Pollinating Pollination Plants

An Independent Applied Sustainability Research Project

Submitted for Consideration to Professor Barry Muchnick

For ENST390: Applied Sustainability Practicum

Fall 2019

By Laura Dennison

Executive Summary

This project is about bringing more awareness and increase populations of

pollinators at St. Mary’s College of Maryland. In hopes by planting specific pollinator
plants to beatify the college and to increase the pollinators on campus. By doing this it
will provide a better sense of community with in the college, and create economic value
to school by reaching many of their goals and making the college look more appealing to
perspective students. All of which increasing the colleges triple bottom line, making it a
eco-friendly project, benefitting many if not all people that are apart of the St. Mary’s
Community.
Table of Contents

Executive Summary . . . . . .. . . . . . . . . . . . . . . . . . . . . .  .. . . . . . . #0

Introduction . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ... . #2-4

Context . . . . . . . . . . . . .  . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . #5-6

Case Studies . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .  #7-10

Project Overview . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .  #11-13

Conclusions . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .  .. . . . . .. . #14

Recommendations . . . . . .. . . . . . . . . . . . . . . . . .  .. . . . . . . ……#15

References . .  . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……#16

Appendix 1. Logic Model . . . . .. . . . . . . . . . . . . . . . . . . . .. . . . .#17-19

Appendix 2. Strategy Table . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .#20-21

Appendix 3. GSMRF Proposal . . .  . . . . . .. . . . . . . . . . . . . . . . .. #22-30

PAGE 1
Introduction

          The problem that is being addressed in this proposal is the major decrease in

pollinators of many types which has recently been occurring globally. Data recently

shows that in the United States “beekeepers have lost ~30% of their colonies every year

since 2006.” (Center for Pollinator Research) There has not been much other data

collection on other pollinators such as flies, beetles, and butterflies since it is nearly

impossible to get a population count for those organisms. However, where bee

populations are being observed in local environments such as for example bee colonies, a

steadily decreasing trend on bee numbers in Europe and America has been overserved.

There are many pressures on pollinators, in parasites, pesticides, habitat destruction, and

land use changes (i.e. loss of floral quantity), which limits the diversity of their food

sources. The problem of pollinator abundance has been exacerbated by humans’ current

agricultural systems which involve monocultures of crops, in turn leading to pollinators

dying off due to the lack of diversity in plants.

This problem is extremely important since it would bring the collapse of the

ecosystem and throw off the balance. Which will then degrade the ecology a substantial

pillar of the three pillars of sustainability. It directly affects all humans and the social

pillar too, via the current agriculture system. Which has been put in place over extensive

areas and overall in environment that surrounds society in almost all places. Pollinators

are necessary for our survival since they fly from plant to plant in search of pollen/ nectar

to eat, which they pick up on their body, and in doing so take away a plant's pollen. When

they move to the next plant, they fertilize that plant with the pollen, allowing the plant to

PAGE 2
reproduce and form seeds, berries, fruits, and other foods. Around 80 percent of all

flowering plants depend on pollinators to more pollen to make seeds, fruits and

vegetables. About “one of every three bites of food you eat depends on the work of

pollinating animals.” (‘Campus Pollinator Garden’) Which brings in the economic pillar

od sustainability since agriculture system are highly encouraged to make the most

product as fast as possible. To do that, things such as pesticides and fertilizers, and the

monoculture process in general is used because it is thought to be the easiest, fastest and

cheapest method. Pollinators are, also a food source within the food web as well, which is

source of protein for a vast amount of species of birds, mammals, reptiles, and

amphibians. (“What Are Pollinators and Why Do We Need Them?”). Without

pollinators no plants would be able to reproduce or form any form of foods, therefore

impacting human’s ability, and eat.

To combat this issue pollination gardens are extremely important because they

provide a way to increase populations of pollinators such as bees, butterflies, beetles, bats

and flies. Through the creation of the garden, it provides favorable plants, so that

pollinators are able to diversify their diet, leading to better survival rates, which will in

turn help humans, seeing that it is necessary to have pollinators for the current agriculture

today. Specifically, the pollinator garden is important for production of seeds for plants to

reproduce, providing pollen/ nectar for pollinators, and the nectar provides proteins, fats,

vitamins and minerals.

By investing in, and executing this project on campus, it would add to and

hopefully grow, the population of the pollinators. The execution and implementation of

this project would also provide more awareness of the problem at hand to the campus

PAGE 3
community as well as the public. It is also only a stepping stone to the multiple

possibilities that can be done by researching pollinator populations and would bring

better insight to how to combat the issue of their population decrease.

PAGE 4
Context (Conceptual/Theoretical Framework)

College campuses are amazing places to have these gardens, St. Mary’s College

in particular is a great location. Being a very rural campus with farm fields all around

with monoculture crops on local fields; essentially starving pollinators of the diversity of

plants that they need. As Alison Alkon and Julian Agyeman describe in “The Food

Movement as Polyculture” note how monoculture farming has other environmental

damaging effects. Particularly the monoculture process that puts chemicals on crops

which “deplete soil of nutrients and pollute nearby water ways.” ( Alkon and Agyeman )

When a college or university creates something such as a pollinator garden, it sets a

precedent of investing time into an important environmental project like this, which can

then lead to more awareness of the issue within the neighboring community to follow

suit, increasing the pollinators populations more and more.

Also, the component of letting the college community as a whole, be able to say

that they are helping the environment and trying to support pollinators as much as

possible is good for the students to learn and promote. College campuses are the best

places for Environmental progress and specifically this project, which David Orr notes in

“Rethinking Education.” Wherein he describes how liberal arts education “largely

divorced from practical competence.” (Orr 109) Yet through this application of the sort of

this that is taught in a liberal education and especially in the Environmental Studies

Department. Liberal Arts education is all about the interdisciplinary strengthening for

students, by doing these applied projects around campus, it is not just showing other

students what the Environmental Studies department does, but also can and does feature

PAGE 5
other disinclines in the project. In doing this St. Mary’s embodies their core message of

liberal art education and creating students ready a practical competence to other

communities.

Which Since the National Wildlife Federation is asking college and university

students, faculty, and staff to take action on their campus to “provide healthy habitat for

pollinators” (“Campus Pollinator Pledge.”) St. Mary’s could adequately and faithfully

sign the National Wildlife document declaring their commitment to the process. It has a

positive effect in operations by raising awareness of pollinator plants and increasing the

number of diverse species of plants for pollinators to live off of. This would in turn help

promotion of pollinators around the campus and possibly lead to pollinator friendly

certification for the college.

PAGE 6
Case Studies

Example 1: University of Connecticut

An example of a similar successful project was at the University of Connecticut,

where they had a pollinator-friendly garden at their off-campus farm. (Schipani) They

subsequently earned designated “Bee Campus” status by The Bee Campus Company,

which endorses schools who have a set of requirements, in 2017 so the program has

increasingly grown in size as they also conduct educational programs with local

elementary schools (Schipani). The pollination garden was prompted by students who

were interested in the subject, on the campus farm, which was something I had not

thought about, the fact that the garden could be at the campus farm. As of right now the

St. Mary's garden is located by" Lot T" of campus across from the new Stadium, but I

think it would be interesting if the garden was moved to the campus farm, because if it

was at the larger campus farm, then the garden could be tended to more often, and not be

forgotten.

Also, since the campus farm in a more prominent location for pollinators, i.e.

there is the bee club there and a location where other people can more visibly see the

garden, it might make it more of a prominent feature. However, we would have to be in

contact with the campus farm and would have to investigate if that would even be a

possibility. The University of Connecticut blog about the pollinator garden also suggested

that some good tips including having a nesting house for bees, made from bamboo tubes.

(Schipani) Here at St. Mary’s these could be created from the recycled bamboo from the

bamboo boat races during Hawktober Fest, since there is just ample bamboo going to the

PAGE 7
trash. The University of Connecticut provides a lot of support from for the pollinator

garden, even having a Native Plants & Pollinators Conference every year. In doing so the

university number one increases their ecology strength by planting the plants, adds to the

social aspect by beautifying the community. Lastly provides economic gain through

adding things such as minors relating to pollinators for example their “integrated pest

management” minor which does create more revenue for the university entirely. All of

which increases the universities triple bottom line even more. Overall, I thought

Connecticut College’s garden was interesting and brought a new and innovative example

to consider. (Schipani)

Example 2: University of Colorado Boulder

The second example of an effective pollinator garden on a college campus is at

CU-Boulder where they broke down their planning and execution of the project into

multiple steps. Beginning in 2014 when the campus put in a pollinator garden with

“barberry, currant, monarda, spirea, rudbeckia, yarrow, gooseberry, catmint, and

lavender.” Which all can withstand the roadside environment which is where they are

placed. After that, more road side areas were used for pollinator gardens, ranging from

bike paths to bus stops. The second phase took place in 2015, where they made a

pollinator sanctuary landscape in three prominent locations around campus i.e. an

entrance to the east side of campus. In total it has provided 10,000 square feet in area of

pollinator gardens, which are also located in very urban areas, for example next to the

roads. The actions to maintain these lands include: not using any pesticides on the

landscapes; having only native species; arranging the plants in dense clumps so that it

helps the pollinators to be able to find and use them, and using a variety of plants that

PAGE 8
bloom from the early spring to late fall. By doing this process the triple bottom line is

increased through ecologically helping the present ecosystem by planting the garden,

socially by bringing the community together and economically by increase the appeal for

the university. In following these steps, they have provided immense space and ability for

pollinators to thrive on the university campus.

Example 3: State University of New York (SUNY) at Cortland

Lastly, another example of a campus with a pollinator garden is the State

University of New York (SUNY) College at Cortland; where their garden was planted

throughout their campus. They have 26 native pollinator- friendly plant species on

campus, they also try and use the least amount of toxic pesticides to manage the plants.

(Schipani) The school is now currently working on making an edible forest garden as an

expansion project. What I found interesting about this college is how they have a

pollinator garden in the center of the campus, similar to how the arboretum at St. Mary’s

is located, where the plants are mixed into campus life, and by having a plaque/ note of

acknowledgement of what each plant's purpose is and why it is there. This specifically

lets the community know of the Universities’ efforts. Adding species rates go up and

making it a lucrative place to go, fully increasing their triple bottom line. I think would be

positive idea to have that be the case for St. Mary’s in the coming years. Once the plants

are grown and established, to have plaques which will describe what the plants are and

why they are so important.

These case studies brings some insight and ideas as to the many possibilities of

thing that could be brought to St. Mary’s College. Some things St. Mary’s can do to take

action is to take The National Wildlife Federation pledge, where campuses are asked to

PAGE 9
identify one or more actions that they will take to protect pollinators. Participating

campuses are awarded a Campus Pollinator Pledge badge which St. Mary’s, in theory,

can achieve, as well as involving the community, in order to also achieve the Community

Action part of the badge. This site also provides a “Project Planning Resource Library” to

help plan and implement the pollinator project on campus. (“Campus Pollinator Pledge.”)

Overall, I think these university and college examples have provided insight for

successful ways to progress with the project. Some ideas I am thinking of incorporating

into the project would be possibly requesting to be a "Bee Campus", and/or to sign the

“Campus Pollinator Pledge” both of which would be very beneficial to the school.

Similar to University of Connecticut, St. Mary’s can also use it as an example for the

community and other campuses, and can hopefully implement extensions after the project

has developed fully. Something that University of Colorado did was make the pollinator

gardens in clumps for easy accessibility for pollinators, not using pesticides, and

differentiating the bloom timing to last from Spring through to the Fall season.

Additionally, the use of limited space, by using small strips of green area, still added up

to be a significant amount of land in total. All of these examples should be kept in mind

while planning and implementing the project. Lastly, another good example at the State

University of New York (SUNY) at Cortland where they placed their pollinator plant all

around campus which is where I would suggest to have the plants spread out originated

from at St. Mary's. However, I still think it is the most effective and efficient way to

implement the project, by having it dispersed throughout the campus. By looking at these

other successful colleges and universities' ideas and formats of how to proceed with

PAGE 10
creating a pollinator garden can be extremely helpful and a plan for St. Mary's will

become apparent.

Project Overview

         The overview of what I am doing for my Applied Research Project is that I first

plan to do some research for the project, which will be conducted through making

another itemized list of pollinator low maintenance plants. Specifically, I will work

through the St. Mary’s venture in Baltimore, investigate and research picking out certain

plants needed, then I can calculate the costs involved in buying all the plants, and

hopefully bring the price down from what I currently have. For plants that are already

grown (i.e. not the seeds), the actual planting of the plants has to be done in the

springtime. The plants should be ideally native species and bloom early spring to late fall,

making sure that adjacent plants bloom at the right time. However, the project needs to be

developed and approved before then by grounds keeping, college officials, and office of

sustainability.

The plants also have to be ones which are durable, while are also low

maintenance, as the ground people said: “Keep it simple.” Once the plant list is finalized,

I can go over the estimated costs of what the plants. Thirdly, a map of where the plants

will be put into the ground, needs to be made, by investigating sites on the campus map

and noting places where the plants should be planted in locations such as the rain gardens

around campus since the gardens involve other plants that are already being maintained.

The next step that I plan to undertake, is to talk to Allison Burnett Sustainability

Fellow and see if the “Office of Sustainability” can be involved by either using the

PAGE 11
volunteers from the ‘Bay to Bay’ program or by simply knowing about it and adding it to

their sustainability tours. By adding them into the mix or at least seeing if they would be

interested in being involved, there would be more stakeholders and more people

involved. The more people and groups involved, the more likely the project will be

successful and sustainable into the future, and more people will be willing to put in effort

to see the project succeed. The next following step is to focus on contacting the grounds

people to make sure that the certain plants selected are good to go, before we actually

order the plants. Also, it will be important to discuss with grounds keeping, to make sure

that the number of plants is reasonable, given the ratio of the grounds people, to areas

needed to be maintained, making sure that this project is not a big burden to the workers,

since they already have so much on their plate. This will also give a better likelihood for

the plants’ success, if the plants are as manageable as humanly possible.

 Next, the question of when the different steps occur comes up; by setting up a

certain date, it will make sure the project is on the schedule and not fall by the wayside.

This is why I think ‘Bay to Bay’ would be a good to build the planting time around and

would also provide volunteers looking for jobs who could work on this project. Also, the

fact that the opportunity is situated in the spring, in April, is the ideal timing for the

service project to occur. However, if this does not pan out, then I will need to pick a

different event, or way to recruit volunteers, and find people who would be willing to

help implement the project.

Alternatives include the Sustainability Club, and the Bee Club, who might/ I

would hope would be interested in this project, or through other clubs that we could

PAGE 12
partner with. Even such clubs as ‘Best Buddies’ perhaps is a group we could partner with

and could have a service project day. Additionally, I am sure there are other clubs I could

approach which would be willing to help with the manual labor, which would also

broaden sustainability to other people in the St. Mary’s community, who might originally

not have anything to do with it, or possibly be unaware of its existence.

The last step is after knowing whether or not a GSMUF proposal was accepted or

not, if not figuring out other funds and grants to apply for, since that is how I plan to get

the money for the project. With that, thinking about the politics of the school, making

sure that the actual program is set and able to happen. Hopefully all of this will go well,

and if so, can do even more things, such as being a certified pollinator campus, and also

could help the Bee Club manifest and come into a club that also has some influence on

campus, and not just on the farm. As I have mentioned the garden could be added to the

sustainability tour, and through other projects in our class, will hopefully in included I all/

most tours of St. Mary’s campus. 

PAGE 13
Conclusion

With climate changes and the impacts humans have made on the current

agriculture and earth systems, an enormous number of animals and natural resources are

slowly dying. Although doing small things around St. Mary’s campus may seem as

insignificant in scope, compared to the vast destruction in many forms of climate change/

earth systems change’s repercussions entail. However, by being one college of hundreds

nationwide- together, that could make a difference. Similar to Michael Pollan’s “Why

Bother?” text it seems easy to drift into the thought that my individual action will not

change anything. Pollan expresses that by bothering it will create a “chain reaction of

behavioral change.” (Pollan 4) In a sense that is what the pollinator gardens create and

foster this kind of environmental mindset on campus, and through this specific project

will make students of St. Mary’s directly face the sustainability efforts day to day.

Through a pollinator garden students will be able to grow together within the

community, provide for the ecosystem and add economic value to the college. Further

progressing the college’s triple bottom line. Students will also be able to learn,

experience and see the increase of pollinators that will in turn come on campus, while

also enjoying the flowering plants.

PAGE 14
Recommendations

The project will hopefully evolve into something productive and something that is

doable. However, to make that a reality I will have to cut down on costs so that the project

can be funded. In addition, I should have everyone’s approval before fully going for the

project to make sure that everyone, such as groundskeeping and the administration etc. is

fully aware of what is going on and are onboard. I must find plants that will really work

and last, rather than ones that will be planted once, then die, and not last through the

winter. Being able to find support to put the plants into the ground in the first place, will

be essential.

Yet, I think that the most negative factor could be having a gardening project in

general, because there are so many external factors, with the garden being located outside.

However through first, relooking at the list of plants, and hopefully cutting down the costs

to some extent, through less maintenance from grounds-keeping, it is hopefully doable.

The next step to focus on designating specific spots at which the planting process could

begin, such looking on the map to the certain rain gardens are and being able to pin point

the exact locations and the each type of plant, will also be crucial. Once there has been

approval for that, going to people such as Allison Burnett to see if volunteer activities such

as ‘Bay to Bay’ would be willing to help plant the pollinator plants. If there are no

opportunities than having other clubs such as sustainability Club etc. and seeing if they

would be interested in helping and participating in these sustainability endeavors.

PAGE 15
Appendix 1. Bibliography

“Campus Pollinator Garden.” Environmental Center, 17 Apr. 2018,

www.colorado.edu/ecenter/pollinator.

“Campus Pollinator Pledge.” National Wildlife Federation,

https://www.nwf.org/EcoLeaders/Get-Involved/Campus-Pollinator-Pledge.

“Globally, Pollinators Are in Decline (Center for Pollinator Research).” Center for

Pollinator Research (Penn State University), ento.psu.edu/pollinators/resources-

and-outreach/globally-pollinators-are-in-decline.

Moon, Peter. St. John’s University Achieves Gold Rating with the AASHE-STARS

Program. pp. 1–3, St. John’s University Achieves Gold Rating with the AASHE-STARS

Program.

Schipani, Sam. “14 Pollinator-Friendly Colleges That Have Us Buzzing.” Sierra Club, 16

Oct. 2018, https://www.sierraclub.org/sierra/cool-schools-2018/bee-campus-usa-

pollinator-friendly-college-university.

“What Are Pollinators and Why Do We Need Them? (Center for Pollinator Research).”

Center for Pollinator Research (Penn State University),

https://ento.psu.edu/pollinators/resources-and-outreach/what-are-pollinators-and-why-do-

we-need-them

PAGE 16
Appendix 2. Logic Model

Inputs Activities Outputs Initial Outcomes Long Term

outcomes

1.Start Going on the Creating a list This will give me This would
performing Baltimore of pollinator an idea of the create the lists
research on Perennials and low kind of costs of plants
pollinator website; and maintenance involved and let needed so that
plants conducting plants groundskeeping I can give it to
research on know what to others to
which plants plant etc. plant  
would work
best

2. Looking at a Searching for Creating a map This will give This will
Campus map all the rain of places to locations on create a road
of the college gardens/ sites plant the where to plant, map for the
that would be pollinator and then notify planting
best to plant plants around anyone that needs process
the pollinator campus to start making
plants plans

3. Calculating Doing some Creating an This will give a It gives an

the estimated research on excel spread- ballpark estimate estimate
costs of all the the amount of sheet and of the funds needed for
plants funds needed calculating the needed to create things such as
to support this total number the project a price for
kind of needed proposals i.e.
endeavor GSMRF (the
Green St.
Mary’s
Revolving
Fund)

4. Talk to Ask if there is Finding Will see if it is Will have

Allison Burnett a certain time people/ possible if volunteers to
(Sustainability i.e. ‘Bay to organizations/ volunteers will be be able to
Fellow) Bay’ or function to available to help actually do the

PAGE 17
 another physically with this project project 
volunteer day plant the plants
to actually
plant the
plants

5.Contacting Seeing Getting an Will let us know Will give us

Grounds whether the itemized list of how many plants long lasting
Keeping amount of plants and what level of plants that is
plants can be maintenance manageable
maintainable needed for them for grounds
for the number keeping to
of workers handle
available

7. Set a date Looking at the Putting the After talking to This will give
sometime in calendar and plan on the Allison, we can a date to the
the spring to seeing an calendar, see if ‘Bay to project so as
enact appropriate making sure Bay’ would be to not let the
date on which there is a feasible; project slip to
to follow time/deadline however, if not nothingness,
through with to enact the will get other and be able to
the plan plan clubs/ functions have a
to help out deadline so
that it does not
get lost

8. Applying to Creating To fund the This will give It will provide

other programs proposals and project, for options if funding for the
other than applying to example the GSMUF does not project, giving
GSMUF, if multiple costs of plants work out the resources
there is no granting to implement
funding there opportunities it

. . . 

Working Assumptions External Factors

PAGE 18
1.Ground keeping will be able to maintain the Groundskeeping will be too busy
plants moving forward and not be able to maintain the
plants

2. There will be some sort of function such as ‘Bay No programs/ function will
to Bay’ which would want a service activity such as want/ need a service project to
this for volunteers to participate in do

3. GSMUF/ other proposals will go through, No proposals go through,

providing funding for the project providing zero funds for the
project

4. The perennial plants selected will last through Harsh Weather, (too hot/cold,
the winter/ summer too rainy/dry etc.) will kill the
plants

. . . 

Appendix 3. Strategy Table

PAGE 19
 Building List Actions Who leads Ranking/Priority Timing
Blocks action? (H=high,
M=medium,  (which phase)
L=low)

Laying the Research the I will lead This is the first This would
Foundation plants needed, this action thing I need to do happen soon;
costs involved through some for the project to before
of the and where the individual get it started so December at the
Program: plants should research this would latest
go. definitely be: H
Integrating
The

Building
Blocks

Sustainabilit This project’s I will lead This is pretty low This would
y purpose is to this action in on the priority list probably
increase the conjunction since this will happen starting
Pedagogy: knowledge of with others probably happen the summer of
Pathways pollinator such as tour after the plants 2020 giving the
plants around guides and are planted and plants time to
to Solutions- campus, leaders of then will be fully blossom,
Oriented specifically and clubs/ Office integrated into the and starting
hopefully of tours: L tours and such
Sustainabilit through the sustainability for the
y Learning sustainability who will help prospective/new
tours, where with the students
guides can they actual
mention the process of
pollinator putting the
plants and what plants into
they do, the ground
educating the
participants

Fostering Connecting my I will lead This is something Should happen

Connections: project with the this action, I should talk to soon; again
Office of but also will Allison Burnett hopefully
Connecting Sustainability include soon, so that I can before

PAGE 20
 Projects to and connecting Allison see if it is even an December
it the ‘Bay to Burnett and option in the first
Programs Bay’ others if the place. It is pretty
volunteering. Office of high on the
Also Sustainability priority list: H
connecting with does not
groundskeeping work out
to make sure such as the
that the Sustainability
pollinator Club
plants are
maintained
throughout the
years

Overcoming Discussing it I will lead This is a low Discussing

with Allison this, making Priority list since further in the
Bureaucracy: Burnett and sure that the there are many spring when the
making sure project can other things I actual date of
Creating an that the project run, as well which I need to the planting will
Enabling will indeed as be accomplish occur
work maintained before I go into
Institutional once I leave, this.
via grounds
Environment
keeping

PAGE 21
Appendix 4. The Green St. Mary’s Revolving Fund (GSMRF) Project Proposal

Application Form

                       

I.             Administration

1.     Project 2.     Email 3.     Extension/ Cell Phone

Sponsor Address #

Barry Muchnick brmuchnick@smcm.edu 240-805-4361

1.     Project 2.     Email 3.     Extension/ Cell Phone

Advisor Address #

Barry Muchnick brmuchnick@smcm.edu   240-805-4361

II.          Project Description

1.     Project Title

Populating Pollinator Gardens

2.     Project Location

Rain gardens across campus (around 5 different beds)

PAGE 22
 3.     Scope of Project (max 250 words per section)

Describe the project in detail.  You should be able to draw on and revise work from your best
practices report. Please also include information on the following:

i)               Environmental issues addressed

ii)             Operational and/or behavioral changes promoted

iii)            If there is a precedent for this type of project on campus

iv)            Possible effects of project on college operations

PAGE 23
i)                 Pollination gardens are extremely important because they provide a way to
combat the decreasing population of pollinators such as bees, butterflies, beetles, bats
and flies. The problem of pollinator abundance has been exacerbated by humans’
current agriculture system which involves many monocultures of crops, which leads
to pollinators dying off due to the lack of diversity in plants. Through the creation of
pollinator gardens, which provide favorable plants, pollinators are able to diversify
their diet, leading to better survival rates, which will in turn help humans, seeing that
it is necessary to have pollinators for current agriculture today. Pollinators are
necessary for our survival since they go from plant to plant searching for pollen/
nectar to eat, which they pick up on their body, and in doing so take away a plant's
pollen. When they move to the next plant, they fertilize that plant with the pollen,
allowing the plant to reproduce and form seeds, berries, fruits, and other foods.
Pollinators are themselves, also a food source within the food web as well, being a
source of protein for a vast amount of species of birds, mammals, reptiles, and
amphibians.  (“What Are Pollinators and Why Do We Need Them?”)
ii)               The pollinator garden is important for production of seeds for plants to
reproduce, providing pollen/ nectar for pollinators, and the nectar provides proteins,
fats, vitamins and minerals. College campuses are amazing places to have these
gardens. St. Mary’s in particular is a great location being a very rural campus with
farm fields all around with monoculture crops, which are basically starving pollinators
of the diversity of plants that they need. When a college or university creates
something such as a pollinator garden, it sets a precedent of investing time into an
important environmental project like this, which can then lead to more awareness of
the issue within the neighboring community to follow suit, increasing the pollinators
population more and more. Also, the component of letting the college community as a
whole, be able to say that they are helping the environment and trying to support
pollinators as much as possible is a good thing for the students to learn and model the
process for the future. Since the National Wildlife Federation is asking college and
university students, faculty, and staff to take action on their campus to “provide
healthy habitat for pollinators” (“Campus Pollinator Pledge.”) St. Mary’s could
adequately and faithfully sign the National Wildlife document declaring their
commitment to the process.
iii)             There is already a pollinator garden on campus currently which was created
last year for a 2019 St Mary’s Project (SMP); however, as of now, there are several
problems with the garden. Most people on campus do not know it exists, nor where it
is located, and most problematic of all, the garden currently does not even have a
successful growth of the plants for pollinators.
iv)             This project will possibly affect the college’s operation of grounds keeping,
and the amount of work going into tending to the plants. However, there should be
minimal additional work for them to do. It affects positively in operations by raising
awareness of pollinator plants and increasing the number of diverse species of plants
for pollinators to live off of. This would in turn help promotion of pollinators around
the campus and possibly lead to pollinator friendly certification for the college.

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 A.   Planning and Implementation (500 words max for all three sections).

Please provide specific project details. You should be able to draw on and revise work from
your logic model narrative.

i)               Names and positions of individuals (inputs from logic models).

ii)             Actions that will lead to the accomplishments of your goal(s).

iii)            Tools that will measure and verify achievement of goal(s).

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i) 1. Steve Gregory (Superintendent of Grounds)

2. Allison Burnett (Sustainability Fellow) and possibly Steve Gregory (Superintendent of

Grounds)

3. Lindsay Bull (Sustainability club president/ sustainability intern)/ Allison Burnett

(Sustainability Fellow 2019)

4. Lindsay Bull (Sustainability club president/ sustainability intern) / Allison Burnett

(Sustainability Fellow 2019)

5. Steve Gregory (Superintendent of Grounds)

 ii)          1. Looking at a Campus map of the college and getting groundskeeping/ Steve Gregory’s
approval that it is a reasonable amount and place for them to maintain.

2. Calculating the estimated costs of all the plants and getting approval to purchase said
amount of plants, then being able to adjust and change price and number of plants if needed.
Which will be a large part of getting this GSMRF proposal back and discussing it with
groundskeeping.

3. Talking with Lindsay Bull, president of Sustainability Club to see if they would be
interested in doing this service project for the club, in order to actually plant the plants in the
desired locations. If this is not applicable or a viable option can then talk to Allison Burnett
(Sustainability Fellow) to see if functions such as ‘Bay to Bay’ would be interested in using it
as a service project.

4. Talking with either Lindsay Bull, or Allison Burnett or others in the Office of Sustainability,
or others ENST majors/ minors if neither of their groups can take on the service opportunity;
or whomever to set a date sometime in the spring to enact the plan. A good target date for this
activity should be planned between April 13 – April 25
th th

5. Talking with Steve Gregory in Groundskeeping, making sure we order the plants from the
correct place and that there is indeed someone and transportation to pick up the plants needed.

iii)              Tools to measure and verify goals would be:

1.      Getting funding for project.

2.      Getting approval from groundskeeping that the number of plants and location is
maintainable.

3.      Getting an organization on campus that is willing and able to create a service event to
plant the pollinator plants.

4.      Setting a date in which to enact the project.

5.      Making sure the plant orders have gone through, and doing the order at the same time
groundskeeping is so that the pickup of the plants will be at the same time, if possible.

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 B.   Environmental Impact Reductions

Describe the project's anticipated environmental impact reductions (both on and off campus),
including yearly utility reductions if applicable.

One of the anticipated impacts of this project is that it will attract prospective students from
different places who are environmentally aware, and want to make a concrete difference to a
wide-spread environmental issue. The other important impact will be informing students and
graduates of the college about pollinators and make them more aware of the sort of things
which could happen on our campus that can combat a major environmental issue that we face
today in society. This project also provides students an opportunity to really engage with the
environment since the pollinator plants will be dispersed throughout campus, which they will
be forced to encounter in their day to day lives. This project will also provide a meaningful
learning experience, for example similar to how the Applied Sustainability Practicum ENST
390 course engages in service-learning hours, this could be one of those activities to help
maintain the garden while also learning the reasoning behind pollinators and why the gardens
are so important. This all provides potential positive student outcomes, but will also help
provide societal impact which delivers St. Mary’s core mission objectives to have a social
impact by solving global challenges. This project achieves that through dealing will the global
issue of decreases in populations of pollinators globally, which is a social issue as well, since it
provides for our food and agriculture. It will also increase the reputation of ‘doing the right
thing’ which is basically embodying ‘The St. Mary’s Way’, which is an attitude the college
should have towards providing enough food and resources for pollinators. This would
additionally provide research opportunities for Biology/ Environmental Studies students to
study pollinators and to survey and test the increase in pollinators over time, the success of
different plants and other pertinent scientific questions.
 

C.   Financing

Please state the amount of funding you are requesting and list any matching funds or in-kind
support. You can include a detailed breakdown of costs on a separate page if necessary.

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Projecting pollinator plants that will be used:

1.Fennel (Foeniculum vulgare)                (600 seeds= $21.98)

2.Lantana (Lantana camara)                   (10 plants= $70)

3. Black-eyed Susan (Rudbeckia hirta)   (10 plants= $100)

4. Borage (Borago officinalis)                  (10 plants =$70)

5. Calendula (Calendula officinalis)         (10 plants =$70)

6. Coneflower (Echinacea)                      (10 plants =$45)

7. Milkweed (Asclepias)                           (25 plants = $70)

Approximately 2 plants for the five spots/rain gardens available around campus; all are fully
grown plants (per request from groundskeeping) except for the Fennel seeds.

Total costs of plants is estimated to be $446.98 + taxes/ fees= $450

D.  Anticipated Return on Investment and Payback Strategy

Please explain the payback strategy and timeframe for your project’s implementation.

Although investing in pollinator plants won’t bring in revenue directly, the plants do bring a
potential return on investment as suggested in many of the goals of the SMCM strategic plan
(2016-2019). The first goal stated is wanting to “attract intellectual, ambitious students who
thrive in and respect a diverse, collaborations, learning community.” The pollinator garden is a
project that can attract a particularly environmentally committed set of students, that would
achieve that goal. By seeing that there are projects in place through establishing specific
sustainability tours, or as part of other tours held on campus for prospective students, and when
discussing sustainability in general, this could be something which provokes the interest of
potential Environmental Studies major students. The second goal stating “Engage students in a
rigorous, experimental, flexible, innovative academic environment that capitalizes on our
unique geographical location” also resonates in this instance. This is very applicable to this
project since St. Mary’s is located in a region surrounded by monoculture farming grounds,
leaving a plant- diversity-desert for pollinators, so with the pollinator plants from this project
will provide nutrients to them. Also since the campus itself is surrounded by nature
everywhere, students will engage with the pollinator plants on a daily basis since they will be
dispersed around campus. This can be included as a highlight in Sustainability Tours and
through other classes that can learn more about the benefits to pollinator plants. Goal number
3: “Graduate prepared, responsible and thoughtful global citizens,” is also met through this
project. These qualities, are really captured in this project, especially in terms of providing

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 thoughtful graduates who are thinking about impacts and socially aware of the pollinator role
in the environment and how the plants help alleviate this environmental problem by providing
aid for a practical solution. Lastly this also falls under goal number five: “Create and maintain
state of the art, modern facilities, systems and infrastructure” through this project St. Mary’s
College will create a modern environmental facilities boost, and will be up to date with the
modern gardening trends and supporting modern environmental issues.

III.       Funding and Accounting

A.  Anticipated Anticipated Project Payback Period

Project Start Date Completion
Date
Loan Scheduling

    April 13 th
April 30 2020 
th
Throughout each year increasing
2020 student enrollment for
Environmentally minded

students, inspired by the project

and opportunity to participate
from other non ENST
majors/minors.

Areas for Improvement

 Map or location description of rain garden plots
 Consider potential novel pollinator plant sites to reduce groundskeeping costs in
an attempt to provide ROI

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