This past January a group of CALS students found themselves bushwhacking through a dense mountain forest in Costa Rica, crossing paths with monkeys, colorful birds, snakes and strange-looking frogs along the way.
But no worries: They weren’t lost.
As part of a service-learning course offered by the Department of Landscape Architecture, they were scouting out a new hiking trail for the Cloud Forest School, a bilingual, environmentally focused K–11 school located just outside the majestic, fog-shrouded cloud forest reserves of Monteverde and Santa Elena. The reserves are among the most biologically diverse places on Earth, serving as home to more than 2,500 plant species, 400 kinds of birds, more than 200 species of mammals, reptiles and amphibians—and thousands of insects.
“We hiked through the most wild parts of the mountain to collect GPS points of potential new trails,” says Lyn Kim, a landscape architecture senior who spent two weeks in Costa Rica as part of the Cloud Forest Studio course, as it’s called.
CALS students helped plan, map and build a five-kilometer trail through the school’s extensive grounds, which include both pristine and previously harvested cloud forest. The path, which includes resting points of special ecological interest, was designed for Cloud Forest School field trips as well as for the school’s annual fundraiser run. Creating it, however, was just one piece of a much larger effort.
“The long-term goal is to help develop some kind of meaningful forest restoration plan for the property,” says landscape architecture professor Sam Dennis, who co-leads the course along with department chair and professor John Harrington.
“We also want to help support the school’s environmental education efforts so their students can go on to jobs in the local ecotourism industry,” he adds.
Dennis and Harrington made a five-year commit- ment to the school and so far have led two groups of CALS students to conduct work there. In addition to building the trail, students have also started develop- ing classroom curriculum materials, nature guides for the property and interpretive trail signage.
The trips expose CALS students to landscape architecture’s vocational variety. “People tend to think of landscape architecture as putting plants onto landscapes, but that’s very little of what we actually do,” explains Harrington. The course gives students
a taste of environmental restoration work, commu- nity development work, and the creation of outdoor educational spaces with community input.
Kim, for one, was thrilled with her experience last January, and not just because she got to see an active volcano and zipline down the side of a mountain on her day off.
“At school we always design on trace paper and in the computer, but we never get to see our designs built,” she notes. “During our trail-building project, we got to see our work come to life.”