October 18th, 2013 by Irene Miles
Emily Anderson graduated from Northern Illinois University this past spring and was able to put her studies to work right away as one of our summer interns. She wrote in to tell us about her experience working with Caitie McCoy on outreach and social science efforts related to sediment remediation.
“This summer I interned with Illinois-Indiana Sea Grant as the Human Dimensions of Natural Resources Intern. When I found the listing for the IISG Internship position I knew right away it was right for me. I was ecstatic to find a position that aligned with my interests in both psychology and environmental science, so I excitedly submitted my application and then waited nervously. Days after I walked across the stage as a 2013 graduate from Northern Illinois University, I relocated from DeKalb, Illinois to my new office on the University of Illinois’ campus.
Throughout the summer I traveled around the Great Lakes with my mentor Caitie McCoy and collected data on people’s perceptions of contaminated sediments. One of Sea Grant’s missions is to conduct research across the Great Lakes; as such, my job was to assist Caitie in conducting a study on two contaminated rivers slated for cleanup. In order to restore the health of the Great Lakes ecosystem and restore benefits to the local communities, the GLLA funds sediment remediation and habitat restoration in connecting waterways. The purpose of our research was to gain an understanding of how people in these communities relate to their river so that this information could be used to guide outreach efforts at these and other contaminated sites. We were also interested in the different benefits that communities receive from these waterways and how cleanup efforts might enhance those resources. In order to get a site-specific understanding we traveled to different locations and interviewed local leaders.
After learning about the background and purpose of the GLLA program, my first task was to recruit interview participants. I am rather shy normally, but conducting the recruitment communications and helping with the interviews was a great experience to break me out of my shell. I was pretty nervous during my first recruitment call, but after speaking with an extremely nice and generous person who invited us to go fishing during our interview I became much more comfortable. With help from our local outreach teams, we ended up with nearly 45 interviewees between our two sites (Duluth, MN and Sheboygan, WI).
I really love to travel, see new places, and learn new things so I have to say conducting the interviews was my favorite part of the internship. Both cities were beautiful in their unique way, and I’d definitely visit again if I got the chance. (In fact I’d consider living in Duluth despite an average of 80 inches of snowfall per year.) It was so interesting to get to listen to people’s stories and learn about the environmental issues in the Midwest. After the site visit I got right to work at transcribing the interviews which I will admit was not my favorite part of the experience but was a very valuable task and an opportunity to develop a new skill.
Before this internship most of the research I had been involved in was quantitative so the idea of data analysis guided by intuition was sort of foreign to me. At first I stumbled through the process but I found conceptual ground and eventually was able to enjoy qualitative analysis. Because of my concern for the health of the environment and my interest in social science it really gives me a great feeling to know that research like this is being conducted. In the end I feel accomplished; the study I helped with this summer will guide future outreach at the sites we visited and add to our understanding of the benefits of river cleanups. And ultimately that will help prove the real-world value and impact of programs like GLLA. This internship reaffirmed my passion for research and exposed me to a multitude of career options that are directly in line with my interests. I leave this position with a little more direction and a lot more hope for the future of the Great Lakes.”
Emily is one of four interns who worked with IISG this summer. You can read about Alice’s experience here, John’s here, and look forward to another post soon.
October 16th, 2013 by Irene Miles
Earlier this month IISG and several other organizations participated in Great Lakes Awareness Day at Shedd Aquarium. The event featured 10 interactive exhibits that introduced visitors to Great Lakes issues and showed them what they can do keep the Lakes healthy.
IISG science writer Anjanette Riley had this to say about the event:
“To put it bluntly, Great Lakes Awareness Day was a huge success. There was maybe only a moment or two during the 3-hour event that exhibits weren’t crowded with people ready to learn more about aquatic invasive species, habitat restoration, and pollution from unwanted medications and unnecessary lawn care products. In the back-lit glow of the aquarium’s Water of the World galleries, children and adults became detectives on the hunt for aquatic invaders, saw how pollutants from streets and lawns flow into waterways with the help of a three-dimensional model, tested their knowledge of pharmaceutical pollution, and drew pictures of plants and animals important to Great Lakes health. Perhaps the biggest hit of the day was Spin-Fish-Win, an aquatic invasive species (AIS) trivia game.
No matter what part of the event they joined in on, though, these Shedd visitors were clearly interested in talking about important Great Lakes issues–sharing what they know and asking questions about what they didn’t. People I talked with were particularly interested in learning more about Asian carp, asking questions like “what makes them so bad,” “what can we do to stop their spread,” and even “can’t we just eat them?” Visitors were also surprised to learn about the impact pharmaceuticals have on fish and other aquatic organisms and wanted to know how they could safely rid their cabinets of unwanted medicines. And a father and his son took advantage of an AIS art contest to clear up rumors they had heard about some invaders and get up to date on the newest species knocking on the Great Lakes’ door.
Joining IISG staffers at the event were teachers and students from area schools who came to share what they are doing in their communities to protect water quality and aquatic wildlife. LaToyia Gilbert and her students talked about bringing medicine disposal ‘dos and don’ts’ to citizens and pharmacy technicians in Gary, IN.
Latoyia was inspired to create this project based on what she learned at the recent Great Lakes B-WET workshop. Jim Doyiakos and students from Amundsen High School introduced visitors to the risks of invasive species. And Ronald Hall’s 41st Street Beach Eco Warriors from Evergreen Academy Middle School shared their experiences picking up trash and monitoring water quality at Chicago’s 41st Street Beach.
Thanks to a Shedd Aquarium teacher workshop going on that same day, some of the people who stopped by the exhibits were also teachers looking for ways to bring Great Lakes science into their classrooms. Many of these teachers took pictures of the displays or copies of the handouts so they could replicate the activities later. Others sought advice from teachers manning exhibits about potential stewardship projects they could do with their students. One teacher who helped with the event even asked if it could be repeated in the spring so her students could present their own projects.”
GLAD was coordinated by IISG as part of a Center for Great Lakes Literacy regional initiative.
October 15th, 2013 by Irene Miles
Illinois-Indiana Sea Grant has just announced more than $300,000 in funding awards for three research projects taking place over the next two years. These projects seek to improve understanding of the Lake Michigan nearshore food web, uncover connections between sediment removal projects and a community’s ability to weather environmental hazards, and identify why people adopt stormwater management practices.
“We are very pleased to continue our support of outstanding research projects on topics with real significance for the region,” said Tomas Hook, IISG associate director for research. “These projects address some of the biggest concerns facing the Great Lakes and their results will help policy makers and natural resource managers preserve Lake Michigan habitats and strengthen lakeside communities.”
IISG is continuing to fund projects focused on Lake Michigan nearshore food webs with a study examining the importance of wetlands in the lives of sport fishes like yellow perch, walleye, and largemouth and smallmouth bass. Gary Lamberti from the University of Notre Dame will use location monitoring data and tissue samples from fish across the lake to pinpoint the types of wetlands species rely on the most for food and shelter. The results will help natural resource managers target protection and restoration efforts on areas critical to the overall health of the lake. Lamberti will work with Patrick Forsythe from University of Wisconsin-Green Bay as part of a larger project with Wisconsin Sea Grant.
A community’s vulnerability to environmental hazards depends on a lot of factors—things like average incomes, education levels, hazard awareness, and public engagement. Bethany Cutts and Andrew Greenlee from the University of Illinois at Urbana-Champaign will investigate how these factors change when a community becomes involved in sediment removal projects. Using towns in the Lincoln Park-Milwaukee Estuary and Grand Calumet Areas of Concern as models, Cutts and Greenlee will develop tools urban policy makers can use to identify the best ways to help communities prepare for and recover from hazards such as pollution, natural disasters, and changing weather patterns.
Linda Prokopy and Nicholas Babin will use Sea Grant funding to better understand what motivates landowners to adopt and continue practices that reduce stormwater runoff, such as using rain barrels to catch runoff from roofs or building rain gardens to absorb water and filter out pollutants. Stormwater runoff is one of the biggest culprits in lake and river pollution, and community-wide adoption of best management practices is key to protecting water quality. Armed with their findings, the Purdue University researchers will team up with the non-profit organization Save the Dunes to improve stormwater outreach and education efforts in northwestern Indiana.
Visit the IISG research page to learn about past research projects and their results.
October 14th, 2013 by Irene Miles
Last month, we announced that six teachers from the Champaign-Urbana area had won tool kits for constructing simple, remotely operated underwater robots with their students. With the help of online lesson plans, the winning teachers will use the SeaPerch robots to teach their students about topics including buoyancy, propulsion, circuitry, and biological sampling.
Along with the kits, teachers got an opportunity to learn construction techniques and practice using the equipment during one of two SeaPerch Build Sessions held in October. During the sessions, Blake Landry, coordinator of the University of Illinois SeaPerch Program, took teachers step-by-step through the build process.
The winning teachers have big plans for their robots. Some will use them to introduce their younger students to basic engineering concepts for the first time. In other classrooms, the robots will provide an opportunity for students to test their knowledge of things like simple circuits. Some teachers are even considering partnering up to start an after-school club that will compete in the national SeaPerch Challenge. With these six teachers now using SeaPerch, there is also a possibility that they may launch a regional SeaPerch Challenge.
The SeaPerch giveaway contest was funded by Illinois-Indiana Sea Grant to help teachers in the Great Lakes region integrate science education with engineering and math.
Visit the SeaPerch homepage to learn more about the tool kits and the SeaPerch program.
*Photos*
Top: Blake shows Carol Smith and Geoff Frymuth how to use the tools provided in the SeaPerch teacher’s kit. Carol is a 5th grade teacher at Leal Elementary School in Urbana, and Geoff teaches 7th grade science at Champaign’s Jefferson Middle School.
Middle: Carol practices stripping electrical wires used to connect the three motorized propellers that steer the underwater robots. Stripping wires and building motors are just a few of the many engineering tasks her students will have to do when they build their own robots in the spring.
Bottom: Carol, Geoff, and Jen White, an 8th grade science teacher at Jefferson Middle School, take notes as Blake shows how to install and waterproof the motors and secure the frame of a completed SeaPerch robot.
October 11th, 2013 by Irene Miles
Alex Valencic’s fourth-grade class may be several hours away from Lake Michigan, but the lake and its issues are still front-and-center. Students here spent part of September digging into the biology of Great Lakes fish, and last week they presented their discoveries to an audience of classmates joined by IISG’s Robin Goettel and Anjanette Riley.

The presentations covered a spectrum of native and non-native species—lake trout, Eurasian ruffe, Atlantic salmon, round goby, black herring, and more. And it was clear that these fourth-graders had become experts in their chosen species. They talked about where their fish lives, its life cycle, what it eats, and what eats it. Several students showed how their fish have been affected by invasive species such as round goby and sea lamprey, which one student referred to as “an alien in the Great Lakes.” Those who chose invasive species also explained how they spread and taught the class what they could do to prevent future invasions. Others talked about the impact of overfishing and pollution on their species and the food web as a whole. At the end of their presentation, each student was peppered with questions like “how many times does your fish lay eggs?” and “what kind of plankton does it eat?”
It was also clear that the students were excited to share what they had learned. Many said they enjoyed learning about the shape and size of their fish, while others liked knowing about the predators of the Great Lakes. A handful even said their favorite part of the project was researching and presenting.
Mr. Valencic got the idea to bring Great Lakes issues to his class at Wiley Elementary School in Urbana, IL after spending a week aboard the U.S. EPA R/V Lake Guardian this summer for the annual Shipboard and Shoreline Workshop. During the week, he and 14 other formal and non-formal educators worked alongside scientists as they collected data on Lake Ontario. This year, participants collected samples from different locations to monitor water quality, studied species at the bottom of the food web, and learned more about organisms living on the lakebed. Sea Grant officials on board paired hand-on research with curriculum activities to help teachers better incorporate Great Lakes science into their classrooms.
Examining fish biology is one of two inquiry-based research projects Mr. Valencic has lined up for this year. Overall he hopes to use what he learned this summer to teach his students more about how aquatic species interact with each other and their environments.
October 10th, 2013 by Irene Miles
John Saltanovitz, currently a senior at Purdue earning a bachelor’s degree in Natural Resources and Environmental Science, worked this past summer as a sustainable communities outreach intern with IISG’s Kara Salazar. He wrote in to detail his experience getting hands-on in the environmental science field.
“When I started college, I was not aiming towards a career in environmental science. But as my classes progressed and I learned more about the topics, I realized how important the field was. There are so many issues that, if left ignored, could cause problems for future generations. Working to solve these problems is why I chose environmental science as my major. I learned about the internship with IISG from an email my department sent out, and it seemed like an amazing opportunity to get hands-on with the field I wanted to be involved in.
My specific focus was with community outreach. I worked with Kara on creating publications that could help communities be more aware of environmental problems and how to fix them. My main project was creating a zero waste guide that could be used for planning local events in the future. The guide helps to provide ideas and statistics behind zero waste events, how they work, and how to plan for them. My hope is that this document will encourage people in the community to work towards being more environmentally friendly.
My work this summer has showed me how much effort those in the outreach field put forth to help make a difference. I’ve always grown up around the Great Lakes, but this internship really opened my eyes to all of the different projects people are doing to assist and protect the Great Lakes region. Before this internship, the idea of research/outreach with the Great Lakes hadn’t crossed my mind, but this summer’s experiences have greatly increased my interest in and passion for the subject. I’ve learned that no problem is too small or unimportant when it comes to creating a better place to live and a healthier environment.
I plan on continuing my studies in environmental science and working towards a degree in environmental engineering. My internship showed me how many possibilities are out there and what can be accomplished with hard work. I’ve met so many great people through IISG who all have a passion for what they do. It was a blessing to be involved in an organization like IISG. The only downside is that the summer felt like it went by so fast. I wish that I could have had more time to continue working and networking in the field.”
John is one of four interns who worked with IISG this summer. You can look forward to additional posts soon.
October 9th, 2013 by Irene Miles
This past summer’s B-WET workshop offered a lot of lesson and activity ideas for all of the teachers who attended, including Marea Spentzos-Inghram, middle school teacher at Catherine Cook School in Chicago.
Beyond just taking a few curriculum ideas back to her lesson prep, though, Ms. Spentzos-Inghram decided to turn her class into student scientists by becoming official precipitation observers for CoCoRaHS – the “Community Collaborative Rain, Hail, and Snow Network” – which is a volunteer network of weather watchers throughout the country. The project was even featured in the school newsletter (photo below).
“The B-WET workshop presented teachers with so much information it would be impossible to not get inspired!” said Ms. Spentzos-Inghram. “They had a lineup of AMAZING presenters from a variety of organizations to promote their efforts, which made it a one-stop shop for information about bringing Great Lakes science into the classroom.”
“Being an urban school, I felt limited in outdoor environmental opportunities but CoCoRaHs was do-able. Since I have rooftop access to my building it was easy to participate! And the students get REALLY excited when it rains because they want to see how much rain fell at our school. I can’t imagine what it will be like for snow (or other precipitation).”
Ms. Spentzos-Inghram has expanded on this experience and introduced an outreach component, with a group of students working on a PSA right now featuring a cartoon rain gauge being interviewed.
As for the benefits of the workshop, “what they had to share seemed easy (teachers like easy) yet practical, useful, and educational. And the students have really taken to it and gotten involved, which is the best part of coming back with new ideas for the classroom.”
Similar workshops are held regularly, and you can contact IISG’s Robin Goettel and Terri Hallesy for more details. You can find additional information about Great Lakes science resources and training at our education page and at the Center for Great Lakes Literacy.
October 7th, 2013 by Irene Miles
Among the many Areas of Concern (AOCs) designated by the International Joint Commission, Illinois-Indiana Sea Grant has been involved in several providing research and reports on local stakeholders perceptions of cleanup operations and ways in which they are affected by the projects. This latest report details the St. Louis River AOC.
From IISG’s Caitie McCoy:
“A report on stakeholder perceptions of the St Louis River Area of Concern (AOC) and attitudes toward the cleanup and restoration work is now available. This summer, I traveled to the St Louis River with my intern Emily Anderson to perform social science research on community attitudes toward remediation and restoration. The river is located on the border between Duluth, MN and Superior, WI, and is the largest U.S. AOC. The report will help tailor efforts of the Spirit Lake Outreach Team toward local stakeholder needs and interests at the current Great Lakes Legacy Act site in the river, Spirit Lake.
Emily provided her thoughts on the experience – ‘Being part of the research team for this project allowed me to experience firsthand how social science contributes to environmental remediation and restoration. Conducting the interviews with Caitie, I met so many intriguing and knowledgeable people; I now see the direct implications that stakeholder input can have for both outreach and project design.’
This assessment is part of a larger effort to understand how AOC work influences stakeholder perceptions and use of waterways at a regional scale. A similar report on the Sheboygan River is available and a follow-up report on Sheboygan, post-cleanup, is coming soon.”
October 3rd, 2013 by Irene Miles
Alice Denny, a recent graduate from Hartwick College, spent the summer working with the Illinois-Indiana Sea Grant aquatic invasive species team in Glencoe, Illinois, and wrote in to share details about her experience.
“I’ve always had a love for being outdoors. Several family members of mine work in the environmental field, so that helped spark my interest in biology and environmental science. A relative of mine mentioned the IISG internship program to me last summer, but I was away at school and unavailable. I was very thankful that this internship was offered again this year as I finally got the chance to get involved with Sea Grant.
I worked with the Aquatic Invasive Species Outreach Team in Glencoe, IL. Specifically I worked with fishing tournament anglers and organizers, helping that group prevent the spread of aquatic invasive species. Anglers are a large and crucial audience when trying to reach recreational water users, as they are dependent on healthy water for fishing. However, little information was available on this audience and what they do in terms of AIS prevention. I conducted a survey with tournament organizers to better understand what their role was in AIS prevention, and I attended several fishing tournaments throughout the summer to conduct public outreach.
I’ve gained so much more experience with public outreach and education through this internship. Going to events throughout the summer has provided me with experience explaining complex environmental issues to the public. I’ve always had an interest in ecology, but this internship has really fueled an interest in aquatic ecology, especially in the Great Lakes region. The Great Lakes are an important natural resource for us, and my internship gave me an opportunity to help protect the Lakes in a meaningful way.
At this point, I want to continue working in the environmental field before going back to school for any graduate work. At the moment, I’ve just been hired to continue with IISG as an outreach assistant. I’m obviously extremely excited to stay on board with the AIS team and continue working with recreational water users as well as other audiences critical to preventing the spread of these species.”
Alice is one of four interns who worked with IISG this past summer, and we’ll be featuring posts from the others coming up in future blog posts.