January 3rd, 2013 by Irene Miles
The University of Illinois’ Learning in Community (LINC) program provides service-learning opportunities for students to gain hands-on experience in a variety of fields while earning course credit towards their degree. The program also gives various departments and units at the University a chance to expand their mission and get students involved in critical issues. This past fall term, the LINC Program offered a Sea Grant-focused course for eight University of Illinois students where they learned about environmental threats to local and regional waterways. They designed and executed projects based on what they had learned about proper disposal of unwanted medicines.
At the conclusion of the course, students developed five activities focused on water issues, informing a larger audience about their importance and local impacts.
The projects included:
– A presentation and activity for Urbana High School’s science club students
– An article in the Green Observer and accompanying Facebook page about the importance of proper disposal of pharmaceuticals
– Placement of brochures at the McKinley Health Center in coordination with the Directors of Health Education and the Pharmacy
– A plan to spread the message about proper medicine disposal at student dormitories and to involve students in medicine collection events in 2013
The course and projects that resulted informed current University of Illinois students about important environmental issues, while giving them experience collaborating with each other, working with local organizations and businesses, and performing outreach to share the information they learned with residents of Champaign-Urbana.
December 19th, 2012 by Irene Miles
Activities associated with the purchase, sale, and use of commercially available organisms or “organisms-in-trade” can potentially result in the introduction of aquatic invasive species (AIS) to waterways such as the Great Lakes. Preventing these introductions is a much more cost-effective way to protect waterways, as opposed to the cost and effort involved in controlling or managing them once they become established.
Building on a University of Notre Dame-led project to examine the environmental risks posed by certain “organisms in trade” (OIT), Illinois-Indiana Sea Grant has been awarded grant funding through the Great Lakes Restoration Initiative (GLRI) for a project titled “GLSGN OIT Initiative – Expanding Risk Assessment Outreach.”
By creating an opportunity to remove these potentially invasive species from circulation, risk assessment is one way to prevent non-native species from becoming invasive. Risk assessment information is also important to AIS education, because studies have shown that education and outreach encourage and shape the behavioral changes necessary for preventing species introduction. For example, horticulturists decided against purchasing a given species once they learned it had the potential to become an invasive species.
This new GLRI grant provides for the creation of new risk assessment and OIT outreach tools including webinars, a training video, non-technical summaries of state laws and regulations, and publications for people involved with fish, reptile, and amphibian commerce. Development of these tools will be guided by a survey that assesses the needs and preferences of OIT user groups. The goal of all these efforts is to reduce the introduction of potentially invasive species, thereby helping to protect and preserve waterways from invasive threats.
This initiative, a collaboration among the Great Lakes Sea Grant Network, North Carolina State University (NCSU), the National Sea Grant Law Center at the University of Mississippi School of Law (NSGLC), and IISG, will also help educate and inform the public about alternatives to high-risk aquarium, water garden, bait, live food, and classroom species.
For more information, visit our webpage about aquatic invasive species.
December 10th, 2012 by Irene Miles
Illinois-Indiana Sea Grant’s environmental social scientist Caitie McCoy informs and engages communities about important Great Lakes cleanup and restoration projects that affect them, and works with students to teach them more about Great Lakes ecology. One of her most recent opportunities to work with students was in Sheboygan, Wisconsin, where she provided information and lessons about a project close to home.
Caitie writes, “I visited Sheboygan, Wisconsin last Tuesday and spoke to high school biology students, answering questions about the Great Lakes Legacy Act dredging project happening just two miles from their school. This was my final school to visit in Sheboygan as part of a 12-school, countywide tour, which began this past October and reached about 600 high school science students. Now the students know the purpose of a cleanup happening right in their downtown, and they understand the science behind it.
IISG is a collaborating member of Sheboygan’s ‘Testing the Waters’ program, through which students visit some of the Sheboygan River cleanup and habitat projects and learn techniques for testing water quality. My classroom visits helped set the stage for this program, and IISG also provided water sampling instruments for their use. Some of the specific topics that we discussed with students included the chemical qualities of the pollution, the effects that pollution has on the food web, and the cleanup process under the Great Lakes Legacy Act. I also spoke with them about habitat restoration projects, which are removing invasive species, creating natural, softened shorelines, and improving filtration of runoff.
This project is part of a larger effort to provide students with stewardship opportunities and supplemental hands-on education about remediation and restoration efforts throughout the Great Lakes. It has been great to work with students in Sheboygan and Northwest Indiana, and I look forward to bringing this program to more Great Lakes students soon.”For more information about Great Lakes educational programs and opportunities, visit our education page and follow our posts here on the blog.
November 28th, 2012 by Irene Miles
Educators from Illinois, Indiana, and Wisconsin attended IISG’s workshop Nov. 9-10 to increase the presence of Great Lakes science in their classrooms and to improve student awareness of issues related to the Lakes.
Illinois-Indiana Sea Grant partnered with Chicago’s Shedd Aquarium and the National Park Service Great Lakes Research and Education Center and the Dunes Learning Center to host the workshops, which provided opportunities for teachers to engage in science and math data collection and hands-on field work. Educators previewed Sea Grant’s Greatest of the Great Lakes and Fresh and Salt curricula to familiarize themselves with the diverse range of learning formats to enhance their science, math, and engineering units, as well as activities from Great Lakes in My World by the Alliance for the Great Lakes. Also, as part of the new Center for Great Lakes Literacy, workshop attendees learned how to help protect and restore coastal areas in the Lake Michigan watershed through a variety of teaching methods.
All of the teachers who attended this year’s workshop were excited to learn about programs like the Alliance for the Great Lakes’ Adopt-a-Beach, as well as the many exciting student stewardship activities offered by the Shedd Aquarium, the Dunes Learning Center, and the Indiana Dunes National Lakeshore botanists. They also enjoyed the hands-on activities, including using the Enviroscape model to learn about point source/non-point source pollution, and learning how to use GLNPO’s Hydrolab water quality monitoring instrument.
The feedback and comments from teachers was especially positive. Said one attendee, “You’ve given me great ideas about water quality, drinking water, invasive and noninvasive species, habitat restoration, and stewardship projects I can provide for my kids to become ‘Great Lakes literate.’”
To learn more about IISG’s educational programs and resources, visit our education webpage, and follow us on Facebook and Twitter for more events, workshops, and information.
This Center for Great Lakes Literacy project was funded through a grant from the U.S. EPA Great Lakes National Program Office.
September 28th, 2012 by Irene Miles
A lot of people might know that Illinois-Indiana Sea Grant’s primary mission is to help protect and preserve the Southern Lake Michigan waters. But most people might not know about the many ways our program goes about doing just that.
With the help of staff members, researchers, educators, and more, we’ve produced a video that offers a glimpse at the program and the ways we work for and with the public to ensure safe waters and healthy ecosystems in both states.
Watch the video below to learn more about Illinois-Indiana Sea Grant, and share it with anyone who cares about keeping Lake Michigan healthy, beautiful, and safe.
August 14th, 2012 by Irene Miles
Many educators incorporate plants and animals into their classrooms for educational purposes, but those plants and animals have the potential to become or transport invasive species to new areas.
“The study, led by Oregon Sea Grant Extension’s invasive species expert Sam Chan, was presented at this week’s national meeting of the Ecological Society of America in Portland.
‘Live organisms are a critical element for learning and we don’t want to imply that they should not be used in the classroom,’ said Chan. ‘But some of our schools – and the biological supply houses that provide their organisms – are creating a potential new pathway for non-native species to become invasive.’”
There is more information available at the link above, and at our page about safely disposing of classroom specimens.
August 10th, 2012 by Irene Miles
 |
Community outreach specialist Kristin TePas rinses a
PONAR dredge used to collect sediment containing
benthic organisms. |
IISG staff members
Paris Collingsworth and
Kristin TePas are sailing on the research vessel
Lake Guardian this week on both Lake Michigan and Lake Huron, assisting the U.S. Environmental Protection Agency with its annual monitoring program. The USEPA’s Great Lakes National Program Office is responsible for monitoring the offshore water quality for all five of the Great Lakes in order to assess their health. The water quality surveys take place every spring and summer and include, among other things, assessments for phosphorus and dissolved oxygen in the open waters, as well as phytoplankton, zooplankton, and benthic (bottom-dwelling) organisms.
 |
IISG Great Lakes ecosystem specialist
Paris Collingsworth deploys a net to
collect zooplankton. |
From the U.S. EPA:
“The Great Lakes National Program Office (GLNPO) of the U.S. Environmental Protection Agency (USEPA) is responsible for monitoring the offshore water quality of the Great Lakes to evaluate water quality over time and identify any emerging water quality problems. Comprehensive water quality surveys are conducted in all five Great Lakes in both the spring, when the water is cold and well mixed, and in the summer, when the lakes are biologically active. The R/V Lake Guardian is currently being used to conduct the summer water quality survey.”
More information about the EPA’s Great Lakes monitoring program is available
at their site.
August 7th, 2012 by Irene Miles
Seventh-grade teacher Kimiko Pettis participated in this year’s Windy City Earth Force project in partnership with Illinois-Indiana Sea Grant and the Calumet Environmental Education Program at The Field Museum, where she learned about the GLRI-funded Stewardship Project Contest (PDF). Ms. Pettis was selected as one of three award-winning teachers, and her students at Thomas Hoyne Elementary in Chicago helped educate their local community about the importance of properly using and disposing of pharmaceuticals and personal care products (PPCP).
The class’ first step was to research the subject of PPCPs, how to dispose of them, and what effects they can have if they’re allowed into the water. The class invited IISG staffers and representatives from the Peggy Notebaert Nature Museum to provide hands-on activities teaching them about water quality.
Then they put what they had learned into action by making posters and flyers that they posted in local churches, businesses, and shops. They also conducted a school-wide survey about water quality to find out what their fellow students knew about the issues, and wrote letters to legislators and environmental agencies detailing what they had learned about threats to water safety.
At the end, the students produced a great video skit to share with their fellow students at the school, and they participated in the Ford Environmental Leadership Summit at the Field Museum on May 8, 2012, where they were able to display the posters and flyers they had made and engage with the attendees to talk about proper disposal of PPCPs.
Ms. Pettis and two teachers in Pennsylvania will each receive a $100 gift certificate to use for education resources as an award for their excellence in fostering student engagement and stewardship.
The contest, sponsored by Sea Grant Programs in Pennsylvania, Illinois-Indiana, and New York will continue throughout the 2012-13 school year, and complete details are included in the PDF linked above.
August 3rd, 2012 by Irene Miles
 |
Bill Hanshumaker of the Hatfield Marine Science Center
and Oregon Sea Grant explains aquaculture research
being conducted at the facility. |
Each year, natural resource students from Purdue University, North Carolina State University, and the Swedish University of Agricultural Sciences come together to learn about sustainable use of natural resources in some part of the world. In July 2012, the course took place in the Pacific Northwest. Students visited old-growth forests, wildlife refuges, urban areas and more, learning about the political, social and economic concerns that factor into decision-making and development in the region.
Because of the partnership between Purdue University’s Department of Forestry and Natural Resources and Illinois-Indiana Sea Grant, students were able to connect with extension specialists from
Oregon Sea Grant to learn about coastal issues.
 |
Oregon Sea Grant agent Jeff Feldner discusses
commercial fishing during a “dock walk.” |
IISG’s Carolyn Foley shares more about the course: “Amidst glorious sunshine, students learned about the strong fishing trade in Newport, OR, including oyster farming. They asked questions about how these trades are regulated in the Pacific Northwest, and what impacts their activities have on the surrounding community and natural resource use. They were also able to visit the Hatfield Marine Science Center and gain a healthy overview of the major issues affecting coastal resources in Oregon and surrounding states, including the development of technology to harness wave energy, impacts of naturally-occurring low-oxygen conditions, and effects of development on local wildlife populations. Some students even visited a large dock (~66’ x 19’ x 7’) that was ripped from its pilings in Misawa, Japan during the 2011 tsunami which crossed more than 11,000 km of Pacific Ocean and landed near Newport in early June, bringing with it more than 80 non-native, potentially invasive species of algae, snails, clams, and other life forms.”
 |
Students from the course gather in front of the
tsunami-generated floating dock that washed ashore
in early June 2012. Researchers have identified 92+
species that survived the trans-Pacific voyage. |
For more about some of IISG’s education initiatives, visit our education website. College and graduate students are also encouraged to contact their departments for information on similar courses and opportunities.
*Photos courtesy of George Hess with North Carolina State University
The University of Illinois’ Learning in Community (LINC) program provides service-learning opportunities for students to gain hands-on experience in a variety of fields while earning course credit towards their degree. The program also gives various departments and units at the University a chance to expand their mission and get students involved in critical issues. 
;
