Knapp Fellow Spotlight: Chloe King

Chloe King is a Knapp Fellow working to reduce food waste in DC schools, partnering with the World Wildlife Fund, where she interned last year. She is also co-founder and president of GW Scuba Club and studied abroad in Indonesia. Aleena Khan, a service-learning scholar here at the Nashman Center, spoke to Chloe about her compelling project and her experience as a Knapp Fellow.

Chloe King Headshot.jpeg

Aleena: Can you briefly describe your project?

Chloe: Last year, I was interning for the World Wildlife Fund (WWF) in the fall of 2016 on their Food Waste Team – so I when I initially started, I was thinking, “How on earth does food waste relate to wildlife?” and that was normally a big question that people have when they hear about the WWF and the Food Waste Team. Why do they have that team?

Food and agricultural production are one of the biggest threats to wildlife on the planet, and at the same time, we’re wasting 38-40% of the food that we produce for consumption. It’s a massive problem, and one that I learned more about throughout the course of my internship there. My boss, Pete Pearson, was wonderful; he just said – partially because he was stressed by so many projects – to just pick whatever I want, and that I’ll manage it.

So, I picked schools – they’ve always wanted to start a project in schools – so I started developing a curriculum. I’ve developed a lesson plan, PowerPoints, educational posters, activities, things like that for an age range of 5th grade and up that’s really adjustable. I worked for them for that whole fall semester and were finalizing all those materials and other work as well that the team was doing. I then went abroad last year, from January until August, for 7 months, so I was not involved with food waste for a while.

When I was away, I heard about the Knapp Fellowship and I applied for it with the aim of working with the WWF when I got back. I knew that, regardless of whether or not I would have gotten [the Fellowship] that I wanted to work with the WWF again, since I wanted to complete what I had already done.

This big push this time around was to do it really locally and utilize the fact that the headquarters were here. There’s a lot of people in the office that have experience doing these kinds of food waste audits, and essentially being able to go into schools and helping them perform the food waste audits. At this point now, it’s really been about getting the approval of the people in DC, like the Department of General Services, DC Public Works, DCPS and the bureaucracy there, the Organization of Superintendent Schools and Education (OSSE). That’s essentially what’s been going on so far, with the project.

The plan, ultimately, is to get a lot of feedback from teachers this year when we’re actually doing the audits in the lunchroom and teaching kids about food waste so we can put this all on our website and have teachers all over the nation collecting data about food waste audits in their schools and collecting donations as well and getting that to food banks and people that need it.

A: What is the process of partner acquisition?

C: It’s been a little bit difficult and part of the reason that I love working with WWF so much is that it’s a really respected organization within the conservation space and also within the education space – kids sort of grow up looking at the Panda calendars. It’s a really good networking device to use, which is why I’ve enjoyed working with them.

Typically, I’ll reach out to them and say, “Hi, my name is Chloe and I’m from the WWF Food Waste Team; this a project that we’re working on, how can we help you?” Ultimately, what we’re trying to do is to give schools the resources to pursue this and have it be as simple as possible for them to take on. Initially, I thought that I would just reach out to a principal and they would be interested and that would be it, but it’s been way more complicated than that.

It’s mostly been about getting a really interested parent or teacher that are already engaged in stuff like this. A lot of the schools I’ve already talked to have school gardens or have been doing an environmental curriculum previously. In terms of reaching out to the local government, that’s been fairly easy because there’s been a lot of initiatives in DC in regards to food waste.

Councilman Mary Shay, for Ward 3, has been really big into food waste initiatives, so she’s been helping us with networking and getting approval because we can’t just walk into a public school and start something. That’s also been a big barrier that I hadn’t quite been aware of; we’ve had to get approval from all these different agencies before we could even begin any curriculum work. But, we’ve gotten all the approval we need and have sort of sent out information and have set a soft deadline of November 1st.

A: How has the Knapp Fellowship aided with your project?

C: The WWF does have a lot of resources, but at the same time, it is a large organization. Having a certain amount of money that I can use separate from WWF that I can really use to fulfill a need is really nice. Transportation costs become really expensive, since I’m taking the metro back and forth between sites, so it’s also helped with that.

I’m ideally hoping to use the money to hire other students that have interest in this. I gave a presentation on food waste in my climate change and policy class and asked everyone at the end that if they’re interested or know how to do audits, then I could pay them or give them a $50 gift card for doing it and a lot of people were interested in doing it. I have a good friend who interned for the WWF’s Food Waste Team this past summer, so I’m going to try to have her help me as well. That’s all what I’m probably going to use the money for.

Also, if schools need any materials, such as buckets, scales, sorting materials, I could buy them those supplies. It’s just nice to know that I have this funding available to actually pursue the project, because if I was just doing it on my own, it would be really difficult.

A: How has your project personally impacted you?

C: I’ve always been interested in the food system and how it’s worked – I’ve been a vegetarian since I was ten – but I never understood how big of an issue food waste was until I started working at WWF. I think that itself has been a really big learning experience for me, kind of learning about the other side of the food system. I think the biggest impact is going to be seeing children learn; I cannot tell you how many hours I’ve spent developing this lesson plan, and it’s going to be so nice to see it out there and to see students learn it as well as getting that immediate feedback from teachers.

A: What advice would you give to someone who’s unsure about applying for the Knapp Fellowship or is unsure if their idea is developed enough to apply for the Fellowship?

C: I think I myself applied to it literally a week before the deadline. I was thinking more and more about it and realized that it would be so helpful in aiding what I wanted to do. Even at that point, I didn’t really have much of a concrete project, but it was really helpful that I had interned at WWF before and knew it was something that I wanted to go back to. So, I would recommend for anyone who wants to apply for the Fellowship to have an organization in mind. In my experience so far with developing this project, having the resources, people, and team at the WWF that I can talk to about this has been critical to this project. Even if you don’t have a direct connection to an organization, try to foster a relationship with them. All these organizations are trying to do the same thing, and you have the unique opportunity to be the one who unites them all towards a single project, which I think it really cool to do with a student.

The Knapp Fellowship for Entrepreneurial Service-Learning makes it possible for exceptional GW students to combine scholarship with action and change the world. Prizes of up to $10,000 will be given out to student-led service projects.

Don't miss your chance to apply! The 2018 application is live now and is due by January 12, 2018. For questions about the Knapp Fellowship or for mentorship with your idea contact Wendy Wagner at

Student Spotlight: Dani Harton

Dani is a senior in CCAS majoring in Human Service and Social Justice. Anthony Hammani, a community engaged scholar at the Nashman Center, sat down to talk to Dani about her experiences in service-learning courses, HSSJ, and what she will take away from the program. 

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Dani first learned about the HSSJ program in Phyllis Ryder's University Writing course, a service-learning class. She wasn't aware of service-learning before she found herself thrown in the middle of it, and now you'll find her saying, "Everyone should take service-learning!"

It allowed her to become more engaged in the community and she changed majors to take more service-learning courses. The expectation was to engage the community in authentic ways so she registered for more of them. 

In Dr. Wendy Wagner’s Ethical Leadership course, there was not a direct service experience, but a group project co-created with a community partner.  Her group worked with Thompson Elementary, planning and executing field trips to Smithsonian Museums, including pre and post reflection worksheets that aligned the trips with the social studies curriculum. By working on this group project, she learned to observe group dynamics, reflected on her own leadership practice, and also had the opportunity to delve into the field of education. 

The focus of the class was to examine the evolving scholarship of leadership, applying a variety of theories to the real word examples that emerged through their group projects.

Community-engaged scholarship strengthened the academic work. Dani learned to apply theory to inform how she worked with her peers, with the Thompson students and the teachers. She has taken a lot of classes without a service-learning component, and found it difficult to understand how those subjects applied in the real world.

When applying theory to real life, Dani took things she was learning in class such as positivism and trait leadership and explored the extent to which those approaches worked for each service-learning group that met outside of class. The groups spent time reflecting on how leadership theory informed and explained how they were able to work together, "The things we talked about in service-learning classes do directly apply to real life."

Dani went on 4 or 5 Saturday field trips with 5th graders. Thompson Elementary is dominantly Latinx and she identifies as Latina. Dani found it cool to connect with students in that way and said that students were both “hilarious to interact with” and “ brilliant.”

To explore the learning objectives of one trip, Dani talked about the civil war and compared it to contemporary events and social environments the students were all experiencing now. The experience solidified the importance of social studies for her and she was able to support that curriculum by helping to develop the program. 

Overall, throughout all of her service-learning experiences, Dani felt learning how to ask the right questions was important. She said knowing that you have to ask questions and listen to feedback from  community partners and participants. She says the service-learning experience is not impactful for community participants or you if you don’t do so. It was difficult for her to understand this at first, but has become the foundation for how she serves today.

GW Nashman Center Faculty Spotlight: Dr. Lee

The Nashman Center is committed to highlighting the faculty that give back to the community and GW students through service-learning projects. Aleena Khan spoke to Dr. Lee of SEAS about his ongoing work with students in his capstone engineering course and their work. Yuval Lev also spoke to several students in his capstone course working on a project building wheelchairs for people in Belize.

The Nashman Faculty Update will continue shining a spotlight on community-engaged faculty and students, so watch this space for more to come. If you want to get more involved with community-engaged scholarship,  follow us on Twitter @NashmanFaculty and save the date for The Nashman Center symposium on Friday, December 8th, where all students are welcome to present their community-engaged scholarship!

Nashman Center: Could you start by giving me an overview of your service-learning course?

Dr. Lee: The one that’s the most relevant is the capstone design, the senior-level design course that every engineer has to take some version of. With ours, in biomedical engineering, it’s pretty easy to incorporate some kind of community engagement aspect. So, we have 11 teams of four or five students working on 11 different projects this year. One is monitoring respiration and other clinical information in patients who are ventilated, the idea being to improve the way that ventilation is managed.

"We're basically trying to build a cheap, off-roading wheelchair for people in Belize. There's one specific lab we're working with."

Nashman Center: That’s really cool! Is it something that they work on for all four years/whenever they declare their major or do they begin these projects their senior year?

Dr. Lee: Right now, it’s starting senior year. The goal is to have some design experience through all four years – at least through the last three – and possibly having some longer-term projects, or projects that are on the larger size, involve students from throughout the curriculum. We’re a new department, so this is a new way of doing senior design. It’s a long-term aspiration.

Nashman Center: Is this the first year that you’re doing more of a community engagement project?

Dr. Lee: This is my third year here and last year, we started by getting projects from clinicians and researchers. We’ve got three projects for two physical therapists, we have three different projects from clinicians at the GW Hospital, one from the FDA, one from a researcher, and one from a company in Columbus, OH.  

Nashman Center: That’s amazing. How do you think this kind of course, going out into the community, getting projects from clinicians, the physical therapists, challenges the students in a way a traditional course would not?

Dr. Lee: In a traditional course, in engineering, students will often be presented with problems that have a solution. The capstone projects are much more open-ended, much more real-world. We know that nobody’s made one of these before, so if you ask me how to make it, I’m going to tell you, “I don’t know.”

The Team

"They get a lot of wheelchairs that are normal in Belize...They rust... We don't just want to create a wheelchair, we want to create a manual for repairs."

Nashman Center: What’s your favorite student story from the course? Favorite story, favorite project?

Dr. Lee: From GW, last year was the first year they came out of the clinics and they weren’t just student projects. One of the teams ended up making a device that was good enough that hospital engineering approved it for use in the hospital to collect data that physicians could use – and again, this is related to ventilation – so this year, the project is related to that, but it’s not so much an improvement of the device but more so of what the next step is. That team got second prize in the Pelton Award Contest in the School of Engineering.

Nashman Center: Do you have any recommendations on how we would provide an indicator for the impact of your course?

Dr. Lee: That’s something that Dr. Wentzel and I are working on this year, is trying to figure out how to assess what’s working and use that to figure out what modifications for what we’re doing and make the program sustainable.

Nashman Center: Are you guys the creators of this program? Or was the idea already there and you guys helped develop it?

Dr. Lee: A mix. So, I came from Ohio State and at Ohio State, there was a Capstone Design Project class. So, some of the things I’m trying to do here worked there; working with Dr. Wentzell is part of the idea of getting more direct input from the clinicians and more interaction between the students and the clinicians. This summer, she came into a class of high school students where I’d had them work on a mock-up product of an active ankle prosthetic and she gave them feedback on their designs. That worked well enough that we adopted it for our senior portion as a little mini project to get them started and in the mentality that they’re going to have to try something out, not give them the idea that every little thing will stay in place. She’s going to come in with some physical therapy students next week, and the students will present their ideas to physical therapists and get feedback on what does and doesn’t work, as well as what’s missing.

Nashman Center: That’s an invaluable experience.

Dr. Lee: I think so!

Nashman Center: What would you say to a student who is unsure about taking a service-learning course?

Dr. Lee: What I’d say to the students just in general is that you’re here to explore and learn and find out about the world. Service Learning is something that’s going to help you get outside of your comfort zone and learning about something that you’ll never see otherwise. So, go do it!