By NICOLE KOFMAN
he fountain, previouslymasked by constructionwork, where the Terman En-gineering Center stood,combined with 77-degreeweather in recent weeks, has given riseto an increase in fountain-hopping talkaround campus.“Have you seen that fountain? It’slike it was
for fountain hopping!”students exclaim, referring to the pool-length fountain located across thestreet from Roble, with tall, slopinggrass hills clearly made with studentsunbathing needs in mind.My first experience was everythingthat fountain hopping is supposed tobe, or at least what I thought it was sup-posed to be based on the endless hoursof “Stanford stalking” I partook in dur-ing the last, lonely three weeks of sum-mer when all my friends had alreadybegun their college adventures. Likemany of my other freshman peers itch-ing to get to campus, I read every bit of literature ever published about Stan-ford before arriving in late September,which both whetted my appetite forschool and increased my fluency inStanford abbreviations.I was in a group of seven in a mini-van on the way back from HooverWilderness after a Stanford Pre-Orien-tation Trip (SPOT), and after six days of bonding over summer sausage, hikingand sleep deprivation, we had re-gressed to acting like 7-year-olds, stuff-ing muddy handkerchiefs in ourmouths and sticking sweaty socks ineach others’ faces.Our SPOT leader tried to get us allto “simmer down” and act our age, but,in the end, the only thing that could sa-tiate us was a much-needed nap. Luck-ily, the painful, five-hour car ride madeour arrival to Stanford even sweeterthan it would have been otherwise. Wewoke up to the staggering site of themillion or so palm trees leading straightinto the heart of campus, hushing us asour designations as Stanford studentshit us for the first time.Immediately following our arrival,we were able to fully initiate ourselveswith an inaugural fountain hop as asubstitute for showering after ourcamping trip. Our SPOT leader, veter-an fountain hopper Charlie Johnson’12, had the brilliant idea of going foun-tain hopping instead of just sitting inthe hot dust of the Eucalyptus Grovewhile waiting in line for the showers.Fully prepared in river sandals, westarted sprinting for the red fountain infront of Green Library. After stubbingour toes on the lights at the bottom of the fountain, we ran to our next desti-nation, the small fountain in front of Old Union, where we made a whirlpooland tried to scramble up onto its top,the rough surface cutting up our el-bows, and in my case, leaving a scar.Instead of moving onto the Claw,which was closed for renovations, wefinished our fountain-hopping coursein the small fountain outside the BingWing of Green Library, piling into ituntil it overflowed.By then we were exhausted fromsprinting, so we sat out on the grass inthe Quad to enjoy each other’s compa-ny for what would be one of our lasttimes as a SPOT group before NewStudent Orientation (NSO) began.I remember distinctly the goldenlight filtering through the palm frondsabove us and illuminating the campusas we dried off and relaxed under theafternoon sun. As we gazed throughthe glowing archway into the barrenexpanse of the Quad that last evening,it was as if we could see the next fouryears of our lives stretched before us,with our first fountain-hopping experi-ence serving as a mark of its beginning.Taking part in a Stanford traditionwith the small group of friends that Ihad grown so close to in just a few daysgave me a glimpse of what the next fewweeks, months and years had in storefor me.At one point or another, fountainhopping plays a part in most students’collections of “I’m the luckiest personin the world to be at Stanford” mo-ments. This year’s freshmen from allover campus list their first fountain-hopping experience as one that helpedshape their first year on campus.“It was one of the first things that wedid as a dorm, and it was a very forma-tive bonding experience,” said NoamRosenthal ’15. “We had a boom boxblasting, and when we got back to thedorm, we were all wet and we just had adance party in the hallway.”“I felt initiated into the Stanford ex-perience,” said Atticus Christensen ’15,of his freshman dorm’s NSO fountain-hopping excursion.While fountain hopping plays a keyrole in so many Stanford students’ ex-periences, there’s always the studentwho still has not gone fountain hop-ping, perhaps because he or she is notinterested in dealing with chlorine-in-fused hair or running around with wetclothes, supposedly looking foolish infront of tourists.Caitlin Byrnes ’15 said the reasonshe has yet to fountain hop is becauseshe “didn’t have the right sassy bathingsuit” for most of the year. Fortunatelyfor her — and the fountain-hoppingtradition — she recently acquired one.As my freshman year finishes up, Ican look back at my first fountain-hop-ping experience — or down at the scaron my elbow — and remember thequintessential Stanford tradition withfondness as the first time I felt I be-longed on campus.
Contact Nicole Kofman at nkofman@ stanford.edu.
The Stanford Daily
Tuesday, May 22, 2012
By MARY HARRISON
n the heart of Silicon Valley, less thantwo miles from the Stanford NationalAccelerator Laboratory (SLAC) andstate-of-the-art computer science build-ings, is the Stanford Farm. With irises,roses and lettuce all spilling into one another,the farm is totally insulated from the fast-paced, high-stress world that surrounds it (itdoesn’t even have Wi-Fi), making it a campusrarity in more ways than one.“It’s kind of ironic that people call Stan-ford ‘The Farm’ and this is as much of a farmas we have,” said Amanda Martinez ’14, headvolunteer on the farm, the small, one-acreplot.The farm is made up of two distinct parts:the Community Farm and the EducationalFarm. The Community Farm is made up of small individual plots managed by professors,graduate students and other affiliates of theStanford community.The Community Farm was first char-tered in 1996 when Brian Halweil ’97 re-quested a small plot of land near the golf course and equestrian center to be dedicat-ed to giving students and community mem-bers a place to learn and practice agricul-tural methods. The Educational Farm is asmall strip of land at the edge of the farmarea — technically the Earth Systems Pro-gram’s plot on the Community Farm. Theplot hosts melons, tomatoes, peas, beans,leafy greens, cucumbers and squash, as wellas herbs and other plants.“It’s really important for students . . . tohave access to something like [the farm]where they can grow their own goods andmeet other students who are also interestedin food issues and where they can get dirty,”Martinez said.Patrick Archie, a professor of earth sys-tems who also holds the title of farm educator,agreed that it is important for students to en-gage in hands-on learning on the farm.“The farm is a place where people can getexperiential education that I think is the fun-damental ingredient that ties everything to-gether,” Archie said.Archie currently teaches two classes, onein the winter called Food Matters, about rep-resentations of food and agriculture in film,and another called Practices and Principles of Sustainable Agriculture.In the latter, according to Archie, students“learn the basics of everything that you needto do to take a little patch of earth and growfood for yourself . . . they also have the confi-dence to be able to understand at a fundamen-tal level the ecological principles behind sus-tainable agriculture.”There are six classes using the farm’s facil-ities this quarter, including a couple of stu-dent-initiated courses. Martinez co-teachesone of these courses, Grow it, Cook it, Eat It,withJenny Rempel ’12, a Daily columnist.Martinez cites her own course as an excellentexample of the strong relationship betweenthe farm and Stanford Dining.“Stanford Dining is completely in supportof my class and the whole farm program outhere,” Martinez said.Cynthia Liu, administrative programmanager of Stanford Dining, said in an emailto The Daily that the Stanford Farm Project,a student group that supports farm initiatives,and the Stanford Educational Farm regularlywork with Matt Rothe, the Stanford Diningsustainable food program manager, to helpstudent groups interact more with StanfordDining. Rothe also manages a plot of land onthe Community Farm.“I would say [Stanford Dining] is at the cut-ting edge of food movements among universi-ties around the country,” Archie said. “They’vereally been thinking about meals that theyserve as an educational opportunity.”Although the farm does not currentlyhave enough land to supply Stanford Diningwith produce, Archie said they hope to beable to grow food that will be eaten in dininghalls when they move to a new two-acre plotof land in about a year.In addition to connections with student-initiated courses and Stanford Dining, thefarm also has connections to classes in sever-al disciplines. The devices on the farm thatlook like they’d be more at home in an engi-neering lab than on an organic farm are theproduct of classes such as Design and Con-struction for Sustainability in Extreme Envi-ronments, a class offered by the Civil Engi-neering Department that tests out productson the farm.Among the projects being tested on theEducational Farm are pumps for low-costirrigation for farmers in Myanmar, solarpanels that electrify fences for farmers inIndia and underground seed storage tech-niques that could protect seeds in the caseof a natural disaster.Martinez added that in the past therehave been groups making use of the farmfrom other engineering departments, theGraduate School of Business and the HassoPlattner Institute of Design (d.school).“No matter what they’re doing, whetherthey’re in graduate school or if they’re un-dergraduates, there’s just so many fields thatconnect to food and to farming that every-body can find something that intereststhem,” Archie said, commenting on the ex-pansion of student involvement on the farmbeyond the Earth Systems Program.Leaders of the farm have noticed an in-creased level of community interest. In thepast, the Community Farm has experiencedproblems with careless visitors tramplingtheir plants, leading certain communitymembers to be more wary of publicity. TheEducational Farm, on the other hand, wel-comes their increasing visibility.“There are more and more food relatedgroups popping up on campus, which is verypromising for the Stanford food movement,”Martinez said.She added that the Educational Farm hada few large groups of at least 50 ProspectiveFreshmen (ProFros) come tour the spaceover Admit Weekend.“It was really great to have that much ex-posure with new students at the farm,” Mar-tinez said.
Contact Mary Harrison at email@example.com.
By CATHERINE ZAW
ho knew that a desire to find an environ-mentally friendly alternative to the red plas-tic cup — a beer pong staple — on Stan-ford’s campus could spawn an entire storedevoted to selling sustainable products?The ASSU Green Store was founded to serve this exactpurpose, but since then, has expanded to sell a variety of sustainable goods, in addition to providing green educa-tion outreach. Through these efforts, this entirely student-run organization hopes to make it easier for Stanford stu-dents to live more environmentally sustainable lifestyles.In 2008, Susie Choi ’12 started the Green Store withthree other students, Elaine Albertson ’11 M.S.’12, JeffreySweet’12 M.S.’12 and Eric Knudson’12 M.S.’12, throughthe ASSU Green Cabinet. According to Choi, one of theteam’s first projects was finding a more sustainable alter-native to the ubiquitous red plastic Solo cup.“Our first challenge was finding a replacement forthose red plastic cups that everyone uses on the weekendsand at parties,” Choi said. “The problem is that StanfordRecycling does not have the ability to recycle the plastic[used to make] Solo cups. If people are going to be usingcups anyway, why don’t we introduce more sustainablecups that students can [recycle]?”The team introduced recyclable cups in December2008.The Green Store is currently run entirely online, andproducts sold include compostable plates and utensils,once-used paper, eco-friendly laundry detergent andSmart Strips — power strips that shut off power to an elec-tronic device when it is not in use to prevent electricityleakage.“For all compostable [items], we work with StanfordDining and were able to get a wholesale contract so we getall the products for cheaper,” said Allison Fink ’12, a cur-rent Green Store team member. “We stock up on theseproducts and sell them for as cheap as possible.”The Green Store makes no sales profits and receivesfunding from the student services division of the ASSU.This money is used to stock up on sustainable products andsubsidize costs for large orders.“Our prices are pretty competitive with [other] pricesout there, especially because you order online and we de-liver it right to you,” Choi said. “Obviously, buying non-sustainable red cups is cheaper, but when we compare withother sustainable options, our prices are great.”While the Green Store website provides an explanationof how their environmentally friendly products can beused most effectively, the team said students sometimesare not aware of the information. For instance, Choi statedthat very often, students don’t realize that the recyclable
NICK SALAZAR/The Stanford Daily
The Stanford Community and Educational Farms provide a one-acre plot of land on campus where students and community members can learn and practice agricultural methods.
Students get their hands dirty at Stanford Community and Educational Farms
It was one of the firstthings that we did as adorm, and it was a veryformative bondingexperience.
NOAM ROSENTHAL ‘15
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M.J MA/The Stanford Daily