Squirrels of Champaign-Urbana, beware! There have recently been reports on the Internet of a mysterious winged monster being sighted all across campus. It has been seen everywhere from trees to campus buildings; there has even been one sighting of it perched on the bike racks on the quad. What is this mysterious winged “monster”? It’s a red-tailed hawk, a common bird of prey species in Illinois. So while squirrels should be on the lookout to avoid these predators, students should be on the lookout for an awesome opportunity to see a valuable member of the Illinois ecosystem right on our campus.

How will you know if you’ve spotted a red-tailed hawk? The bird is most easily identified by its colors. It has a dark brown back with pale colored stomach, however its key characteristic is the rusty red tail that gives the bird its name. Younger birds, such as the one spotted on campus, tend to have brown patches on their white underbelly and often do not have a red tail. Red-tailed hawks also have a unique call that is a hoarse, high-pitch scream that sounds as if the bird is saying “keeeeeer” (Audobon). Many movies and television shows use the red-tailed hawk’s cry as a generic raptor sound effect, so chances are you will recognize their call. Keep your eyes and ears peeled as you walk around campus and you might just be able to spot one.

Despite being a fairly common bird, the red-tailed hawk is an amazing animal. The hawk can be found all throughout the United States, Canada, and even Central America, and can survive in many different types of habitats (Encyclopedia of Life). As a bird of prey, the red-tailed hawk has incredible vision, which is necessary for spotting rodents from far away. Their eyesight is so keen, in fact, that they can perceive colors within the ultraviolet range, which is something that humans cannot do. (San Diego Zoo). When hunting, the red-tailed hawk is known for its distinct approach, in which it dives down from the sky to attack its prey. The hawks can reach speeds up to 120 mph, and when combined with their sharp beaks and strong talons, they become fierce hunters. The squirrels of Champaign-Urbana should be especially careful, as a hawk’s diet is about 95% ground squirrels and mice (San Diego Zoo).

A few students have been lucky to see this bird on campus. One student even reported that after watching the bird try to catch a squirrel, it landed just four feet outside of the window that the student was watching out of between Talbot and Everitt (Reddit). For those who want to see this majestic animal, you may wonder, “where is the best place on campus to see a hawk?” Hawks typically like open woodland, shrubby fields that make it easy for them to spot their prey and quickly swoop down for the kill. One of the best places on campus to find a hawk would be the arboretum, which has plenty of open space and an abundance of trees from which the hawk can perch and scout out its prey. Red-tailed hawks generally seem to be unfazed by human activity, so you may even be able to spot one around other open spaces such as the quad or the Morrow plots. Hawks like to perch in high places, so when looking for one, look towards the trees, telephone poles, light poles, etc. The hawks also have distinguished flying patterns, making them easy to spot when they are in the sky. They often soar in the sky and flap their wings as little as possible to conserve energy, unlike most birds that need to consistently flap their wings to fly.

The red-tailed hawk is an incredible animal. Birds of prey are unlike any other species, and to be able to see one on our campus is a very cool sight. Despite being the most common bird of prey, seeing a red-tailed hawk on campus is generally unusual, but very exciting. I encourage students to pay more attention to the trees and other perching areas when walking throughout campus because you may be able to spot one of these birds yourself. Perhaps if you are lucky enough, you may even be able to see one mid-dive, which is something that I hope to see myself one day. (743)

Works Cited

“Birds: Red-Tailed Hawk” San Diego Zoo. 17 November 2014. < http://animals.   sandiegozoo.org/animals/red-tailed-hawk>.

“Buteo jamaicenis: Red-Tailed Hawk” Encyclopedia of Life. 17 November 2014.

< http://eol.org/pages/1049057/overview>.

“Red-Tailed Hawk: Buteo jamaicenis” Audobon. 17 November 2014. < http://birds.          audubon.org/birds/red-tailed-hawk>.

Throughout most of my life, I was very unaware of all the implications for the food industry. I basically only thought about it in terms of how it would effect my health and happiness, but that was it. When I got to college, I learned about all of the ways in which the food system affects the globe. The food issues that I learned about really stuck with me. Food affects everything, from the environment, health, economy, to the well being of workers and animals. I’ve since begun working in urban agriculture, which I believe is an excellent way of alleviating many of the issues that surround food in urban settings such as childhood obesity, limited fresh food availability in low-income neighborhoods, food miles, chemical-free foods, etc. I worked at The Plant!, which is an urban farm on the south side of Chicago, and Mindful Living, a community garden in the Avondale neighborhood of Chicago. It was really cool to see how interested local communities were in these urban farms, especially kids. I really hope to continue a career path in food-related issues, as we still have a long way to go in creating a more sustainable food system.

The Department of Electrical and Computer Engineering at UIUC has been the birthplace of many incredible innovations, and now it has a building of equal caliber. The new Electrical and Computer Engineering Building (ECE) opened to students this past August and is hoping to be not just an example of sustainability on campus, but also an example to the entire country.

The building has achieved LEED Platinum status. For students who may not know what that entails, it is the highest possible rating under the Leadership in Energy and Environmental Design program, which strives to create buildings that “save money and resources and have a positive impact on the health of occupants, while promoting renewable, clean energy” (LEED). Attaining a LEED Platinum rating is impressive, but the ECE building wants to go beyond that and ultimately become a net-zero energy building. “Currently the Department of Energy reports only eight net-zero energy buildings in the U.S., and the largest is only 14,000 square feet,” ECE Professor Phil Krein explains. “To achieve this in a building nearly 20 times that size reflects the University’s sincere commitment to sustainable design while capturing the spirit of a department that’s always pushing the limits of technological innovation.”

What exactly makes a building “net-zero energy?” The building must include systems that allow it to consume no more energy than it creates. Currently buildings account for 40% of the total amount of energy consumed in the U.S., making building energy efficiency an important issue to tackle. If we can make a majority of buildings net-zero energy, our total energy consumption will nearly be slashed in half. Will this realistically happen anytime soon? No, but hopefully with buildings such as the ECE building exemplifying a successful net-zero system, more building designers will be inclined to build with sustainability in mind.

The ECE building plans to achieve this through several mediums. Upon entering the building the most noticeable characteristic can be found in the strategic window placement, which is used as a passive solar system. The large windows use a low-e glaze that allow natural light to come into the building while filtering out solar rays that would overheat the building and make it uncomfortable for students. There are also shades along the windows that are strategically placed to block sunlight during the summer months and allow sunlight to enter the building during the winter. The passive solar light system will help reduce traditional energy consumption by 55%. The building also takes advantage of LED lighting, which was invented by the department’s own Nicholas Holonyak. The LED light strips are much more energy efficient than fluorescent lighting due to its longer lifespan and reduced kilowatt-hours. Many of the rooms in the building have sensors that can detect when sufficient sunlight is coming through the windows and will turn off the LED lights.

The building also plans to use a large array of photovoltaic cells on the roof, which will contribute significantly to the building’s ability to produce as much energy as it consumes. In keeping up with the student focus of the building, ECE students will have the opportunity to use the solar panels to research sustainable power systems and alternative energy. Creating a truly net-zero energy system in Illinois is difficult due to weather constraints, so the building has made up for this through the use of solar panels on a nearby parking garage. The solar panels on the parking garage will be used to power electric car charging stations, helping to encourage students and faculty to choose more sustainable modes of transportation should they choose to drive.

The heating and cooling systems within the building also play a critical role in reduced energy consumption. Building designers have installed a chilled beam system for cooling the building, which is especially strategic during the summer months. During the night, the water is cooled when energy rates are lower. The cool water is then transferred to beams to bring cool air throughout the building. Heat recovery wheels are used in the building during the winter to ensure that warm air is distributed to all rooms in the building. The terracotta wall also provides insulation to the building, and is also used to slow or disperse storm water runoff.

All of the sustainable systems mentioned above only scratch the surface of what the ECE building has to offer. Native plant use, energy tracking, use of Energy Star appliances, etc. are all small details that help contribute to the overall sustainability of the building. Hopefully with the installation of the photovoltaic cells within the next two years, the ECE building can become net-zero energy. At 236,000 square feet, it would be one of the largest net-zero buildings in the country, and I would highly recommend that students visit the building to get a better understanding of how sustainability can be successfully incorporated into society.

Works Cited

“Details” ECE Illinois. University of Illinois at Urbana-Champaign. 26 October 2014.

<http://buildingcampaign.ece.illinois.edu/project-details/>.

ECE Illinois. “Coming Soon: A New Home For ECE Illinos.” Online Video Clip.

            Youtube. Youtube, 9 October 2013. 26 October 2014.

“ECE Building Dedication Ceremony” Online Video Clip. ECE Illinois. University of

Illinois at Urbana-Champaign. Web. 26 October 2014.

Eat local. Locally grown. Localvore. Food miles. Farm to table. These are all terms that have become relevant in today’s discussion of food systems, resulting in more people becoming increasingly conscious of the food they eat. The local food movement is important, and students realize this. Despite the University of Illinois being a central hub for agriculture, it feels as though students have limited opportunities to purchase locally grown foods or to get involved with a local farm. Fear not, students. If you’re willing to venture off onto the outskirts of campus (specifically the intersection of Lincoln and Windsor), you’ll be pleasantly surprised to find a beautiful, sustainable farm oasis in the midst of endless cornfields. You may wonder what’s so special about this farm, since at this point the time you’ve spent in Central Illinois makes all farms seem the same. This farm oasis is known as the Student Sustainable Farm (SSF), and it wants to give you the opportunity to support sustainable and local agriculture.

The Student Sustainable Farm was established in 2009 with funding from the Student Sustainability Committee. Its main mission is to provide sustainably grown foods to residence halls, but also acts as a “living laboratory” to educate students and community members on regional, small-scale food production. The farm occupies six acres of land used for outdoor food production, as well as an impressive 10,000 square feet of high tunnels that allow for year-round production. While SSF is not certified USDA organic, they utilize organic farming methods such as compost application and cover crop rotation, as well as using very little off-farm inputs.

I was fortunate enough to take a tour of the farm led by Zach Grant, the SSF director and manager. As he showed us around the farm, I immediately noticed the high tunnels, which are a prominent feature on the farm both in size and function. Farmers use high tunnels in order to extend the growing season. They’re made of metal pipes and a clear, plastic tarp that creates a greenhouse-like structure. The clear plastic allows solar radiation into the tunnel but does not allow it to escape, which helps to provide a warm climate for plants during cold weather. Grant explained that the high tunnels allow the farm to start their growing season earlier and end later, increasing the duration from 3 months to 4-5 months. This helps to make up for the mismatched production schedules between the farm and dining halls since the dining halls mainly need food from August to May, and the farm’s peak production is usually from June to August.

Grant proudly explained that the farm grows many different varieties of crops. During the growing season, SSF grows everything from carrots, lettuce, Swiss chard, bok choy, beets, apples, and much more. On our tour, we saw vast amounts of tomatoes growing outside and in the high tunnels. This is not unusual at SSF since Dining Services purchases 95% of all produce grown on the farm, with its top crops being tomatoes and salad greens.

The final part of our tour showcased other sustainable initiatives that the farm has implemented, including solar panels and an electric tractor. Grant explained that this is only the beginning for SSF, and there are many projects currently in the works. One of the most exciting projects is a collaboration with Dining Services to provide a vermicomposting system on the farm. SSF will pre-select foods that can be composted, and Dining Services will provide the specified food waste to the farm which will be composted by worms. Grant also discussed the potential for a three-semester class on the farm that would give students the opportunity to get a hands-on experience with small-scale food production. Other future projects Grant would like to see happen on the farm is getting an electric-powered delivery van and the creation of a CSA program during the summer.

SSF sounds like the perfect solution for the sustainable food movement, so how can you help? If you eat at the residence halls, there’s a good chance that the money you spent on a meal plan was used to purchase produce grown at the SSF. The University’s Dining Services makes extensive strides to ensure that they are creating the most sustainable food system possible, and they work closely with the Student Sustainable Farm to make their purchases. For those who don’t have a meal plan, SSF has a farm stand on the quad every Thursday from 11am-5pm where you can purchase fresh local produce. SSF is always looking for volunteers, who are a staple in the success of the farm. Volunteers can sign up on their website (thefarm.illinois.edu) and should expect duties ranging from seed-starting, transplanting, cultivation, high tunnel work, and harvesting. Depending on when you volunteer, you may even get to bring some of the delicious produce you harvested home.

Whether it is through selling produce, volunteering, or education, the Student Sustainable Farm is here to provide students with opportunities to support the local food movement. Its innovations in sustainable agriculture make it an exciting program to get involved with, and with enough support it can hopefully revolutionize food systems in our community.

Works Cited

Branham, Bruce. Proposal: A Student Farm at the University of Illinois University of

Illinois at Urbana Champaign. 10 October 2014. <http://icap.sustainability.

illinois.edu/files/project/250/Local%20Foods%20Proposal.pdf>.

Housing Sustainability Report. University of Illinois at Urbana-Champaign. May 2011.

10 October 2014. <http://www.housing.illinois.edu/~/media/Files/Publications

/SustainabilityReport.ashx>.

Student Sustainable Farm. University of Illinois at Urbana-Champaign. 10 October 2014.

<thefarm.illinois.edu>.

Sustainability. University Housing at Illinois. 10 October 2014. <http://www.housing.

illinois.edu/Current/Dining/Sustainability.aspx>.

The University of Illinois has made a commendable effort to incorporate plant species that are characteristic to east-central Illinois into the campus landscaping. Take a walk around campus, and you’ll notice the sidewalks and buildings decorated with native prairie grasses, sedges, and wildflowers as opposed to the typical ornamental plants used by many landscape architects.

Why use native plants instead of standard ornamentals? There’s a wealth of reasons. First and foremost, it helps to improve the expansion of native plants, prairie habitats, and it can increase biodiversity by attracting native insects and animals. It provides educational opportunities for students to learn more about the landscape of pre-settlement Illinois. They also are aesthetically pleasing and require lower maintenance than typical ornamentals (Wescoat & Wescoat 3).

There are many areas on campus that use native prairie plants, including a few prairie restorations/plantings. However, one of the more interesting uses has been through the Business Instructional Facility (BIF), who achieved LEED Platinum certification in 2008 with the help of native prairie plants. The building is the first business school at a public university to achieve such a rating, and one of fifteen Platinum rated buildings in Illinois. LEED (Leadership in Energy and Environmental Design) is a certification program that includes rating systems for design, construction, operation, and maintenance of buildings that encourages sustainability through environmental responsibility and using resources efficiently, with Platinum being the highest rating (USGBC). BIF boasts some of the greenest technology on campus, including photovoltaic panels, zinc roofing to reflect heat, green roofs, photo sensors to detect light coming from the outside, displacement air systems, and more (Green Facts).

The proposal for the Prairie Garden at BIF was the brainchild of Barb Schleicher and Jim Urban, instructors from Native Plants and Design, who sought out a solution to the frequent maintenance problems and undesirable carbon practices while still sustaining its LEED Platinum rating. Overgrowth from the current sedge surrounding was extending on to walkways and sitting areas, creating an inconvenience for students and staff and was becoming an eyesore. The proposed area for the Prairie Garden was surrounding the Deloitte Auditorium, with an “extension opportunity” in the courtyard to the east of the auditorium. The final planting occurred in the fall of 2010, two years after the building’s completion (BIF Prairie Garden Proposal 3).

In order to get a better idea of the Prairie Garden’s role in maintaining an environmentally sustainable building, I went to BIF to see it for myself. Throughout the building there are a series of signs that highlight the different systems that contribute to its Platinum rating, many of which included the specific roles of native plants. The main contribution of these native plantings is to prevent erosion, provide an efficient water management system, and require minimal maintenance. Prior to the prairie plantings, harmful erosion and sedimentation was occurring along the auditorium’s foundation that prevented the meadow from functioning properly and was requiring excess maintenance, and issue that prairie plants prevent (BIF Garden Proposal 3). The plantings are crucial in the building’s management of water runoff, which is an issue that must be addressed to maintain a Platinum rating. In the courtyard, a path was constructed for surface drainage into the Prairie Garden as a method of on-site storm water retention, while the plantings on the green roof also prevent further runoff (Wolff Landscape). This system provides dual benefits, as the amount of runoff that enters the municipal water system is reduced and the plants are given a source of water, which eliminates the need to use potable water for irrigation (Green Facts).

The plantings also reduce the amount of carbon and heat emitted from the building. Because they are low maintenance, they no longer require the use of carbon-emitting equipment to control overgrowth. The plant landscaping and building design also work together to decrease the amount of heat that is emitted into the atmosphere, while the plantings on the green roof reduce the impact of heat on the HVAC system within the building (Green Facts).

Aesthetically, the Prairie Garden and courtyard are certainly pleasing while still maintaining the goal of having low-growth and low-height plants where necessary. Lining the walkways were prairie forbs such as Goldenrod, Heath Aster, New England Aster, and many more. An elongated fountain runs parallel to the forbs, creating an eye-pleasing symmetry. Various native grasses inhabit the Prairie Garden surrounding the Deloitte Auditorium, including Northern Dropseed and Prairie Star Sedge. A few native trees were also planted in order to provide shade for students or staff that may choose to spend time in the courtyards.

Although most if Illinois’ prairie is gone today, my hope is that BIF can serve as an example for why using native prairie plants in landscaping is beneficial. They provide crucial environmental services and easy maintenance for buildings, but more importantly they create a rare glimpse into what Illinois once looked like, which is an important educational opportunity that can help sustain the legacy of prairies in Illinois. (832)

Works Cited

“Business Instructional Facility Prairie Garden.” College of Business at University of         Illinois Urbana-Champaign, 2010. Web. 20 September 2014.

“Green Building Facts.” College of Business at University of Illinois Urbana-Champaign. Web. 20 September 2014.

“LEED Overview.” U.S. Green Business Council. Web. 19 September 2014.

“UIUC Business Instructional Facility.” Wolff Landscape Architecture. Web. 20    September 2014.

Wescoat, James and Wescoat, Florrie. “Native Plants at University of Illinois Urbana        Champaign Campus: A Sourcebook for Landscape Architects and Contractors.”  University of Illinois Urbana-Champaign, October 2007. Web. 19 September        2014.

The strongest argument to value and protect biodiversity is that all life has intrinsic value, therefore all plants/animals/insects have the right to live for their own sake. They have more value other than their use to humans, and should be able to live generally undisturbed. We as humans should understand and respect this, and only use the environment’s resources sparingly.

1. True or False: Grasslands can only occur in strict environmental conditions.

2. What are the three main types of prairie?

3. Which two glacial episodes helped to shape the Illinois landscape?

4. What is an “Indian Summer?”

5. How does annual fire benefit the prairies?

6. Bison benefit the prairie through:

1. Soil disturbance
2. Grazing
3. Putting nitrogen back into the soil as urine and feces
4. Providing food for organisms in death
5. All of the above

7. Name one technique that settlers used to reduce the threat of prairie fire in the fall during harvest.

8. What percentage of original prairie in Illinois still exists?
   1. 10%
   2. 1%
   3. 0.01%
   4. 20%

9. Name the three courses of action that can be taken to bring back prairies.

1. Some of the only remaining original black soil, tall grass prairie occurs in:
   1. Farms
   2. Pioneer cemeteries
   3. None of the original black soil, tall grass prairie remains

While I technically learned to write starting in elementary school, I think that I became a much more sound and developed writer in high school. Being in AP English classes really forced me to become a sophisticated and analytical writer. I also did take a journalistic writing class, which helped expose me to a different type of writing that wasn’t necessarily analytical and meant for a wider audience, not just an English teacher. However most of my writing experience came from the AP English classes, thus I am used to the more in-depth essays that examine different literature. I cannot specifically recall any specific advice, although I do have one teacher in mind who really helped me improve my writing. She was my junior year English teacher, and she was able to help me improve the flow of my writing, as well as helped me become a deeper thinker. I definitely did some of my best writing in that class.

Currently as a writer, I could use a little more practice. I have not taken any writing class since high school, which was almost four years ago. I’ve been able to get by as a college-level writer, but I could definitely improve. I think that my writing has become a little wordy, and I often find I have trouble phrasing my ideas in a more eloquent manner.

As for the future, I think writing will play some sort of role in my life. Being an ESE major, part of our job is to help educate others on environmental issues. This can definitely include writing as a way to convey information to the public. One of the main areas that I hope to go into is urban agriculture. Writing can be significant in that industry as it is a fairly new and unknown to people. In order for me to help people understand why it’s important, I need to be able to write in a clear and convincing manner. While I’m not sure what medium I would write this in (articles, social media, etc.) I know that writing is an important skill to have, and I will inevitably have to use it in some aspect of my life in the future.

1. Under the “Transportation” section of the listed commitments, there is mention of a bike-sharing program on campus that will be implemented in 2012. Currently, there does not seem to be any sort of program on campus. Are there still plans to complete this project?
2. The University also has committed to ensuring that there is “no net increase in space” on campus. Does this only include school buildings? What about apartments (I’ve seen many new apartment high rises being built just on Green Street within the past year)?
3. The University lists “Air Travel” as one of the nine sources of carbon emissions on campus. Are there any plans as to how to reduce emissions from this source? With the amount of international students that must fly to reach campus, is it possible to make a significant decrease?
4. Under the “Behavioral Changes and Incentives” section (page 22), it is mentioned that the university can make incentives for students to become more energy efficient, including energy rebates. What does an energy rebate entail? What other sorts of incentives are being considered as possibilities?

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