When John Bohuniek and Alexandra Agugliaro launched Conservation Civics at Croton-Harmon High School this year, they were creating more than a new course. They were designing a course grounded in student interest, community identity, and the belief that some of today’s most important challenges can only be understood through multiple disciplines.

The interdisciplinary class blends social studies and science, bringing together public policy, environmental science, ecology, and research. Students examine how conservation issues are identified through scientific study, then addressed through laws, policy decisions, and partnerships.

“I think it’s a great class. It’s a little like Public Policy, but this class is really the environmental public policy side of that. It goes into much more depth,” shared one student.

For Mr. Bohuniek, the course grew from a clear opportunity.

“We have a lot of students interested in civics and public policy, and we also have many students passionate about environmental science, ecology, and biology,” he said. “We wanted to create a meeting ground between those interests.”

That meeting ground felt especially relevant in Croton, a community with a strong connection to environmental stewardship and civic engagement.

“We wanted something uniquely Croton,” Mr. Bohuniek said.

A major part of Conservation Civics is giving students opportunities to experience the work beyond school walls.

This year, the class visited Bronx Zoo to study the history and ongoing impact of bison conservation. They also traveled to Clarence Fahnestock State Park, where they worked with leaders from the Open Space Institute and park officials to explore how public-private partnerships support land preservation, trail improvements, water management, and habitat protection.

A recent trip to Croton Landing gave students a closer look at local efforts to improve river access, signage, and public use planning. During the on-site tour, they saw how themes studied throughout the year, including land stewardship, planning, and civic decision-making, come to life locally through the partnership between OSI and the Village of Croton-on-Hudson.

Deputy Mayor and Village Trustee Len Simon, along with OSI representatives Jennie Greer and Brendan Murphy, explained how the partnership has helped preserve waterfront land, expand public access, protect conservation values, install educational signage, and support long-term planning for community use.

“This work takes a community,” Ms. Greer told students, noting that successful conservation depends on municipalities, organizations, funders, and residents working together.

Mr. Murphy added that “conservation can sound abstract, but it often comes down to practical decisions and relationships.”

The experience gave students a real-world example of how environmental goals are advanced not only through science, but through funding, governance, collaboration, and sustained relationships.

“It was really good for me to see how the work is actually done,” said Reuben Daly. “You can understand some of these ideas in theory, but seeing them in action makes a huge difference.”

Ms. Agugliaro said one of the most important lessons of the course is understanding that science alone is only part of the solution.

“Science gives us information and possible solutions, but it doesn’t automatically create change on its own,” she said. “Real environmental solutions happen when scientific evidence is combined with policy decisions, community values, and economic considerations.”

The course is largely project-based, giving students meaningful ownership over their learning. While students complete some traditional assessments, much of the course centers on case studies, collaborative projects, and a culminating policy brief tied to issues they care about most. Topics range from wildlife conservation and fisheries management to climate policy, water quality, land use, and sustainable recreation.

Mr. Bohuniek described the structure as “choice within choice.”

Students move through shared course themes together, but within those units, they can pursue individual interests and questions.

For John Bracciante, a junior in the class, the format allows him to show his knowledge in a more authentic way.

“Projects can sometimes show who you are better than a test,” he said. “With projects, I have time to think, create, and really put my best into the work.”

Ms. Agugliaro said students often thrive in that environment.

“Students really come alive when they’re learning in a classroom setup focusing more on projects than traditional assessments,” she said. “They’re more curious, ask more questions, and seem more willing to take risks in their learning.”

John said the course also offers students an accessible way to explore an area they may not otherwise encounter.

“It’s a simple way to learn more and maybe discover a new passion through a year-long course.”

For students still exploring future interests, the course offers an accessible entry point into a growing field.

For others, Conservation Civics has become more than a class. It has helped deepen existing interests while opening new pathways for the future.

Reuben, who will study wildlife and fisheries biology at the University of Vermont this fall, said the course’s real-world approach stood out right away.

“A lot of the science courses I like are not always directly applicable to real life,” he said. “This course felt practical. You can see how it intersects with real life and how policies are created that govern things people care about.”

He has also connected that interest to his CHOOSE placement, where he will intern with the New York-New Jersey Trail Conference to help update trail maps using GPS and digital mapping tools.

“A lot of conservation work now uses mapping, AI, and GPS,” he said. “Those are important skills for the future.”

Mr. Bohuniek said those kinds of connections have been one of the most exciting outcomes of the class.

“Some students have connected this class to their CHOOSE placements,” he said. “For others, it’s made them think about colleges, majors, and expanded career opportunities within the field.”

One of the most valuable takeaways, students said, has been learning that conservation is not just about science in the field. It also involves policy, funding, law, and decision-making at the local, state, and national levels.

Reuben said the policy side of the course broadened his understanding of how environmental work is supported and sustained.

“I thought it was really interesting to learn about policies like the Dingell-Johnson Act and Pittman-Robertson Act, and how taxes tied to fishing, boating, and hunting help fund conservation work across the country,” he said. “Those policies stood out to me because they show how government decisions can directly support conservation through funding, licensing, and long-term planning.”

Ms. Agugliaro said helping students connect ideas across disciplines has been one of the most rewarding parts of teaching the course.

“When students see how science connects to social studies—like government, economics, or civic responsibility—it makes learning feel more real and relevant,” she said.

Through field experiences, policy discussions, and real environmental challenges, students are beginning to see how personal interests can grow into purpose and lead to meaningful work in the world.

In Conservation Civics, that passion is already taking root.