Karina Buhler, our new STEM Program Assistant, brings a deep knowledge of environmental science and a passion for the Earth to our Foundation’s after school program. She recently fielded some questions from Executive Director and Co-Founder Farrell Evans.
FE: You recently joined The Bridge Golf Foundation as a STEM assistant. What attracted you to The Foundation?
KB: I was attracted to The Bridge Golf Foundation because of its dedication to closing achievement gaps for young men of color through a multi-faceted approach. Teaching these young men both golf and STEM skills allows them to gain confidence and knowledge in a multitude of areas that are often not emphasized. I really loved the working and learning environment that is fostered at The Bridge Golf Foundation. I am a huge proponent of student-focused classrooms, and I was attracted to the fact that the programs and lessons are tailored to the students’ needs, both in the classroom and as boys entering the world as young adults.
FE: You studied environmental science at Barnard College, where you gained valuable research experience. Tell us about some of your research?
KB: As an environmental scientist, I have done extensive research on both water quality and water conservation. I led a study that analyzed the relationship between water quality and precipitation levels in the Hudson River. We looked at fecal matter concentrations in samples taken near a wastewater treatment plant on the river and compared E. coli and Enterococcus levels after periods of heavy rainfall. For my thesis, I worked at Columbia’s Lamont-Doherty Earth Observatory to create the paleoenvironmental history of Cedar Bog in High Point State Park, NJ, by identifying macrofossils, which are basically well preserved seeds and leaves from thousands of years ago. I was able to determine the species of vegetation present at the site throughout time and, from that information, identified changing environmental zones and important climatic events.
FE: What do you hope to bring to the STEM program and our work around water?
KB: I have a lot of experience with water conservation research, especially as it pertains to climate-change-driven environmental effects, such as droughts. I am looking forward to bringing my knowledge to our work around the Water Fair. For the STEM program, I hope that I can be a source of clarity and support for the young men in the program, especially for complex scientific concepts. I hope to be able to provide the students with a deeper understanding of our place in the world through knowledge about the world around us.
FE: How did you first become interested in Environmental Science?
KB: Since I was a child, I have been passionate about the environment and was aware of the natural ecosystems around my hometown of Miami, such as the Everglades and Biscayne Bay. I would try to learn as much as I could about ecosystem dynamics and the way that organisms in an environment would interact. However, I didn’t realize that it was possible to turn this interest into anything sustainable. It was once I had already started my second year of college when I considered taking an environmental science class. The class was plain and simply titled “Climate.” I absolutely loved it and became very entrenched in my studies once I realized that focusing on Earth and environmental science was a viable path for my future.
FE: Environmental justice is a clear and present danger for our young men of color in many of the communities where they reside in Harlem and the Bronx. Why is it so important for our young men to become engaged about some of the adverse environmental impacts in their communities?
KB: Change happens in communities. I firmly believe that the best solutions for issues that impact vulnerable communities, especially climate change for low income or coastal communities and communities of color, come from those people who live the environmental consequences every day. Additionally, the best way to protect yourself and your community is to become engaged and educated about systemic and constant issues. I think that it’s extremely important to start teaching these young men about environmental and climate justice work because of their clear intelligence and trajectory for growth. The students in the program are very smart, engaging young adults, and when the youth are educated about issues facing their communities, the passion and perseverance they can bring to enacting change and bringing helpful, impactful solutions are endless.
FE: You worked on a campaign to divest from fossil fuels. Tell us about that project and why it was so important?
KB: At Barnard, I was part of a campaign to get the college and the board of trustees to divest endowment funds from fossil fuel companies. As a prestigious liberal arts college in New York City, Barnard has a responsibility to make a statement about the injustices that oil and gas companies inflict on our Earth. Divestment is important because, although it wouldn’t have direct economic consequences for the fossil fuel companies, it sends a statement that there are universities that do not agree with the environmental damage they are doing to our Earth and our communities. I was so grateful that after a year of hard campaigning, and both protesting and working with the college’s administration, my fellow, passionate, intelligent, strong organizers and I were able to get the board to agree to fossil fuel divestment from companies that deny climate science. It was a win for student organizing, for communities of color that are often the first victims of environmental degradation, and for our fragile ecosystems that are not able to withstand the impacts of climate change unaffected.
FE: You’re surrounded now by golf at The Bridge Golf Learning Center. Do you have plans to learn the game and start playing?
KB: Although my father is obsessed with golf and I am now surrounded by the boys playing the game every day, I still have no plans to start playing. I went to golf camp when I was younger and learned that I don’t have the golf gene.