Our two-week program in the Alaska Range and Chugach Mountains provides an ideal canvas for an immersive field course on the pressing issues of our time. In a state that relies heavily on exporting its natural resources, including fish, mined products, and oil, Alaska is an excellent case study to study the impacts of anthropogenic and natural activities on air quality and climate change. During the program, we will discuss the basics of atmospheric science and visit an air quality monitoring station. We will also set up visible emissions monitoring equipment and learn techniques for measuring the opacity of particulate matter. Our goal here is to deepen our knowledge through hands-on learning of what meteorological variables are necessary for studying air pollution-related concerns. In addition to learning the methods and collecting field data, we will also focus on interpreting that data and how best to extract valuable insights that could inform strategies for public health and policy.

In the second half of the program, Denali National Park will serve as an opportune field site for a comprehensive exploration of Regional Haze. We will delve deeper into the Clean Air Act’s mandate to eliminate haze pollution in national parks and wilderness areas. The EPA’s Regional Haze Rule was established to address air pollution from coal-fired power plants and industrial sources that harm visibility in designated national parks and wilderness areas, otherwise known as Class I areas. The team will review aspects of Alaska’s State Implementation Plan which details how they will comply with the Regional Haze Rule and improve visibility in Denali National Park and Preserve.

Background Information

The Clean Air Act is a landmark piece of legislation that has led to significant environmental and public health benefits across the United States. This course will take a deeper look at how this act has evolved and shaped modern environmental policy. Air pollution has a detrimental effect on human health, plants, wildlife, and ecosystems at large. Students will gain a greater understanding of emission sources, how they are managed, and the impact they have on vegetation, soil, water, climate, and visibility. High levels of pollutants, such as particulate matter and ozone, pose severe threats to the health of plants, causing leaf damage, stunted growth, and reduced photosynthesis. Wildlife, especially sensitive species, suffer from respiratory problems and altered behaviors. Reduced visibility due to pollutants can disrupt natural processes such as predation and migration. Additionally, pollutants like carbon dioxide and methane contribute to climate change, affecting ecosystems globally through temperature increases, altered precipitation patterns, and disruptions in biodiversity. The interconnected nature of ecosystems means that harm to one element, be it a specific species or the air and soil, can trigger a cascade of negative impacts throughout the entire ecosystem. Therefore, addressing air pollution is crucial for preserving the intricate balance within ecosystems and sustaining the health of our planet.

Program Goals and Activities

Environmental Monitoring and Policy

Students will become proficient in identifying air pollution sources and will be able to determine the difference between Hazardous Air Pollutants, Criteria Air Pollutants, and Greenhouse Gases. Team members will gain an understanding of monitoring and modeling techniques used to document and record emissions and recognize how research informs policy, which then dictates industry compliance. Additionally, students will identify the necessary components for air pollution studies and monitoring, and they will investigate how State Implementation Plans reduce pollution in an area in an effort to return the area to safe breathing standards that are set for public health and the environment.

Critical Thinking and Scientific Mindset

Students will gain invaluable skills in atmospheric science, environmental policy and urban planning. They will become familiar with and use a visible emissions monitoring technique to document emissions. They will be encouraged to think like scientists, fostering a mindset focused on curiosity, inquiry, and evidence-based decision-making. This will enable students to approach complex environmental challenges with a critical eye.

Community Improvement and Planning

Ultimately, the program aims to empower students to become agents of change in their communities. By equipping them with scientific and critical thinking tools, they will develop the ability to extract valuable insights from data, make informed predictions, and be better prepared to propose effective strategies for conserving and managing natural resources in their local areas.

By the end of the program, each of us will have gained firsthand knowledge of Alaska’s climate challenges, environmental policies, and air quality concerns. All field methods and data collection techniques will be taught on-site. No prior research experience is required, but we expect students to arrive excited and prepared for a rewarding and challenging field study experience.

Academic Credit

Students will receive 5 quarter credits/3.35 semester credits from Western Washington University. Our staff will be happy to explain the program in further detail to the applicant’s advisor, if necessary. This field studies program gives credit in one course: Environmental Wildlands Studies: 5 quarter credits/3.35 semester credits.

Team members will be evaluated on the quality of their fieldwork, exams, and participation in seminars/discussions.

Team members are expected to conduct themselves in a mature and responsible manner. Wildlands Studies reserves the right to require any student to withdraw from the program if their conduct is detrimental to or incompatible with the interests, safety or welfare of any course participants. We ask all students to read the Student Program Manual before joining the program on-site.

Team Logistics

Participants will fly into Anchorage, Alaska and meet the instructors at the Anchorage International Airport (ANC). The program ends back at ANC, where participants can decide to either fly back home on the scheduled date or remain in Alaska and travel independently. 

All reasonable efforts will be made to follow the activities outlined above. However, please understand that on our Alaska program, travel arrangements can remain tentative until the traveling actually takes place. Weather conditions and road closures may affect our plans. Wildlands Studies has put together an innovative, unique program in Alaska, and team members need to be flexible, patient and prepared to adapt to unexpected situations. Being flexible also allows us to take advantage of unique opportunities that can produce some of the program’s most memorable moments.

Participants are required to bring their own camping and backpacking equipment (tent, sleeping bag, backpack, water filter, etc.). A complete, detailed packing list will be provided to all participants.

Accommodations

Primarily camping, one or two short backpacks.

FOOD

Food is handled differently on each of our programs. Participants on this program will be responsible for purchasing and cooking most of their meals.  Occasional meals will be provided by Wildlands Studies as group meals. Participants will also be responsible for purchasing snacks. Detailed information about food management will be provided in the Logistics Packet. If you have dietary questions or concerns, please call our office.

Health and Well-Being

Each participant’s personal health and well-being are crucial to the success of the program and the health and well-being of its other participants.  Participants must arrive to the program having reviewed our Health and Well-Being Page.

Language

The course will be taught in English.

Pre-Program Logistics Packet

Detailed information regarding travel/flight information, equipment/gear requirements, food costs, meeting plans, group expenses payment, medical recommendations, and academic preparations will be sent to all team members in a logistics letter emailed about ten to twelve weeks before the program starts.