the fall to compensate for having students for only a semester, rather than a full year.

Staff spend the entire semester with the same group of students, both in classroom settings and during fieldwork.

Staff not only plan classroom curricula but also organize and execute multi-day expeditions that complement the curriculum.

Staff are required to participate in every day trip and overnight expedition. In recent years, this amounted to the staff spending anywhere from 25-40% of the fall semester away from home.

While this intensive experience is beneficial for students, it tends to be both rewarding and challenging for CWS staff. On the one hand, teachers seldom encounter such opportunities for free and creative teaching methods, and the outcomes for students and the enriching experiences teachers provide are exceptionally fulfilling. However, on the other hand, the semester's demanding nature can be exhausting for staff, akin to the workload of boarding school staff members over a 15-week period and this often leads to burnout.

Similar to challenges faced by boarding schools, a key staffing issue for the program is the potential turnover of staff members who may only choose to work for a limited time due to the intensity of the semester structure.

CWS Staffing Schedule vs. Gunston Schedule CWS follows a slightly different calendar than the normal Gunston calendar to fit the various unique needs of the program. The table below works to show those differences.

CWS (2023)

Gunston (2023)

Orientation: Week of Aug. 21

Faculty Meetings: Week of Aug. 28

First day of classes: 9/5

First day of classes: 9/5

Back to School Night: 9/14, virtual

Back to School Night: 9/19 (CWS director in attendance)

CWS ¼ Progress Reports shared with families (grades with comments): 10/10

N/A

Parent Teacher Conferences: 10/12

Parent Teacher Conferences: 11/20-11/21

End of Quarter 1: 10/20

End of Quarter 1: 10/20

Quarter 1 grades and comments due: 10/27

Quarter 1 grades and comments due: 10/27

Thanksgiving Break: 11/20-11/27

Thanksgiving Break: 11/22-11/27

Final Day of Semester: 12/14

Final Day of Classes: 12/14

N/A

Exam Period: 12/18-12/21

Recommendations: 1. During the fall of 2023, to alleviate the teaching and planning workload for CWS staff, the CWS director proposed implementing a coverage schedule. This schedule involved splitting the supervision of study halls and capstone blocks between the director and the other instructor, allowing each of them an additional 3 to 4 planning periods per week. Despite this adjustment, it was observed after a full semester that both staff members still dedicated a significant amount of their day to direct contact hours with students. This issue could potentially be mitigated if the group spent less time off campus. Therefore, consideration should be given to adjusting the daily schedule and staffing structure.

2. The CWS director, in collaboration with the Gunston Head of School, should develop a comprehensive staffing guide. This guide will outline the program's mission, philosophy, expectations, program norms, health and safety protocols, and logistical details. It will include specific position descriptions for each staff member and a detailed work plan for CWS support staff. This document will serve as an onboarding tool and a reference for staff members.

3. Additionally, the CWS director, in conjunction with the Gunston Head of School and Assistant Head, should explore leadership and staffing options. These could include adopting a "visiting professor" model for both classroom and field sessions throughout the semester.

Visiting professors could lead on-campus classes, plan day trips, or participate in multi-day overnight expeditions to lighten the instructional load on CWS staff.

4. Furthermore, responsibilities of the director could be shared more evenly with the Science and Leadership Instructor (SLI). There could also be consideration for a summer stipend to support additional staffing, planning, or project initiatives within CWS. 5. Lastly, reviewing staffing models from peer semester programs could provide valuable insights into structuring CWS effectively.

2.1.3 Operations, Safety, and Equipment The CWS program was launched primarily through a $100,000 grant (E.E. Ford grant) from the Edward E. Ford Foundation in 2018, matched by Gunston. This funding enabled the purchase of a van, the redesign and furnishing of teaching spaces in Heron House and Cliff House, initial marketing efforts, and supported the salary of the CWS director. Additionally, Gunston annually supports the program by subsidizing staffing expenses through its operating budget, demonstrating a commitment to sustain and nurture the program.

Operations and Equipment For academic activities on campus, CWS utilizes Cliff House and the upstairs of Heron House, both of which are equipped with TV monitors, Apple TVs, whiteboards, and ample storage. The program also enjoys access to Gunston’s outdoor classroom, waterfront, and its fleet of boats.

CWS possesses a dedicated 15-passenger van, access to Gunston’s extensive collection of tents, and its own camping supplies such as stoves, storage bins, tarps, and water jugs. These resources are crucial for running the semester's expedition program. Looking ahead, CWS aims to procure 15 kayaks and a trailer, enhancing program flexibility and enabling independent paddle experiences on the Corsica River and beyond. These kayaks would also be available for broader use within the Gunston community.

Currently, CWS staff, with student assistance, manage the upkeep of these items, excluding the CWS van which is maintained by Gunston’s Director of Transportation. Heron House and Cliff House maintenance is handled by Gunston’s facilities staff. As the program acquires more equipment, a formal maintenance plan will be necessary to ensure continued reliability.

Safety CWS adheres to Gunston’s field trip safety protocols, updated most recently in the summer of 2023.

The manual covers various aspects including family communications, trip logistics, waterfront safety, medication administration, and response to medical emergencies. Both CWS staff members were certified in CPR, Wilderness First Aid (WFA), and trained in the use of Epinephrine and Narcan as of summer 2023.

Recommendations: 1. The CWS director, in collaboration with the Gunston Head of School, should establish mandatory safety training for all CWS staff, potentially including Wilderness First Responder (WFR) and American Canoe Association (ACA) certifications.

2. A comprehensive staffing handbook should be drafted by the CWS director in conjunction with the Gunston Head of School. This handbook should outline mission, philosophy, expectations, program norms, health and safety protocols specific to CWS, and guidelines for equipment storage and maintenance. It will serve as an essential onboarding and reference tool for staff.

3. Additionally, planning a CWS retreat involving stakeholders like alumni, parents, faculty, and staff would facilitate strategic discussions on operational and equipment needs for CWS moving forward, including the potential establishment of a standalone CWS campus.

4. Given the program's demanding physical and emotional nature, protocols should be developed to address student health concerns, including procedures for transfers and withdrawals.

2.1.4 Marketing Current Marketing Approach CWS employs four primary strategies to market the program to both the Gunston and broader communities: local print media, CWS social media pages, the CWS website, and Gunston's print and digital media. Periodically, CWS also participates in local events to enhance program visibility.

Marketing materials produced for Gunston's admissions process are inclusive of CWS information, with valuable input from Gunston's Director of External Relations in guiding decisions on marketing strategies, timelines, and maintaining the CWS brand through logos, designs, and brand decisions.

The intensity and focus of CWS marketing efforts have varied over time due to shifting priorities. To establish a more consistent strategy, a marketing firm was engaged in fall 2021 using funds from the E.E. Ford grant. The firm was tasked with content creation, launching a social media ad campaign, and updating the program’s website. Ultimately, Gunston was disappointed with the firm’s services and the deliverables received. Nonetheless, significant lessons were learned from the experience.

Local Print Media CWS utilizes local print media outlets such as the Talbot and Chestertown Spy, What’s Up Eastern Shore, What’s Up Annapolis, and Waterfowl Festival to inform the local community about the program and promote upcoming information sessions. Notably, in February 2023, Ronnie Vesnaver and Mel Skirkanich were featured in What’s Up Annapolis’ “Faces of the Chesapeake,” enhancing program visibility and community engagement.

Social Media CWS maintains active accounts on Facebook, Instagram, and Twitter. Facebook targets parents, Instagram engages students, while Twitter use has been limited historically.

Success on these platforms hinges on consistent posting and frequent ad campaigns on Facebook and Instagram.

CWS Website The program’s website serves as a vital educational tool for prospective participants, regularly updated to reflect program changes. However, it requires a more thorough overhaul to better represent current program offerings. Consideration has been given to migrating from Squarespace to a more advanced platform like Finalsite, aligning with Gunston’s platform for enhanced continuity and tailored functionality.

Gunston Print and Digital Media During the CWS semester, content generated by CWS staff and students is featured in Gunston’s weekly online newsletter. Tagging Gunston in CWS social media posts allows for reposting and sharing across Gunston’s social media channels. Additionally, an article about CWS is included in the annual Gunston Multum Parvo, effectively keeping the Gunston community informed and engaged.

Recommendations: 1. The CWS Director should implement a structured approach to planning and scheduling social media updates and website enhancements, ensuring consistent engagement throughout each week.

2. CWS students and staff should contribute regularly to Gunston’s digital and print marketing efforts, potentially through a dedicated student blog on the CWS website.

3. Collaborating with Gunston’s Head of School and Director of External Relations, the CWS Director should develop a comprehensive marketing strategic vision and annual work plan.

This plan should be integrated into the proposed staffing guide and include strategies such as annual ad buys on Facebook and Instagram, transitioning the website to Finalsite, and developing a CWS brand guide.

2.1.5 Admissions and Enrollment Admissions Applying The admissions season for CWS starts in the fall. Early decision applications are due by December 15, while regular decision applications must be submitted by February 1. Year to year, interest levels fluctuate, so students applying early signal a strong motivation and interest in the program.

Admissions decisions are communicated by March 1. The application process is straightforward: students fill out a form with personal details and explain in 300 words or less how the CWS experience aligns with their personal plans or future aspirations.

Recruiting Currently, CWS focuses on two main pathways for admissions: students from within the Gunston community and those from outside it.

Recruiting students within the Gunston community involves hosting virtual information sessions twice in the fall. These sessions, promoted through Gunston’s weekly online newsletter, are led by the CWS director and associate director. Additionally, the director presents the program during Gunston Experience blocks to 9th, 10th, and 11th graders.

Admissions updates are also shared on the program's social media pages, targeting both Gunston community members and external audiences. Virtual information sessions are open to families outside Gunston who learn about the events via social media or local print media advertisements by the CWS director.

Starting fall 2023, the CWS director began attending local high school fairs hosted by nearby private middle schools. This initiative aims to introduce CWS to potential Gunston students and to students who may consider CWS later in their high school journey, regardless of attending Gunston.

Currently, beyond marketing efforts, there is limited outreach to local public schools. Building relationships with local educators, principals, and superintendents could enhance program promotion.

Enrollment Applications are submitted to the CWS director, who then shares them with the Gunston Head of School and Assistant Head of School. Together, they determine admissions decisions.

On March 1, accepted students and their families receive an acceptance email on CWS letterhead.

The email includes a welcome video and directs families to a landing page with tuition details and key program dates.

Students have a month to decide and submit their deposit to enroll for the semester. Some years, the program fills its roster by March 1, while in others, enrollment continues into spring, sometimes finalizing by summer. The admissions process remains open until the class is complete.

Throughout spring and summer, enrolled families receive regular updates from the CWS director, covering essential details such as required books and supplies, program schedules, and health protocols.

Starting spring 2024, the CWS Director and Gunston Head of School will meet with each family to discuss the student’s academic plan for the upcoming year. This additional step aims to clarify course loads and address any questions or concerns.

Recommendations: The CWS leadership team should establish a clear admissions and recruitment calendar for annual replication and adjustment. As part of a stakeholder retreat, the CWS admissions process should be reviewed, considering improvements to the application format and outreach strategies for non-Gunston students. Consideration should be given to formalizing a host family program for non-Gunston students to enhance their integration into the CWS community.

2.1.6 Alumni Development As of the spring of 2024, CWS has 60 alumni in total. At this point in the program’s history, we have made only modest efforts to connect and coordinate this group. The CWS director maintains a spreadsheet that contains student and parent names and email addresses as does the Gunston development office.

In March 2023, the CWS Director conducted two virtual meetings — one with past parents and another with CWS alumni — to gather feedback on student and parent experiences and to discuss future program development. These meetings revealed that CWS alumni often have a strong and unique connection with Gunston due to their impactful experiences in the program. This relationship presents an opportunity for deeper engagement. Several alumni and parent community members proposed compelling ideas for future engagement: 1. Hosting alumni "in the field" experiences to revisit their days at CWS. 2. Inviting alumni to visit the current cohort each fall to introduce them to the CWS alumni network and share their experiences.

3. Featuring CWS alumni student spotlights on our social media and website.

4. Creating internship or job opportunities for alumni as the program matures and the alumni network expands.

5. Involving current and past parents in expeditions or programming based on their expertise.

Recommendations: The CWS director, in collaboration with the Head of School and the Gunston Alumni Coordinator, should develop a comprehensive CWS Alumni Development plan. This plan will outline targeted outreach efforts, allocate resources effectively, and establish a timeline for implementing these initiatives. It should also address how alumni information is managed and ensure the preservation of the program's history and documentation.

2.1.7 Governance and Program Advisory Board The following describes the program’s current governance and program advisory board structure and details the ways in which the program should alter its current structure.

Current Governance and Program Advisory The program director collaborates closely with Gunston’s Head of School, CFO, and associate director to make key decisions regarding the structure, finances, marketing, admissions, and development of the program.

From 2018 until spring 2023, CWS had an advisory board comprising individuals with expertise in environmental nonprofits and/or environmental education and research. Some members also served on Gunston’s board. As of summer 2023, there were ten advisory board members who met with the program director biannually (fall and spring). These meetings included program updates and discussions on pertinent topics. The program director and CWS instructor occasionally sought advice from these members, although there were no formal bylaws governing the advisory board’s structure.

In summer 2023, recognizing CWS’s significance, Gunston established a standing committee within its Board of Trustees dedicated to the Watershed Semester and school sustainability. This committee will advise, consider, and support the program’s future direction.

Recommendations: 1. Implement a quarterly meeting schedule to regularly review the Environmental Strategic Plan and Chesapeake Watershed Semester.

2. Organize an annual post-CWS retreat in January to strategize for the program’s future.

3. Provide leadership and guidance for sustainable funding initiatives supporting both the school’s sustainability efforts and CWS programs.

2.2 Designing and Testing a Unique CWS Funding Model In 2018 CWS was awarded a $100,000 grant by the Edward E. Ford Foundation. This grant allowed Gunston to initiate CWS. The program was able to purchase an expedition van, redesign a teaching space, market the program, and pay for many other costs associated with the semester expeditions.

These initial funds proved vital for the current success of the program, but they also did not cover the full cost of running the program.

In 2022 the E.E. Ford grant cycle ended and after 4 successful semesters, CWS staff and Gunston Head of School have begun to plan for how the program will continue to be funded without it being a drain to the Gunston budget. Thus, in the summer of 2022 CWS director and Gunston Head of School initiated a relationship with a grant writing and development consultant who submitted a contractual proposal that included a plan for potential grant funding opportunities. In order to fund this, we submitted a grant application via an AIMS/ADVIS consultancy grant; unfortunately, this grant application was rejected.

In January 2024, the school engaged in the NAIS Strategy Lab Process. One of the key takeaways from this exercise was a diagnosis that the school needs to move forward with testing a sustainable funding model that combines grant/major gifts and formal school-to school partnerships.

In addition to engaging with a development consultant who has created a roadmap for a CWS philanthropic model (which differs from that of Gunston’s mainstream approach), the school has developed a position description for a Director of Philanthropy. One of the major responsibilities for this role would be fundraising for CWS. In addition, the school is returning to the EE Ford Foundation in 2024 for an additional leadership grant of $100,000. The school is in the process of submitting this grant.

Recommendations: 1. Collaborate with the Finance Committee to create a clear and easily understandable depiction of CWS's current and future budget realities and requirements. This representation should provide deeper insights into the financial impact and opportunities of the program.

2. Determine the best approach for future fundraising efforts for CWS at Gunston, whether through external consultation or by establishing a Director of Philanthropy role dedicated to securing funds for CWS and Sustainability initiatives.

3. Create a partnership template for evaluation purposes and initiate discussions with chosen peer schools to explore potential collaboration opportunities.

4. Finalize the EE Ford Leadership Grant application for 2024.

3. Environmental Vision for Gunston’s Campus & Land Acquisition Gunston’s campus property is a remarkable treasure with a rich history. Originally part of the vast family farm of the school’s founders, Samuel and Mary Middleton, it has evolved over the years. For nearly 50 years, the school was situated on a 32-acre waterfront site along the Corsica River. The campus was bordered to the south and southeast by Bond-Sollers (Middleton heirs) farmland, to the east by the private residence of Jeff and Peggy Young, and to the west by residences and the Durham family farm, also heirs of the Middletons.

In 2016, Gunston acquired an additional 3.2 acres, including the former residence of Appy Middleton (son of Samuel and Mary), expanding the campus to 35 acres. The Head of School’s residence was relocated to the Young property, and the former Head’s residence was transformed into the Heron House waterfront athletic center.

In December 2022, after nearly a decade of negotiations, Gunston had a transformative opportunity to purchase 40 acres of adjacent waterfront property to the east-southeast, bringing the campus to its current size of 75 acres. This expansion presents numerous opportunities for the school, and this section of our Environmental Strategic Plan outlines the path forward for developing this space.

Only a select few schools have the privilege and responsibility of being situated on waterfront property. Surrounded by agricultural lands and the tidal tributary of the Chesapeake Bay, Gunston's campus serves as an extension of the classroom and is a unique institutional asset. Our goal is to achieve a sustainable campus through deliberate decision-making that promotes a low-impact built environment, utilizes teaching tools to enhance awareness, and preserves the ecological integrity of our surroundings.

The Gunston School campus is central to our Environmental Strategic Plan, offering a distinctive educational opportunity to visibly demonstrate sustainability principles. Therefore, in alignment with Gunston’s commitment to environmental stewardship, we propose the following guiding principles for Board adoption and management of these sensitive campus areas: ● ● ● ● ●

Create inviting spaces that enhance the educational, athletic, and extracurricular impacts of our programs.

Implement native species planting.

Expand wildlife habitats on campus.

Enhance riparian buffers.

Minimize the use of chemicals and carbon dioxide in maintenance practices.

Our 75 acres and four core buildings are invaluable institutional assets that shape our teaching and learning environment. By enhancing their environmental sustainability, we further advance

Gunston’s mission. Let us begin with an overview of the regulatory framework applicable to Gunston’s campus.

3.1 Gunston’s Campus: Summary of Critical Area Restrictions and Opportunities “Maryland’s Critical Area Program addresses land use and resource management within a strip of land, 1,000 feet wide, adjacent to all tidal waters and tidal wetlands. The Buffer is a minimum width of 100 feet and is the area immediately adjacent to these waters and wetlands.” The Green Book for the Buffer8

The Gunston School has extensive water frontage along the Corsica River. The sinuous nature of our shoreline causes nearly our entire campus to hold the critical area designation. We have a healthy forested buffer throughout the 100 foot buffer area. The regulations and land use in these two areas is significantly different.

100-Foot Buffer Area When viewed from the land toward the water, the Buffer is the last 100 feet of the Critical Area and thus represents the last opportunity to minimize the adverse effects of human activities on the Chesapeake and Coastal Bays. The Buffer’s physical barrier between development and the water or wetlands provides the last chance for infiltration of runoff or settling out of sediments. It also provides a physical separation between the built environment and the natural one. This physical buffering effect minimizes disruption to the habitat and behavior of many important species. The Buffer softens the impact of development within the watershed.

8

Adkins Arboretum and the Critical Area Commission for the Chesapeake and Atlantic Coastal Bays. 2012

The physical barrier alone, especially when forested, makes a notable difference in how many species inhabit an area.

Gunston works to maintain a healthy forested Buffer by manually controlling invasive species and monitoring tree health. Access to the waterfront was expanded during the Living Shoreline restoration work in 2012-2013. Revegetating this space is critical to being in compliance with Critical Area regulations. General characteristics of Buffers are: ●

● ●

●

The buffer must be forested, if not forested initially, reforestation is required. Actions that affect the trees in the buffer require remediation, often at a ratio of 1 affected tree to 3 new trees.

Development (heavily restricted) within the buffer requires a variance permit and remediation in the form of planting trees, shrubs, and or herbaceous cover is required.

Management plans are required for all activities within the buffer. Trees can be removed if they are a danger to persons or property due to death or disease. Replanting is required.

Minor Buffer Management Plans are required if less than 5,000 feet will be affected, Major Buffer Management Plans are required when more than 5,000 feet are affected.

“If a tree is diseased, dying, invasive, or considered a hazardous tree (likely to fall and cause damage or injury), a property owner can remove the tree by obtaining approval of a Simplified Buffer Management Plan. Each tree removed must be replaced with a ¾-inch caliper nursery stock tree. If the tree removal involves more than five trees, a local government may require a site visit, additional documentation, or a Minor Buffer Management Plan at its discretion. The removal of dead trees does not require replacement, but the area should be stabilized with native vegetation.”

Gunston’s activities within the Buffer are water-dependent and include recreation and research. The sailing and crew teams access the water for two seasons annually. Students participate in research projects through multiple science classes. These activities may position Gunston to further stabilize the shoreline to increase safe access. To this end: ●

●

“Maryland’s Critical Area Program encourages public access to the water, and the State and local governments work closely together to locate, design, and construct these facilities in an environmentally sensitive manner.”

“There are a limited number of circumstances where the Critical Area Program allows some disturbance within the Buffer. The most common are water dependent structures or activities. These structures and activities, such as a boat ramp or a stormwater outfall, must be located within the Buffer because of their function. Access paths to the water (perpendicular to the shoreline or the shortest distance possible) are also allowed, although any associated clearing must be the minimum necessary.”

Piers and rafts are also regulated by Maryland’s Department of Natural Resources (DNR) and Maryland’s Department of the Environment (MDE). Modifications to structures at the waterfront

(over water) require permitting from DNR and MDE. Changes to the access point would require permitting from the Critical Area Commission (CAC).

The Gunston School’s campus showing the approximate location of the 100 foot buffer and 1,000 foot critical area zone.

1000-Foot Critical Area A significant percentage of the campus of The Gunston School falls within the Critical Area. More specifically, it is designated a Limited Development Area. This designation sets the amount of build space our campus can contain. ●

●

“Limited Development Areas (LDAs) are areas of low or moderate intensity development that also contain forests, fields, wetlands, and woodlands. The predominant land use is typically residential, but other uses are permitted. Within LDAs, local zoning regulations specify what uses and residential densities are permitted. The Critical Area regulations require that development activities must maintain or improve water quality and conserve existing areas of natural habitat.”

“Lot coverage is generally limited to 15 percent of the site and includes the area of all structures, accessory structures, parking areas, driveways, walkways, and roadways. Areas covered with gravel, stone, shell, impermeable decking, pavers, permeable pavement, or any man-made material are also part of lot coverage calculations. There are specific exceptions for walkways and stairways through the Buffer that provide access to a pier and for decks with gaps to allow water to pass freely.”

As the school continues to grow and enhance its facilities, the building limits of the RCA have posed restrictions that make it difficult to align the school’s programmatic and sustainability efforts.

Moving forward, Gunston’s Board of Trustees will work closely with the relevant regulatory authorities and land use experts to maximize the educational utilization and geographical concentration of our built spaces while also maintaining our commitment to sustainability and the health of the Corsica River and Chesapeake Bay. This includes pursuing a zoning adjustment from RCA to IDA. Intensively Developed Area is defined as: ●

●

“IDA’s are areas of mixed and relatively urbanized land use. They are areas of concentrated development where little natural habitat occurs. In IDAs, the Critical Area Program’s main focus is improving water quality.”

“New development and redevelopment must include measures to reduce pollutants from stormwater runoff. These techniques include site design, practices that promote runoff permeating naturally into the soil, and stormwater treatment measures such as sand filters and swales. Within IDAs, projects that promote clustering, minimize forest clearing, and create new planting areas are encouraged.”

Proposal: Converting the entire Gunston property from RCA to IDA

In May of 2024, Gunston’s Board of Trustees voted unanimously to seek a redesignation of our campus from RCA to IDA status. While successful redesignation will offer Gunston increased flexibility to develop our campus program and facilities, nothing about this redesignation seeks to minimize Gunston’s commitment to environmental sustainability. We are moving forward with this process.

3.2 Campus & Facilities Master Plan As Gunston’s enrollment has grown nearly 90% in 10 years, Gunston embarked on a Facilities Master Planning process in the early 2020’s with architect Al Rubeling of JMT Construction. The concept plan was significant revised after the purchase of the Sollers-Bond property, but the proposal below was recently approved by Gunston’s Board of Trustees:

The plan includes: ● ● ● ● ● ●

2 additional Bermuda Grass athletic fields; conversion of 2 current fields to Bermuda Grass Expanded parking and enhanced traffic flow The development of a central Quad between the parking lot and the school’s main academic buildings, including ADA improvements to the Academic Building.

A STEM Center between the Head of School residence and the Field House A new Field House A provision for a Chesapeake Watershed Semester building and additional docks

After lengthy board discussion, and given the complexity of planning, permitting, and fundraising, the first phase of this plan will involve the development of the outdoor athletic complex and improved parking and traffic flow.

3.3 New Property: Conversion Considerations The majority of Gunston’s new 40-acre property is mostly agricultural land and it is being farmed for corn, soy, and winter wheat using conventional practices that are exhaustive to the soil. Gunston aims to transform this property into a learning space by developing an extensive trail system; adding environmental signage and education stations; constructing outdoor educational and meeting spaces; and pursuing improved land stewardship practices like meadow restoration and farm program options. Note: The Head of School’s house sits on 3.2 acres of property, and much of this property should be considered in any land conversion plan.

Converting farmland into ecologically sustainable land poses several challenges, each requiring careful consideration and planning. Here are some of the key challenges: 1. Soil Degradation and Fertility: Farmland often experiences soil degradation due to intensive farming practices. Restoring soil health and fertility will be crucial for sustainable land use over time. If farming continues, this may involve implementing practices like crop rotation, cover cropping, and organic matter addition to improve soil structure and nutrient content.

2. Water Management: Sustainable land requires efficient water use and management. This involves addressing issues like irrigation efficiency, drainage, and water conservation.

3. Biodiversity Restoration: This is a major opportunity for Gunston’s new property acqusition.

Intensive farming often reduces biodiversity. Restoring a diverse ecosystem will involve reintroducing native plant species, creating habitats for wildlife, and managing invasive species, which can be a complex and long-term process.

4. Economic Viability: All changes made to the new property will need to find a balance between ecological sustainability and economic viability.

5. Regulatory and Policy Barriers: Navigating and complying with local, regional, and national environmental regulations and agricultural policies can be complicated. Our goal is to maximize both the educational and sustainable value of this new property.

6. Community and Stakeholder Engagement: The development of this new property is a great opportunity to gain the support and cooperation of our student, employee, and alumni communities, as well as engaging local and regional stakeholders.

7. Climate Change Impact: As the central challenge of our generation, any/all decisions associated with this new property should consider the property’s role in mitigating the impact and effects of climate change.

8. Education and Training: Implementing change and managing this new property in a sustainable way requires specific knowledge and skills. Providing education and training to those involved in the management of the land will be essential.

9. Monitoring and Maintenance: Sustainable land management requires ongoing monitoring and maintenance. Developing effective strategies for long-term management, including monitoring ecological health and adjusting practices as needed, will need to be considered.

3.4 Property Conversion: Specific Areas of Opportunity Having researched and reviewed various resources and peer school programs, we have identified a number of potential areas of opportunity for our newly acquired property.

1. Athletic Fields and Trails Given the expansive nature of Gunston’s newly acquired property and our desire to keep this space open and verdant, an expansion (and general relocation) of Gunston’s playing fields to this space is advisable. The Master Facilities Plan includes the addition of two additional Bermuda grass multi-sport (soccer, lacrosse) playing fields, with additional fields possible in the future. Permitting and construction have commenced on these two additional fields.

In addition the school has constructed a cross-country/hiking trail that incorporates both farm and woodland areas, allowing us to relocate our runners away from the central traffic circle. Other suggestions have included a Par-3 golf practice hole, expansion of our frisbee golf course, and the development of a World Series of Birding Team. More generally, these new trails allow the school to expand fitness and lifetime sports programming into the new space.

2. Wildlife Habitat Development As mentioned earlier, the new property is being utilized for conventional farming, which is not the optimal ecological use for such a space on an educational campus. Gunston has commenced a conversation with the Natural Lands Project at Washington College, to consider how we might partner with them to maximize the ecological value of the project. They note: Habitat loss and fragmentation are the leading causes of population declines for wildlife across the rural landscape. The Natural Lands Project works with private and public landowners across Maryland’s Eastern Shore to convert marginal cropland into diverse native meadows, wetlands, and forests. These restored areas support diverse wildlife populations while also reducing excessive nutrients and sediment entering our local waterways.

As noted by the Natural Lands Project, the benefits of restoring a portion of this property might include the benefits below: Northern Bobwhite Quail An iconic, charismatic gamebird with a deep connection to outdoor enthusiasts across the rural landscape. Here, on Maryland’s Eastern Shore, quail once thrived throughout the varied farm landscape, but with

increased development, maturation of wooded areas, and modern efficient farming techniques there is little habitat left. Decades of habitat implementation and management of the college’s River and Field Campus (RAFC) has demonstrated that when areas of marginal cropland are converted to early successional habitat quail can thrive.

Grassland Birds Grassland bird populations are declining throughout their range and this is particularly true for the east coast populations. Grassland and early successional habitat continues to decline at alarming rates due to intensified agriculture, human population growth resulting in increased urbanization, and continued maturation of eastern deciduous woodlands. Grasslands throughout the world are by far the rarest ecosystem with less than one percent remaining. As part of the NLP protocol, we conduct bird surveys pre- and post-habitat installation to document occupancy during the breeding season.

Pollinators Many other species of wildlife benefit from increased grassland habitat created

by NLP projects. Hundreds of species of native bees and butterflies (including Monarch Butterflies) and other insects will find food and shelter in these new habitats. Insect population declines can be attributed to many of the same reasons as grassland bird declines including: habitat loss and fragmentation, competitive non-native species, increased use of herbicides and pesticides, and climate change.

Wetlands Wetlands are the earth's natural sponges. They absorb, store and prevent sediment and excess nutrients from entering local waterways. They also promote flood control, shoreline stabilization, groundwater replenishment and provide wildlife habitat.

The Natural Lands Project promotes the restoration and creation of wetlands throughout the agricultural landscape to help improve water quality. We specifically target marginal cropland that does not produce a crop every year due to flooding. These areas on farm fields are characterized by low lying depressions with specific hydric soil types that hold water or areas where the topography creates channels allowing runoff to flow unimpeded to our waterways. Waterfowl will fill the wetlands throughout the winter months and Wood Ducks will find nesting habitat during the summer months.

Clean Water We focus on improving water quality by strategically adding native warm season grasses between agricultural land and creeks, rivers, wetlands, or wet woods, and by restoring wetlands to replace areas of marginal agricultural land. The benefits of these conservation practices include slowing water runoff, removing up to 85% or more of nutrients and pesticides, removing up to 75%

or more of sediments, servings as a source of food, nesting cover and shelter for wildlife, stabilizing stream banks, providing setbacks from agriculture fields, and reducing downstream flooding.

3.

Educational/Program Enhancements

Beyond the athletic and fitness uses of the trail system, there are superb opportunities for student-led projects to help enhance the educational and programmatic impact of this natural area for nature walks and/or educational tours, perhaps within our Chesapeake Watershed Semester and/or during our Earth Day and Bay Studies programs. This might include: ●

Informational Signage: Similar to educational nature centers, we have the opportunity to incorporate a wide range of student-developed signage regarding local flora and fauna.

Installation and identification can be incorporated into classroom curricula. These can use QR codes to link to more in-depth information, audio guides, or video content that can be accessed via smartphones. This would support: ○ Guided Walks and Scavenger Hunts: These could be accompanied by student-developed pamphlets or scavenger hunt sheets that encourage visitors to explore and observe specific elements of the environment. ○ Historical and Cultural Information: This could include information about the historical and cultural significance of the area, focusing on how human activities have shaped the environment. Most notably, Gunston’s history as a farm/plantation and as a native hunting area has yet to be explored. ○ Species Identification: This might include guides or charts for identifying local flora and fauna, which can be particularly engaging during different seasons. ○ Environmental Challenges and Solutions: This would educate about environmental issues affecting the local area and globally, and suggest ways individuals can make a difference. In addition, as the property conversion evolves, we might showcase unique sustainable practices.

●

Activity Stations: A series of activity stations can be developed to engage learners across a wide developmental range, supporting Gunston’s curriculum as well as our summer programs with the YMCA and Horizons. It could also include a daily measurement guided by CWS students and alumni. This would include hands-on activities, like water testing kits, weather gauges (patterns and climate), magnifying glasses for examining insects or plants, and tools for measuring soil pH. Stations might include: ○ Water Quality Testing Station: Testing water pH, temperature, clarity, and possibly simple kits for identifying aquatic invertebrates, which can indicate water quality. ○ Plant Identification and Herbarium Station: Identifying local flora, magnifying glasses, and maybe even a press for creating plant specimens. This station could also educate on invasive vs. native species. ○ Soil Study Station: Tools for digging, soil sieves, and testing kits for soil composition and health with educational materials about soil types, layers, and the importance of healthy soil ecosystems.

○

Weather Station: Equipped with instruments like a thermometer, barometer, anemometer, and rain gauge to teach about weather patterns, climate change, and how to read weather instruments.

●

Beekeeping: As part of both the school year and summer program curriculum, beekeeping offers valuable educational benefits by providing hands-on learning about biology, ecology, and environmental science, emphasizing the crucial role of pollinators and sustainable practices.

●

Environmental Art: In recent years, several Chesapeake Watershed Semester students have chosen environmental art as the theme of their capstone project. Our new property provides the potential to incorporate various artistic installations and/or a sculpture garden similar to the Grounds for Sculpture in New Jersey. This might also include installations that incorporate prose/poetry that encourages reflection on nature and our relationship with it.

●

Bird Watching/Banding Station: Gunston’s riverfront campus is located directly on the Atlantic Flyway, and provides a superb platform for birding. Over the years, we have maintained a connection with Washington College’s Foreman Bird Branch Observatory, whose research focuses on monitoring seasonal movements of migratory birds which travel between their breeding and wintering areas twice a year. By placing uniquely numbered aluminum bands on birds they are able to monitor population levels and document migratory pathways. They also monitor productivity of local breeding birds through their banding efforts. Data from the spring and fall monitoring programs has been used to chart the timing of migration of many species of songbirds moving through the Eastern Shore of Maryland. Partnering with the Foreman Observatory, we could equip our own birding station with binoculars, bird identification charts, and a logbook to record sightings.

●

Sensory Gardens: Nature centers and arboretums often include “sensory gardens”, thoughtfully-designed landscape and hardscape spaces with walking and seating areas that incorporate a diverse range of plants and features to engage all five senses: colorful and varied plants for sight, water features and wind chimes for sound, textured plants and interactive elements for touch, fragrant plants for smell, and edible plants for taste.

Maintenance and sustainability need to be considered, using native plants and eco-friendly practices.

●

Stargazing: The development of a stargazing station offers educational value by fostering an understanding of celestial objects and fundamental scientific concepts, enhancing STEM skills, and promoting critical thinking and problem-solving. It also enriches knowledge of history and culture through the study of constellations and myths, raises environmental awareness about light pollution, and connects personal development with patience, curiosity, and mindfulness. Gunston’s campus is an excellent location for stargazing, and the addition of a stargazing station would offer a multifaceted and enriching activity that promotes lifelong learning and a deeper appreciation for the universe.

Educational Property Enhancement: visual examples Informational Signage

Land-based Activity Stations

Beekeeping

Water-based Activity Stations

Environmental Art/Sculpture Garden

Bird watching/banding

Stargazing Area

Sensory Garden

4. Outdoor Classrooms and Social Meeting Spaces On Gunston’s campus, several outdoor classroom & meeting spaces have been designed to provide an engaging and natural environment for classes, lectures, workshops and/or outdoor activities outside the traditional indoor classroom. Our new property provides an opportunity to develop multiple similar spaces for use by students and teachers. These could be either simple or complex spaces, but should include: ○ ○ ○ ○ ○

Durable, weather-resistant, and age-appropriate outdoor seating like benches or logs, and workspaces like tables or flat rocks.

Shade and shelter elements like pergolas or awnings that protect from sun and light rain.

Accessibility to all students, including those with disabilities. Paths to these spaces should be wide and flat, and seating should accommodate various needs.

Safe and low-maintenance.

Community Involvement in the design and maintenance of the space, so as to increase a sense of ownership and care for the area.

Outdoor classroom examples:

5. Solar Energy Field As sustainable energy options become more widely accessible and affordable, the establishment of a solar energy field is a potential option on the newly acquired property. This decision would need to be made carefully, to ensure that all cost/benefit considerations have been fully reviewed.

School-based solar field example 6. Yurts A yurt is a portable, circular tent-like dwelling originally used by nomadic groups in Central Asia.

Modern versions consist of a collapsible lattice framework made of flexible wooden poles, covered in canvas. The roof is formed by a crown or wheel-like structure, allowing for an opening at the center to let in light and ventilation.

Given the structural restrictions on Gunston’s campus, combined with the high cost of constructing a permanent brick and mortar residential and classroom structures, yurts may offer unique benefits as outdoor classrooms and residences, as well as providing an immersive experience that connects students with nature. The circular layout encourages a sense of community and collaboration among students, and yurts can be easily dismantled or relocated if needed, offering flexibility.

We would need to navigate our local regulations and building codes. While yurts are generally less regulated than permanent structures, permits may still be required, especially if adding foundations, plumbing, or sewage systems. Proper insulation, heating, and ventilation systems might also be implemented to ensure a comfortable learning environment year-round.

Proposal: Property Conversion Prioritization and Implementation Using the outline of priorities above, integrate the priorities above into the annual board-head goals process, to be reviewed and overseen by the CWS/Sustainability Committee.

3.5 Education-Focused Production Farm Program Across the country, a number of peer independent schools have developed education-focused production farms (EFPF) that invite students to work and learn on the land, in order to contribute to a food system that is sustainable and equitable. In such programs: ● ● ● ●

●

Students learn new skills, take risks, and contribute to meaningful work.

The school supports partnerships that develop with dining services and local community organizations.

Students cultivate experiential and place-based learning opportunities that promote academic investigation, research, and engagement.

The community acknowledges and celebrates our shared and diverse relationships with food and the land while engaging with the complex issues surrounding historic and contemporary food culture, equity, access, and social justice.

The school stewards the natural resources of the farm’s ecosystem to grow healthy food while improving soil health through regenerative practices such as cover cropping, composting, and low-till practices to help mitigate climate change.

At Gunston, we have observed the power of experiential, place-based learning. Given our 75-acre rural agricultural campus, education-focused production farming provides an opportunity to reassess our definition of The Gunston School experience by allowing students and teachers to interact with sustainable agriculture in a tangible way, thereby drawing connections between their classroom learning and real-world values.

There are a number of issues to consider in regard to developing an EFPF at Gunston: 1. Peer Learning a. Evaluation of peer programs: Visiting schools with EFPF’s, to evaluate the effectiveness of their philosophy and program design, and to consider what elements might be most optimal for Gunston’s program.

2. Planning and Design a. Philosophy, Purpose and Goals: Defining the philosophical and educational objectives. How might the EFPF be optimally integrated into the school’s curriculum, extracurricular, and athletics/fitness programming? b. Site Selection: Choosing a location with suitable sunlight, soil quality, and access to water. It should also be easily accessible for students and teachers. c. Layout: Designing the layout according to educational needs, the ease of access, and the types of plants and/or livestock we wish to consider. Including pathways for easy movement and areas for outdoor classes or demonstrations.

3. Soil Preparation a. Soil Testing: Testing the soil for pH, nutrient levels, and contaminants. This is crucial for understanding what amendments or treatments are needed.

b. Amendments: Based on the test results, add necessary amendments to improve soil fertility and structure, such as compost, manure, or organic matter.

4. Leadership, Student-engagement, and Maintenance a. Leadership: Determining the coordinator of the visioning, planning and execution of the EFPF across the 12-months of the calendar year. This would necessitate a salaried role. b. Student, faculty, and volunteer engagement: Determining the optimal structure of community engagement and responsibility for the farm program. c. Regular Care: Establishing a routine for watering, weeding, pruning, and harvesting.

5. Community Engagement a. Production and distribution: Developing a process and protocol for converting farm production into a sustainable system of food consumption, sale, and/or donation, in coordination with various suppliers. b. Collaborations: Developing partnerships and collaborate with local environmental organizations, educational institutions, peer farmers, and agricultural experts.

6. Evaluation and Adaptation a. Feedback Mechanism: Having a system for receiving feedback from students and educators. b. Continuous Improvement: Regularly assessing the effectiveness EFPF as an educational tool and making improvements as necessary.

Proposal: Develop a vision for an EFPF at The Gunston School 1. Conduct a peer program review and needs assessment: Currently, Gunston has identified EFPF programs at McDonough (Maryland), Hotchkiss (Connecticut), Putney (Vermont), Westtown School (Pennsylvania), Trinity Pawling (New York), Gill St. Bernards and Lawrenceville (New Jersey), and the Miller School of Albemarle (Virginia). Our goal would be to contact and/or visit several of these schools to gather feedback and wisdom on EFPF’s, notably how to integrate an EFPF into a college preparatory 9-12 program.

2. Develop a proposal document for an EFPF at Gunston: This document would incorporate the needs assessment, as well as the various “issues to consider” noted above.

3.6 EE Ford Grant Funding In June 2024, Gunston was awarded a $100,000 EE Ford matching grant to fund various elements of ESP2, Part 3. The funding allocation is as follows:

Amount Requested

Cash Match

Total

Environmental Programming Capital Items

$37,500

$37,500

$75,000

New Property Stewardship

$12,500

$12,500

$25,000

Environmental Scholars Resources

$50,000

$50,000

$100,000

$100,000

$100,000

$200,000

Budget Category

Quantity Requested

Amount Requested

Summary Table

TOTAL

Budget Item

Passenger Van

Environmental Programming Capital Items

Environmental Kayaks and Trailer Programming Capital Items Educational Stations and Signage

New Property Stewardship

Outdoor New Property Classroom Spaces Stewardship

New Property School Farm Visits Stewardship

Environmental Scholars Fund

Environmental Scholars Fund

1

1

1

1

1

1

$25,000

$12,500

$5,000

$5,000

$2,500

$50,000

PROPOSED 2024 BUDGET

Cash Match

Source of Cash Match

$25,000

Auction, Major Gifts, Designated Annual Funds

$50,000

$12,500

Auction, Major Gifts, Designated Annual Funds

$25,000

$5,000

Auction, Major Gifts, Designated Annual Funds

$10,000

$5,000

Auction, Major Gifts, Designated Annual Funds

$10,000

$2,500

Auction, Major Gifts, Designated Annual Funds

$5,000

$0

Auction, Major Gifts, Designated Annual Funds

$50,000

Total

Environmental Scholars Endowment TOTAL

Environmental Scholars Endowment

1

$0

$50,000

$100,000

$100,000

Auction, Major Gifts, Designated Annual Funds

$50,000

$200,000

3.7 Programs for non-high school level students NOTE: THE PROGRAM BELOW WAS DESIGNED FOR OUR FIRST ENVIRONMENTAL STRATEGIC PLAN IN 2018, but was rejected by the Board of Trustees as a strategic priority.

We re-incorporate it into ESP2 to sustain the “historical memory” of the original research, and to keep the consideration of the program given the changes in Gunston’s property footprint, as well as the evolving educational needs and demographics of our region.

Over the past few years, Gunston has cultivated a series of institutional partnerships that now draw several hundred non-high school level students onto our campus each summer. Our YMCA Camp Gunston, which commenced operation in Summer 2014, attracts approximately 1,000 Pre K-8-aged local children onto campus during the summer for various recreational, athletic, and educational opportunities. The Horizons at Gunston School program, which began in Summer 2015, brings approximately 100 low-income students to campus for an intensive, academically-oriented program that seeks to prevent “summer slide.” We expect both programs to see continued growth.

Since it has been demonstrated that there is significant demand for Pre K-8 programming on Gunston’s campus, and as we plan for growth of these partnerships and programs, it is important to consider how the Environmental Strategic Plan might help to inform their development. In considering our institutional strategy, three questions should be considered: 1. YMCA Camp Gunston: How might we work with the YMCA to develop high-quality environmental education offerings as part of their programming menu?

2. Horizons at The Gunston School: How might we work with the Horizons to support their incorporation of EfS and EBE pedagogy and programming themes into their curricular offerings?

3. The Development of Full-Year PreK-8 Programs at Gunston: With substantial growth in high-income families projected for Queen Anne’s County, how might Gunston develop unique, high-quality, and market-segmented PreK-8 programming/partnerships that also align with the priorities of the Environmental Strategic Plan? Although the Mid-Shore

region currently supports three K-8 independent schools (Kent School, Country School, and Radcliffe Creek School), there is a significant lack of Preschool offerings for residents in the greater Centreville/Queen Anne’s County area.

3.7.1 PreK-8 Opportunity: The Gunston Nature Preschool Having reviewed the market and campus resources, we believe that Gunston has a significant and immediate opportunity to create a progressive, dynamic, and revenue-generating program in the PreK-8 market space: A Nature Preschool.

As an introduction, nature preschools are fully-licensed child care operations that use natural areas as a regular focus for student activities. These preschools are based on high-quality early childhood education and environmental education practices.

Children enrolled in nature preschools have daily opportunities to explore nature through outdoor play in natural settings. Teachers are seen as facilitators of the learning process, providing guidance and information as needed. Despite the intensive focus on the outdoors, these preschools typically have permanent facilities with at least one dedicated classroom. State licensing dictates specific guidelines for minimum classroom size, number and location of restrooms, and other related considerations.

The nature preschool’s unique combination of outdoor experience and indoor academics promotes physical and cognitive development of the “whole child.” Through engaging, hands-on learning, children gain valuable skills, including observation, experimentation, artistic and verbal expression, physical fitness, problem-solving, and cooperation.

A nature preschool at the Gunston School would embrace Gunston’s ideal of a healthy balance between mind and body, offering student-centered, nurturing, and highly personalized instruction. Above all, the nature preschool would allow children to develop their innate curiosity and joy in the natural world, laying the foundation for life-long conservation values.

Examples of nature preschools can be found at: ● https://www.explorenature.org/classes-camps-programs/early-childhood-education-progr ams/the-nature-preschool/ ● https://www.naturepreschoolbaltimore.org/programs ● https://naturalstart.org/training/nature-preschool-at-irvine

3.7.2 Needs Assessment Demographics Queen Anne’s County, Maryland, with a population of approximately 53,000, is experiencing steady growth with a 1.5% annual increase in both population and households. Thirty-six percent of households include school-age children (0-17 years), and this demographic is projected to increase by 3% over the next five years. Among these children, about 2,700 are preschool-aged (0-4 years old), with the preschool population expected to grow by 1% in the coming years.

Economically, Queen Anne's County ranks as the 5th wealthiest per capita in Maryland. The median household income is approximately $108,332, while the average household income is about $104,000. Notably, 600 families with preschool-aged children have incomes ranging from $100,000 to $200,000. Educational attainment is high, with about 5,000 residents holding advanced degrees Available preschool programs within Queen Anne’s County Currently, twelve public and private preschool programs are available within Queen Anne’s County.

However, all public preschools that are attached to each elementary school are need-based and maintain waiting lists of students. Local private preschool options range from half-day parochial programs to full-day programs at child care centers. The majority of programs are clustered in Stevensville, Chester, and Grasonville.

Due to the significant gap in offerings in Centreville, many parents seeking high-quality, school kindergarten readiness programs often look beyond Queen Anne’s County for suitable rigorous programs. In Chestertown, The Little School at The Kent School enrolls preschool students. To the south, Chesapeake College’s child care center has closed, but The Country School and Saints Peter and Paul School enroll preschool students.

Conclusion There is strong evidence that Centreville can support a rigorous, private, preschool program that serves families looking to invest in their child’s education from the very beginning. Preschool options are limited in the County and families who are able to afford private school tuition are traveling thirty minutes North or South to take their children to competitive programs located in Chestertown and Easton. Tuitions at these schools can range from $5,000 to close to $10,000 when extended care options are selected.

A preschool program associated with The Gunston School would meet a demonstrated need in the community, enrich the experience of the Gunston high school students, provide a strong additional revenue source to the school, and offer young children a rigorous and dynamic educational opportunity. In short, a nature preschool would be a uniquely segmented offering in an underserved market.

Why a “Nature Preschool” at The Gunston School? A Rationale The Gunston School, with its 75-acre Corsica River campus, is well-positioned to develop a Nature Preschool. Nature Preschools embrace a nature pedagogy, whereby exploration and play in the natural world spark students’ innate curiosity and shape the learning experience. A Nature Preschool helps Gunston achieve its goal from the Strategic Plan to “maximize its unique Chesapeake Bay Location” as well as position us as a “regional and national leader in environmental teaching and learning.”

A preschool program at Gunston would expand the opportunities for our high school students and enrich their own learning experience. The preschool program housed within Gunston offers high school students opportunities for internships, career connections, teaching, and role-modeling.

Partnerships between high school and preschool teachers would allow older students to share what they found seining in the river, teach simple Spanish songs, and help with art projects. After school internships and a co-curricular reading club further expand the interactions between the high school and preschool students.

Nature Preschools are in growing demand around the country. A recent New York Times article, entitled, Preschool Without Walls9, chronicles the extraordinary growth of such programs. Yet, “despite growing demand from parents, the number of nature-based preschools remains relatively low” (Richard Louv). This demand is driven by “a growing body of evidence suggests that time spent in more natural environments (indoors or outdoors) can reduce the symptoms of attention disorders, and improve cognitive functioning as well as creativity, socialization and mental and physical health. Abstracts and links to original research for more than 200 studies on children and nature can be found at the Children & Nature Network (C&NN) Web site, as well as C&NN’s downloadable report on the specific educational benefits.”10 Since the 1970s, the amount of time children spend outdoors engaged in unstructured play has decreased by 50%. A comprehensive body of research collected over the last 30 years shows conclusively that play is essential for a child's social, emotional, physical, and cognitive development. When children play outdoors, they experiment and explore without the stress or pressure to "achieve" or "learn." They interact with their peers through cooperation, sharing, and problem-solving. During unstructured play, children are free to use their imaginations, observe, and connect with nature, which helps them understand themselves and the world better. Free play and physical activity reduce stress, improve a child's attentiveness, and decrease restlessness. Children who regularly play outdoors are less likely to be overweight and tend to have stronger immune systems.

Perhaps the most compelling evidence of the power of play for children’s development comes from recent studies by neuroscientists demonstrating a clear connection between play, learning, and development. Most of the billions of neurons in a child’s brain are present to 9

Lillian Mongaue. Preschool Without Walls. New York Times. December 29th, 2015

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http://richardlouv.com/blog/every-teacher-can-be-a-natural-teacher/

support physical, cognitive, social, emotional, and language development. The case for play is further reinforced by studies on play deprivation, which show that a lack of play in early childhood can lead to severe developmental consequences. Moreover, play does not detract from learning and academic success; rather, early play provides the essential framework — through initial experiences and resulting pre-concepts — that is crucial for later development and success in school.11 3.7.3 The Gunston School’s Nature Preschool: Philosophical and Programmatic Overview Imagine a preschool program set along the banks of the Corsica River, where students use dip nets to collect minnows for their classroom aquarium, allowing for close-up observations. Curiosity runs high as children ask questions like, "Can fish see?" "What do they eat?" and "How do they swim?"

Guided by an expert teacher, these young learners will explore each question over the next few days before releasing their aquatic friends back into the river.

Every day is filled with outdoor adventures in all safe weather conditions. These joyful outings support inquiry-based learning and occur under the watchful eye of their teachers. Students explore acres of woods and wetlands, always supervised but free to learn through their own discoveries and experiences.

Through daily exploration, experimentation, discovery, creativity, sharing, and play, these students are excellently prepared for kindergarten.

The home base for these young explorers is a bright and airy classroom filled with natural light. To accommodate outdoor adventures, each student has a spacious cubby for storing boots, coats, and hats needed for different seasons.

The room is decorated with natural elements, including touch tanks and space to display treasures found during outdoor explorations. Flexible, modular furniture adapts to changing seasons and 11

Children's Play, Play Environments, and Development by Dr. Joe L. Frost © 2007

experiments. A cozy rug defines the circle space for group gatherings, a mudroom facilitates the indoor/outdoor transition, and a kitchen with step stools engages all the senses, rounding out the learning environment. Walls of windows and a mural keep the connection to the natural world strong, even when indoors.

Outside, Gunston’s waterfront campus offers a variety of habitats for exploration. Students tend a vegetable garden, hike wooded trails, and explore the waterfront. Designated nature play spaces, including a mud kitchen, music center, and climbing tree, provide opportunities for free play.

“Stimulating outdoor habitats are the focus of the curriculum, offering a wider diversity of discoveries and experiences than most indoor classrooms. The children’s frequent and attentive explorations of nature immerse them in the ecology of their own communities—an ideal foundation for place-based learning.” (Finch and Bailie, “Nature Preschools: Putting Nature at the Heart of Early Childhood Education”)12 Mission: We believe that all children have an innate desire to learn, which naturally unfolds through outdoor play. Our mission is to utilize the natural world as a classroom, allowing a child’s inherent curiosity to guide learning and instruction.

Goals: Children will: ● ● ● ● ●

Build a strong cognitive, social, and physical foundation for kindergarten and future learning.

Feel secure, joyful, and nurtured.

Develop independent thinking, leadership, confidence, empathy, self-regulation, and a strong sense of identity.

Form meaningful relationships with peers, adults, and the natural world.

Acquire skills in mathematics, language, science, reading, art, music, and physical fitness.

Curriculum and Structure: Our curriculum is child-directed and inquiry-based, with all learning taking place within the natural environment. The classroom is outdoors, where children will explore, investigate, climb, jump, touch, smell, listen, observe, and interact with the abundant wildlife on Gunston’s campus. This approach allows children to be themselves while teachers extend learning that arises from their natural curiosity. The balanced curriculum focuses on developing the “whole child”—cognitive, physical, social, emotional, and creative aspects.

12

http://www.waskasoopark.ca/Nature-Nursery.html swmichigan.secondwavemedia.com http://www.bankstreet.edu/occasional-paper-series/33/nature-preschools/

Research shows that in stress-free, natural environments where children's interests guide daily activities, they grow and learn more effectively than in structured classrooms where adults dictate the learning. When children explore based on their own interests rather than predetermined activities or academic goals, they exhibit better concentration, enhanced cognitive and artistic abilities, reduced aggression, and improved health. A child’s enthusiasm for learning is amplified by the enjoyment and fun experienced through free play.

Play is a child's most important work, serving as a means to have fun, acquire skills, experience success, and build self-esteem. Through play, children understand the world and discover their place within it.

Teachers facilitate learning through lessons that incorporate four essential elements: observation, analysis, questioning, and expression, all of which foster a love for nature and a passion for learning. ● ● ● ●

Observation: Each lesson starts with observing interesting elements of the environment for children to explore.

Analysis: Guided by the teacher, students analyze these elements to develop a deeper understanding of the subject matter.

Questioning: Students connect with their curiosity, asking and answering questions that lead to further exploration.

Expression: Students use their newfound knowledge to create and share projects that represent their discoveries and learning.

3.7.4 Nature Preschool Visuals

Outdoor Components: Stumps or Tree Cookies for gross motor skill development13

Moveable Parts and Spaces for Imaginative Free Play (Mud Kitchens, Music Station)14

13 14

http://childlearnnature.com/wp-content/uploads/2013/03/playing-on-tree-cookies.jpg http://www.theacornschool.org/wp-content/uploads/2012/12/Playground-pic-1-1024x768.jpg

Outdoor spaces can be organized into an outdoor classroom setting or scattered throughout the campus.

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3.8 Guiding Principles for Decision Makers The Facilities and Operations working group of the Environmental Strategic Plan proposes the following guiding principles to enhance the sustainability of The Gunston School. These principles are applicable to both the Action Areas outlined in this proposal and smaller, everyday tasks within our operations. They are presented with the understanding that each decision must balance environmental costs, community benefits, and financial sustainability.

General Principles:

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Accessibility and Relevance: Choose approaches that are accessible to the community and provide valuable learning opportunities.

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Visual Impact: Select projects that have significant visual impact for all community members and campus visitors.

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Leadership in Environmental Education: Opt for innovative approaches that showcase The Gunston School’s role as a leader in environmental teaching and learning.

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Accountability and Evaluation: Incorporate mechanisms for ongoing accountability and evaluation, measuring impacts both qualitatively and quantitatively.

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Fiscal Sustainability: Ensure that fiscal sustainability is maintained.

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Cost/Benefit Analysis: Conduct thorough environmental cost/benefit analyses.

http://www.earthplay.net/wp-content/uploads/2012/09/backyard-persp-e1366994806239.jpeg

3.9 Pathways for Student Engagement Gunston students have numerous opportunities to participate in the proposed campus restoration efforts through their classes, clubs, and afternoon athletic periods. Students enrolled in the Biology and Ecology of the Bay courses are currently engaged in campus projects. Biology students are monitoring the living shoreline restoration along the Corsica River and can participate in additional waterfront restoration projects. Meanwhile, students in the Ecology of the Bay class research and develop habitat improvement proposals as their capstone project, which often serves as the foundation for many of the restoration efforts mentioned.

Gunston’s annual Earth Day celebration mobilizes the entire community for a day of environmental service. This event provides an opportunity to undertake significant plantings and invasive species removal projects.

These projects are most effective when the areas are prepped in advance, with sufficient tools and supplies available, and when knowledgeable experts are on hand to guide the work.

Aside from the new property, Gunston maintains seven ornamental flower beds (Corsica Neck Rd, N. Hibernia Rd, Entrance, Gym, Long AB, Middleton, Butterfly Garden), two raised vegetable beds, and several semi-wild areas (the ravine between AB and Everdell, and the sediment basin between AB and the gym). Maintaining these spaces exceeds the current manpower available at Gunston.

Students could be involved in their upkeep through a sustainable landscaping program, which could be part of a class, an afternoon “sport,” a club, or an environmental service graduation requirement.

Working under the guidance of an experienced landscaper, students can help maintain these areas and enhance the diversity of plantings and wildlife habitats on campus.

Section 4: Gunston’s Facilities and Operations This final section of ESP2 seeks to identify areas within Gunston’s facilities and operations where sustainability can be further enhanced and integrated. The following ten principles guide our work: ●

Energy Efficiency and Gunston’s carbon footprint ○ Reduction of Energy Consumption: Implement energy-efficient systems and practices to minimize energy use and the school’s carbon footprint ○ Renewable Energy: When possible, invest in renewable energy sources to reduce reliance on non-renewable resources ○ Energy Monitoring: Use smart meters and monitoring systems to track and manage energy usage

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Water Conservation and Stormwater Management ○ Efficient Fixtures: Install low-flow faucets, toilets, and other water-efficient fixtures ○ Rainwater Harvesting: Implement systems to capture and reuse rainwater for landscaping and other non-potable uses ○ Water Management: Regularly monitor and manage water use to identify and repair leaks and inefficient systems ○ Septic Systems: Continue to monitor and upgrade Gunston’s septic systems to ensure the use of Best Available Technology (BAT) ○ Stormwater Management: Partner with local and state officials to ensure that Gunston’s campus stormwater impact on the Chesapeake Bay is minimized

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Waste Reduction ○ Reduce, Reuse, Recycle: Implement comprehensive recycling programs and encourage practices that minimize waste generation ○ Student Engagement: Develop a student engagement program to increase community ownership over the waste reduction process ○ Receptacles: Ensure that appropriate waste receptacles are distributed in areas of the campus to maximize the normalization of thoughtful waste stream management ○ Composting: Set up composting programs for organic waste to reduce landfill use and create natural fertilizers ○ Sustainable Purchasing: Prioritize purchasing products made from recycled materials and those that are recyclable or compostable

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Sustainable Transportation ○ Alternative Transportation: Promote the use of bus transportation, carpooling, and electric vehicles ○ Infrastructure: Provide infrastructure, especially electric vehicle charging stations ○ School Vehicle Procurement: when purchasing school vehicles and/or motorized maintenance equipment, consider EV/fuel efficient options

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Green Building Practices ○ Sustainable Design: Incorporate sustainable design principles in new construction and/or renovations, such as passive solar design, natural ventilation, and the use of sustainable materials ○ Green Certification: When feasible, aim for green building certifications like LEED or BREEAM to ensure sustainable practices are met ○ Indoor Air Quality: Ensure high indoor air quality through proper ventilation and the use of non-toxic materials

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Environmental Education and Awareness ○ Curriculum Integration: Integrate facilities and operations sustainability into the curriculum to educate students about environmental issues and sustainable practices

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Transparency: Regularly report on sustainability goals, progress, and challenges to maintain accountability and transparency

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Biodiversity and Green Spaces ○ Native Landscaping: Use primarily native plants in landscaping to support local biodiversity and reduce water and maintenance needs ○ Outdoor Learning Spaces: Create outdoor learning spaces to connect students with nature and promote environmental stewardship ○ Bay-friendly campus: seek to increase the riparian buffer, expand wildlife habitat, and minimize the use of chemicals and carbon dioxide in maintenance and pest management

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Sustainable Procurement ○ Ethical Sourcing: Source products and services from suppliers that adhere to sustainable and ethical practices ○ Lifecycle Assessment: Consider the environmental impact of products throughout their lifecycle, from production to disposal

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Climate Resilience ○ Adaptation Strategies: Develop and implement strategies to adapt to climate change impacts, such as extreme weather events and rising temperatures ○ Resilient Infrastructure: Design and maintain infrastructure to withstand climate-related stresses ○ Emergency Preparedness: Ensure the institution has plans and resources in place for emergency situations related to climate events, especially at the school’s waterfront

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Financial Sustainability ○ Cost-Benefit Analysis: Conduct cost-benefit analyses for sustainability initiatives to ensure financial viability ○ Long-Term Planning: Integrate sustainability goals into long-term financial and strategic planning ○ Funding and Grants: Seek funding and grants specifically targeted at sustainability projects Proposal:

Each year, as the school considers and evaluates our capital maintenance priorities, the utilization of these facilities and operations principles will be incorporated.

4.1 Food Service

The phrase "You are what you eat" may sound clichéd, but the foods we choose to purchase and consume daily have a significant and direct impact on the environment. Many Gunston students come from farming and waterman families and are active hunters and fishers. Every day, our community members drive past fields of soy and corn in the summer and spreads of decoys in the winter to reach Gunston’s waterfront campus. Consequently, the visible connections between agriculture, land use, environmental integrity, and economic vitality are more apparent to Gunston students than to those in non-rural schools.

We understand that food is not just fuel; it fuels our minds, supports our student-athletes, and fosters a sense of community. For several decades, Gunston has contracted with Sodexo for our food service, making daily lunch a cornerstone of our culture. While we have appreciated their service, there is a growing desire to enhance the quality and variety of our food offerings.

Gunston faces a unique challenge with food service. Our small size makes managing our own kitchen both challenging and costly, and our remote, rural location limits us to a single affordable vendor option for contracted food service. Alternatives we have explored in the past typically cost twice as much as our current provider. Each year, we collaborate closely with Sodexo to plan menus, offer fresh and nutritious food, and ensure that meals meet the diverse tastes, volumes, and dietary needs of our students.

Additionally, we will strive to meet the following criteria within the constraints of our food service: ●

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Nutritional Improvement: The nutritional value of the food served will significantly exceed USDA Dietary Guidelines by offering nutritious, fresh, tasty, whole, and locally grown food that reflects community and cultural diversity.

Sustainable Agriculture: The Sodexo representative and the Sustainability Coordinator will develop and implement a plan to support local sustainable agriculture by incorporating organic foods, as defined by the USDA National Organic Program, into student meals based on availability and acceptability.

Seasonal Coordination: Sodexo will align its menus with the seasonal production of local farms and school gardens, ensuring that school meals reflect local agriculture and seasonality.

Nutritional Transparency: The school and Sodexo will provide sufficient nutritional information to help parents and students make informed food choices, clearly indicating dietary options such as vegetarian, vegan, or kosher, and including details on organic growing processes.

Despite these challenges, we will continue to explore potential alternative options for our food service. This review will involve our curriculum, facilities, operations, and community partners. It will engage our students, members of the Environmental Sustainability Committee, and vendors.

Addressing the question of “What do we eat and why?” is a crucial step in improving Gunston’s sustainability and moving towards national recognition for our efforts.

Proposal:

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Review the school’s food delivery system in the context of our sustainability goals.

If the school decides to implement an Education-Focused Production Farm, coordination with Gunston’s food service will be a key component of this program.

4.2 Sustainability Leadership

Addressing and enhancing Gunston’s sustainability requires a collaborative effort from various stakeholders. As of the writing of ESP1, only twenty-seven percent of independent schools had a sustainability coordinator, making Gunston's allocation of funds for this role a clear demonstration of our commitment to the goals of this transformative plan.

Currently, environmental sustainability leadership at Gunston is supported by three key pillars: 1. A board-level CWS/Sustainability Standing Committee 2. A full-time CWS Director/Sustainability Coordinator 3. A full-time Associate Director of the CWS and Co-Director of Bay Studies CWS/Sustainability Committee: The board-level CWS/Sustainability Committee provides strategic, fiduciary, and generative guidance for two primary priorities within Gunston’s program: 1. The Chesapeake Watershed Semester 2. Gunston’s environmental strategic planning and implementation process Each year, the committee is responsible for: ●

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Ensuring the health and sustainability of the Chesapeake Watershed Semester, including oversight of the program’s staffing, structure, and budget, in partnership with the CWS leadership team.

Providing long-term strategic and fiduciary guidance for the evolution of the CWS program, subject to full board review and approval.

Supporting CWS and sustainability as philanthropic priorities.

Developing and monitoring the school’s ongoing Environmental Strategic Planning process, in collaboration with the Gunston and CWS leadership teams.

Maintaining Gunston’s long-term commitment to responsible environmental stewardship and innovative environmental teaching and learning.

Chesapeake Watershed Semester and Sustainability Director:

The Director is responsible for teaching and directing Gunston’s Chesapeake Watershed Semester program while also supporting sustainability and environmental education initiatives. Specific duties include: ●

Coordinating with the Board and Head of School to develop and implement the school’s Environmental Strategic Planning efforts.

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Leading the Chesapeake Watershed Semester, including admissions, development, marketing, and strategic planning.

Supervising program design and development, curriculum revision, planning, logistics, communication with parents, and risk management, including drafting a CWS program guide and coordinating CWS Math and Spanish programming.

Organizing and leading off-campus expeditions, including four multi-day overnight trips and additional day trips.

Co-leading Gunston’s Chesapeake Bay Studies week by designing, planning, and implementing 15 to 20 field-based environmental educational experiences.

Teaching two courses, Environmental Literature and Environmental Policy, in the fall semester and up to two humanities courses in the spring, designed to be place-based, interdisciplinary, student-centered, and socially relevant.

Mentoring students in their Capstone Research Projects.

Co-leading the Environmental Club and guiding students in planning the annual Earth Day event.

Ensuring Gunston’s physical plant operations and community standards reflect the school’s commitment to sustainability as an ex-officio member of the Board Building & Grounds Committee.

Actively coordinating with other program and department chairs to integrate sustainability into other key Gunston initiatives, including diversity and social-emotional learning.

Associate Director of the Chesapeake Watershed Semester and Co-Director of Bay Studies: This role works closely with the CWS/Sustainability Director to manage the logistics, planning, and risk management of our environmental education programs. Duties include: ● ● ● ●

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Directing and coordinating CWS and Bay Studies trip design and planning, including managing CWS social media and content.

Teaching Science and Leadership courses in CWS. Co-leading CWS field expeditions.

Overseeing all field expeditions, including scheduling, design, and planning of day and overnight trips; communicating these plans clearly and timely to the CWS Director for advance notice to staff and families.

Managing CWS social media accounts and website content to provide regular and up-to-date information.

Collaborating with the Head of School and CWS/Sustainability Director to design and plan all Bay Studies trips, including making reservations, assigning faculty and students, creating Bay Studies binders, managing the budget, and communicating details clearly and timely to staff and families.

Appendix Selected Bibliography A portion of this Environmental Strategic Plan was developed using AI tools like ChatGPT, using prompts to generate ideas, frameworks, and expand items to consider.

“Agenda 21 .:. Sustainable Development Knowledge Platform.” Sustainable Development Goals, https://sustainabledevelopment.un.org/outcomedocuments/agenda21. Accessed 17 June 2024.

Barber, Dan. The Third Plate: Field Notes on the Future of Food. Penguin Publishing Group, 2015.

Berry, Wendell. Bringing It to the Table: On Farming and Food. Catapult, 2009.

Bourne, Joel K. The End of Plenty: The Race To Feed A Crowded World. WW Norton, 2015.

“Conference of the Parties (COP).” UNFCCC, https://unfccc.int/process/bodies/supreme-bodies/conference-of-the-parties-cop.

Accessed 17 June 2024.

Cree, Jon, and Marina Robb. The Essential Guide to Forest School and Nature Pedagogy. Routledge, 2021.

Edwards, Andrés R. The Heart of Sustainability: Restoring Ecological Balance from the Inside Out. New Society Publishers, 2015.

Ernst, Howard R. Chesapeake Bay Blues: Science, Politics, and the Struggle to Save the Bay. Rowman & Littlefield Publishers, 2003.

“Evaluating your Environmental Education Program Workbook.” NAAEE, https://evaluation.naaee.org/sites/default/files/tools/files/EvaluatingYourEEPrograms_Su rveys.pdf.

Goleman, Daniel, et al. Ecoliterate: How Educators Are Cultivating Emotional, Social, and Ecological Intelligence. Wiley, 2012.

Horton, Tom. Island Out of Time: A Memoir Of Smith Island In The Chesapeake. WW Norton, 2008.

Horton, Tom. Turning the Tide: Saving the Chesapeake Bay. Island Press, 2003.

Kolbert, Elizabeth. Field Notes from a Catastrophe: Man, Nature, and Climate Change. Bloomsbury USA, 2015.

Kolbert, Elizabeth. The Sixth Extinction: An Unnatural History. Bloomsbury, 2015.

Kolbert, Elizabeth. Under a White Sky: The Nature of the Future. Crown, 2022.

Kurlansky, Mark. Cod: A Biography of the Fish That Changed the World. Turtleback, 1998.

“Laudato si' (24 May 2015) | Francis.” The Holy See, 24 May 2015, https://www.vatican.va/content/francesco/en/encyclicals/documents/papa-francesco_20 150524_enciclica-laudato-si.html. Accessed 17 June 2024.

Lieberman, Gerald A. Education and the Environment: Creating Standards-based Programs in Schools and Districts. Harvard Education Press, 2013.

Louv, Richard. Last Child in the Woods. Algonquin Books, 2008.

Orr, David W. Earth in mind: on education, environment, and the human prospect. Island Press, 2004.

Pollan, Michael. The Botany of Desire: A Plant's-Eye View of the World. Random House Publishing Group, 2002.

Pollan, Michael. In Defense of Food: An Eater's Manifesto. Penguin Group, 2009.

Pollan, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. Penguin Publishing Group, 2007.

Romm, Joseph J. Climate Change: What Everyone Needs to Know. Oxford University Press, 2018.

Safina, Carl. Song for the blue ocean. Henry Holt and Company, 1999.

Safina, Carl. The View from Lazy Point: A Natural Year in an Unnatural World. Picador, 2012.

Senge, Peter M., et al. The Necessary Revolution: Working Together to Create a Sustainable World.

Crown, 2010.

Sobel, David. Childhood and Nature: Design Principles for Educators. Stenhouse Publishers, 2008.

Sobel, David. Place-Based Education: Connecting Classrooms and Communities. Orion Magazine, 2017.

Stone, Michael K. Smart by Nature: Schooling for Sustainability. Watershed Media, 2009.

Stone, Michael K., and Zenobia Barlow, editors. Ecological Literacy: Educating Our Children for a Sustainable World. Sierra Club Books, 2005.

Swift, Earl. Chesapeake Requiem: A Year with the Watermen of Vanishing Tangier Island.

HarperCollins, 2018.

Vaillant, John. Fire Weather: A True Story from a Hotter World. Knopf Doubleday Publishing Group, 2023.

Vander Ark, Tom, et al. The Power of Place: Authentic Learning Through Place-Based Education.

ASCD, 2020.

Wallace-Wells, David. The Uninhabitable Earth: Life After Warming. Crown, 2020.

Warner, William W. Beautiful swimmers. Little, Brown, 1994.

Wattchow, Brian, et al. A Pedagogy of Place: Outdoor Education for a Changing World. Monash University Publishing, 2011.

Williams, Florence. The Nature Fix: Why Nature Makes Us Happier, Healthier, and More Creative. WW Norton, 2018.

Wulf, Andrea. Founding Gardeners: The Revolutionary Generation, Nature, and the Shaping of the American Nation. Knopf Doubleday Publishing Group, 2012.

Wulf, Andrea. The Invention of Nature: Alexander Von Humboldt's New World. Knopf Doubleday Publishing Group, 2015.

Environmental Sustainability and AIMS Schools AIMS ENVIRONMENTAL SUSTAINABILITY STATEMENT Schools within the Association of Independent Maryland and DC Schools (AIMS) endorse the goal of preparing students to navigate the challenges they will face in the future. In this era of significant and expanding ecological stress, here at home and around the globe, environmental sustainability is a core concern facing our society. AIMS schools recognize that an understanding of the natural world and the impact humans have upon it is an educational and institutional value. Accordingly, we encourage our schools to foster and support substantive environmental education experiences for all students and to seek to model sustainable practices within our physical plant operations and our school leadership practices.

AIMS endorses school programs that focus on the interrelatedness of all species and the vital role that every human being plays in sustaining a healthy biosphere. To further the environmental ethic within our communities, AIMS urges school leaders to cultivate wit in all members of the school community an attitude of environmental responsibility, to embrace sustainable campus practices, and to promote student learning of environmental sustainability in the classroom, on the campus grounds, in the surrounding watershed, and within the wider world.

NAAEE Guidelines for Excellence

Maryland Native Plants: Resources Native plants are not defined by state or political boundaries

The concept of natural range is so central to the definition of native plant that we cannot meaningfully say a plant is native without saying where it is native to. Political boundaries fail us in this regard, as they usually lack any geologic or climatological significance that would influence the conditions of co-evolution. The Mason-Dixon line, the northern border of Maryland, is a prime example of a political boundary of no ecological significance.

This natural range map (below) shows the geographic region where red maple occurred prior to European colonization. Most native plant species have huge natural ranges. Red maple, for example, is native from Florida to Canada. However, red maples that co-evolved with Florida growing conditions can't survive a Maryland winter, and red maples that co-evolved with Canadian growing conditions can't survive a Maryland summer!

Red maple range map by Elbert Little, Jr., U.S. Geological Survey, via Wikipedia

This science-based definition of a native plant may be helpful to you in discussions about native plant species and their ecological role.

Native plants:

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Occur naturally In their ecoregion and habitat where Over the course of evolutionary time They have adapted to physical conditions and co-evolved with the other species in the system.

The US EPA Level III Ecoregions of Maryland. Ecoregions are zones of relatively homogenous growing conditions characterized by particular types of natural plant communities.

Even within their natural range, native plant species are genetically adapted to local growing conditions. This adaptation is typically referred to as "local provenance" or "ecotype." An ecotype is a subset of a species that possesses genetic adaptation to local growing conditions. Sometimes ecotypic adaptations are visible to us as variations in shape, size, or color. Other ecotypic adaptations are not readily apparent, for example, adaptations to various soil chemistries, minimum winter temperatures, and drought tolerance. Even if you can't see the differences, it is still important to get the correct ecotype for your project site.

Ecoregions and ecotypes

Butterfly milkweed is one of our most popular native plants. The species contains three visibly distinct ecotypes, whose distributions are indicated here in red. Maps from the USDA Plants website.

So in a landscaping project, the question becomes:

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Is the project site within the natural range of the plant species?

Where within that range should my native plants come from?

To be clear, that second question is not "Where should the business I buy native plants from be located?" It's about where the plants co-evolved, in other words, where were the seeds used to grow the plants wild-collected from?

The US Forest Service recommends that, for optimal benefits, native plants be sourced within the same U.S. EPA Level III Ecoregion. Research has shown that ecoregion maps provide good estimates, in most cases, of the optimal ranges for the transfer of native plants. Additionally, the U.S. Forest Service recommends moving native plants no further than a half USDA Plant Hardiness Zone to the north or south. You don't need to superpose Level III Ecoregion and Plant Hardiness Zone maps yourself because the US Forest Service has already developed "seed transfer zones" (STZs) maps for the entire United States.

An STZ, like the one shown above, is "an area within which plant materials can be transferred with little risk of being poorly adapted to their new location." To find the STZ for your project, visit the WWETAC Seed Zones WebMap and click on the "Provisional Seed Zones" tab.

Author: Dr. Sara Tangren, former Sr. Agent Associate, University of Maryland Extension.

Related information

Why Include Native Plants in Your Garden?

Recommended Native Plants for Maryland

Additional resources

Maryland Biodiversity Project

Miller, Stephanie, A. Bartow, M. Gisler, K. Ward, A. Young, and T. Kaye. 2011. Can an ecoregion serve as a seed transfer zone? Evidence from a common garden study with five native species. Restoration Ecology 19:268-276.

Native Plant Sources | Maryland Native Plant Society

The Biota of North America Program (species distribution by county for the entire US)

US EPA Level III/IV Ecoregion Maps. https://www.epa.gov/eco-research/level-iii-and-iv-ecoregions-continental-united-states

US Forest Service WWETAC Seed Zones WebMap. https://www.fs.usda.gov/wwetac/threat-map/TRMSeedZoneMapper.php

Weakley, Alan. 2020 and 2022. Flora of the Southeastern United States. https://ncbg.unc.edu/research/unc-herbarium/flora-request/