Every month, the Center for Great Lakes Literacy (CGLL), a close partner with IISG, selects an outstanding scientist who embodies the CGLL mission and inspires people to take action to improve the health of the Great Lakes watershed.
This post originally appeared on the CGLL website.
Tim Hoellein Associate Professor Research Institution: Loyola University Chicago Home state: Illinois
What got you interested in science and how did you end up as a Great Lakes scientist?
My interest in ecology is firmly rooted in where I’m from. I grew up in Edinboro, Pennsylvania, near Erie, and later lived in Pittsburgh and went to college in Buckhannon, West Virginia. My experiences in natural areas were places like Presque Isle, Point State Park, and Seneca Rocks. These are some of the most beautiful places in the world. The lakes, hills, rivers, and four seasons speak directly towards a sense of identity for those of us from the area. It is a landscape of extremes, because this region also has a heritage of heavy industry. Manufacturing and mining are important components of our cultural identity and provide the basis for commerce and quality of life. However, the history of mineral extraction, manufacturing, and contaminant storage left a legacy of insidious pollution throughout the region. My motivation for research in water pollution is rooted in that view so common in the Great Lakes and western Pennsylvania: the green and blue of Presque Isle in one direction and the smoke and metal of Erie’s industrial waterfront in the other. My overarching career goal is to work towards a restoration of ecological integrity within the urban and industrial areas where we work and live.
Describe your research related to the Great Lakes.
I study the interaction between common pollutants and the organisms living in streams and rivers of the Great Lakes region. Water quality in the lakes strongly depends on what we put into the tributaries. The pollutants I study include nutrients like nitrogen and phosphorus, which when in excess contribute to noxious algae blooms in the lakes, and small plastic particles, which affect microorganisms, insects, and fish that sustain aquatic food webs. In particular, I’m interested in how those materials move through streams and rivers, and whether they can be broken down, processed, or retained in streams before they go downstream. This requires first determining the sources of nutrients and microplastic, then measuring the interactions with those materials and microorganisms active in decomposition, and then determining how far downstream the chemicals are transported and how they are incorporated into food webs.
Describe an experience you have had working with educators or the community. What was something that surprised you or that you especially enjoyed about the experience?
I was fortunate to spend a week on Lake Michigan aboard the research vessel Lake Guardian, with a group of teachers from throughout the Great Lakes. We collected samples from the surface water and sediment throughout the lake, and I walked the teachers through the process of isolating plastic particles, including digestions, filtration, and counting particles on the microscope. One of my favorite things about the experience was the enthusiasm that the teachers brought to topic, and how each of them used their own unique talents to come up with creative ways to explain our work in their classrooms. One of the teachers brought a video camera to interview me, detail the collection and counting processes, and give his students and understanding of how and why we were doing this work. Another used video editing skills and a Go-Pro camera on the sampling equipment to put together fantastic videos of the devices we sent to the bottom of the lakes. This reinforced to me that teachers are at their best when they are using their talents, enthusiasm, and dedication to convey information in creative ways. I try to carry that spirit with me in my role as a teacher in the college classroom.
Why do you think it is important for scientists to share their research with educators?
In my role as a scientist and teacher, I’ve added to my focus on my studies and students, by looking for more creative ways to share the mission of my work, which includes community service, speaking with students of all ages, and engaging the general public and teachers whenever possible. I’ve found the time spent doing this spreads the message of the research to a broader audience, and deepens my appreciation for the career I’ve developed. Speaking with educators like those on the research cruise on the Lake Guardian was one of the best ways for me to communicate in this way, as the teachers can take that information to their schools and classrooms.
What do you think are the most critical skills for students interested in a career in science?
Science requires a combination of lots of different skills. There are the obvious ones like attention to detail, curiosity about the natural world in all its forms, and the ability to think logically. One often overlooked ingredient for making a good scientist is an open mind with creative impulses. In order to make the step from one project to another, or the first step in a new project, a scientist has to come up with a new question to answer. This requires being interested in lots of different topics, being able to think about combining facts and ideas in new ways, and then creatively and carefully explaining those ideas to collaborators, funding sources, and students.
The R/V Lake Guardian’s recently completed survey of all five Great Lakes is not an unprecedented feat. In fact, this survey—which collected samples at over 100 stations this August alone—has taken place twice a year since the early 1980s, once each spring and again in summer.
Something that is new, however, is how much of the work is accessible to us landlocked lovers of the Great Lakes.
As the person at the helm for the @LakeGuardian Twitter account, I was overjoyed to spend the first nine days of August on board for the Michigan and Huron legs of this year’s summer survey. Officially called the Open Lakes Water Quality Monitoring Survey, this particular research cruise is important to highlight because it brings together scientists from around the basin to focus on contributing research to a long-term monitoring program that has been assessing the health of the Great Lakes for over 30 years.
The fast-paced, round-the-clock nature of research cruises—especially one of this magnitude—hardly allows time for the scientists or crew to communicate the work they’re doing.
But for me, being in the middle of all the action was the perfect time to gather and produce material to share with the Lake Guardian’s Twitter followers. Using the hashtag #SummerSurvey2016, I chronicled the exciting, enlightening, and at times obstacle-laden journey of the survey through live Tweeting updates, photos, and videos from the Guardian’s sampling decks and onboard labs.
Working first and foremost as science personnel for the EPA water quality program, I labored 12-hour shifts each day. From 4 p.m. until 4 a.m., I had to suit up in steel-toed boots, a life vest, rubber gloves, and hard hat every time the ship arrived at a station and head out to the rosette deck to collect the water samples taken from several depths and specific layers of the water column.
Bringing milk-crates full of water samples back into the wet lab, I then had one of two tasks: filter the water and preserve it for four different nutrient analyses or run board chemistry to determine the pH, conductivity, alkalinity, and turbidity of each sample.
While this water-quality portion of the survey is being conducted, samples are taken simultaneously on the fantail, or back of the boat, to collect plankton and sediment. Any station reached after the sun goes down is also sampled for Mysis, an aquatic animal that resembles shrimp and is only active at night.
All three onboard labs are constantly buzzing with sample processing and preserving—with researchers doing things like extracting chlorophyll a or flash-freezing microbial cells in liquid nitrogen.
In every spare moment I tried to capitalize on the flurry of activity relating to both science and ship life. Showing off the research as it’s happening, making it accessible and informative, is the best way to tell the important story of the work being done to monitor and protect the Great Lakes.
By the time I left, the Lake Guardian was preparing for her next trip, the Cooperative Science and Monitoring Initiative. The scientists have already started #CSMI2016, so be on the lookout for updates!
Illinois-Indiana Sea Grant is a part of University of Illinois Extension and Purdue Extension.
Using state-of-the-art sensors, the teachers, alongside four research scientists from Minnesota and U.S. EPA, took part in water sampling—all day and night—to evaluate the presence of zooplankton, aquatic invasive species, and water quality and nutrient differences over time.
Teachers working in the lab on the Lake Guardian.
The teachers analyzed the samples in on-board laboratories and presented their findings after the ship dropped anchor. But their work is just beginning. The teachers now have the task of inspiring their own students to become Great Lakes scientific explorers.
“So many of our labs we do in class, the students have to do an experiment that simulates what would happen in real life,” Ashlee Giordano a science teacher at Northfield Jr./Sr. High School in Wabash, Indiana. “It is meaningful, however, showing students what I did, and the data we collected would really hit home for them.”
This year’s cruise received some special attention from University of Illinois Extension’s radio personality Todd E. Gleason who interviewed IISG community outreach specialist and liaison to U.S. EPA Kristin TePas over the phone while she was still on the trip. The interview was aired on stations throughout Illinois.
“We really want them to be more comfortable with science and understanding the process of research,” TePas said.
This year the teachers hailed from seven Great Lakes states. Two were from Illinois and one from Indiana.
The exhaustive effort scientists go through was not lost on Cheryl Dudeck, a biology and human anatomy teacher at King College Prep High School in Chicago.
“I was surprised by how many people it takes to complete one week of research. I also was surprised to find out that the research happens 24/7 and how it changes with the weather conditions,” Dudeck said.
“I think that most people do not understand the importance and complexity of the Great Lakes.”
Illinois-Indiana Sea Grant is a part of University of Illinois Extension and Purdue University Extension.
U.S. EPA’s Research Vessel Lake Guardian graces our page once again for this year’s annual Shipboard Science Workshop. “This workshop allows educators to work on a research project with a Great Lakes scientist for the week they are on the ship,” said IISG Educator Allison Neubauer. “They use equipment to collect samples from the lake, analyze them in the labs onboard the ship, and come up with answers to the questions of their particular research project.”
Past workshops have included collecting data on plankton communities, plastic pollution, and overall water quality of the Great Lakes. This season, educators aboard the R/V Lake Guardian will have the opportunity to participate in what is known as The Incredible Shrinking Cup Lab, coordinated by Kristin TePas, IISG’s community outreach specialist.
The principle guiding The Incredible Shrinking Cup Lab is called Boyle’s law, which, when simplified, says that the volume of a gas is inversely proportional to the pressure being exerted upon it. We see this with weather balloons, which, when they’re launched, can range from 2.5 ft. to 8 ft. in diameter, but expand more than four times in diameter during flight, becoming as large as 32 ft. wide. As a balloon gains altitude, less pressure is being exerted on it from the outside, allowing the gas inside to expand until, ultimately, the balloon pops.
The Incredible Shrinking Cup Lab takes things in the opposite direction, observing the effects of increased pressure as Styrofoam cups are sunk hundreds of feet underneath the water. Gas pockets inside the Styrofoam cups shrink as the distance below sea level, and subsequent pressure, increases, compressing the cup’s structure, making it smaller.
Two students of Marcy Burns, Main Street Intermediate School in Norwalk, Ohio, pose after winning third place in the OhioView SATELLITES Conference and research project fair at the University of Toledo.
This activity provides students the opportunity to see the effects of Boyle’s law first hand. Before the cups are submerged, students are taught how to measure their volume, density, and mass. They personalize their cups to know whose is whose, craft hypotheses on what will happen to the cups, and are put into direct contact with research scientists, who do the submerging themselves once at their stations in the ocean or in the Great Lakes. Allison Neubauer was able to document two rounds of sending down cups this past April while aboard the R/V Lake Guardian in Lake Superior.
Illinois-Indiana Sea Grant is a part of University of Illinois Extension and Purdue Extension.
With over 200 sessions spanning three days and an Exhibit Hall featuring leaders in the STEM industry, the Hoosier Association of Science Teachers, Inc. Conference is the premier professional development and networking opportunity for science teachers in Indiana. This year, science teacher Jed Freels shared lessons learned over his 34-year teaching career.
Jed was one of 15 teachers who worked alongside scientists on the U.S. EPA R/V Lake Guardian on the Lake Michigan Shipboard Science cruise this past summer. His enthusiasm and captivating style clearly represent his teaching goal: You should feel good about yourself and the job you’re doing.
“You are the scientist and the classroom is your lab,” he stated. “What do your students see when they walk in your class? Is there something new, different, and engaging that wasn’t there before? Does your room convey a sense of passion and enthusiasm about science?
“It’s essential to keep students on their toes. The challenge for teachers is to constantly keep them guessing about what to anticipate next. Your role is to encourage kids to become scientists—to do science, not just talk about it.”
Jed came with great examples of going the extra mile—volunteering at organizations to make connections and obtain educational resources; or finding a research project that you can be a part of as a volunteer. Once you’ve established a partnership, he explained, reach out and ask if the organization or researcher would be willing to provide your students with materials or a field-based experience.
He prompted teachers to be the gateway to our park systems. “Take an active photo of yourself at a local park and share the picture with your students to provide an opportunity for them to see you as a scientist.
“Think locally about your field-based experiences. Sometimes it is the smallest thing that will spark your student’s interest in you as a scientist.”
While on the Lake Guardian this past summer, Jed took the opportunity to record a video series, Science Quest, for the classroom and beyond.
–By Terri Hallesy, IISG education coordinator, pictured above with Jed Freels (and a skeleton).
“I am presenting the Coho salmon,” Shaniyah Lucas, 9, declared proudly as she gestured toward her computer. “I learned that when it comes down to their family, they start to get mean because they protect their eggs and themselves from predators.”
Lucas, along with her fourth-grade classmates, presented their findings as part of Alex Valencic’s “Illinois Animal Expo” last Friday at Wiley Elementary School in Urbana, Ill.
Valencic’s class set up posters and slide presentations exploring Great Lakes fish and invited students from throughout the school to visit.
Valencic, an alumnus of the 2013 Lake Ontario Shipboard
Science Workshop on the Research Vessel Lake Guardian, incorporated his experience into the class.
Each student spent six weeks studying a freshwater fish found in the Great Lakes and learned about its habitats, life cycle, food web, appearance, and adaptations of the animals.
Valencic (pictured left), who is in his fifth year teaching at Wiley, was looking forward to the experience for his students.
“My primary goal is for my students to understand the rich diversity of life that lives within the Great Lakes-St. Lawrence River Seaway,” he said. “Even though we don’t live right on a lake, Illinois is hugely impacted by Lake Michigan.
“I also wanted the students to realize that while there are many kinds of freshwater fish, they all have common traits that help them survive, grow, and reproduce. The students have been really excited about today, but they were really nervous at first!”
But there was no shortage of enthusiasm from the students who got to show off their new-found knowledge.
Catherine Paisley, a mother to a student in the class, looked around the room and mused, “They’re going to remember their fish for a long time!”
Ever wondered what it actually looks like as samples are collected from the floor of Lake Michigan? A science teacher from Elk Grove High School inIllinois got to the bottom of it for you.
When it came time to lower the multi-corer and hydraulic extruders, Quinn Loch strapped on a GoPro video camera to go for the 158-meter ride to the bottom.
Loch, along with 14 other educators, is working with 4 scientists as a part of the Shipboard Science Workshop aboard the U.S. EPA R/VLake Guardian.
The cores will be used to study dissolved oxygen and phosphorous levels in the water just above the cores.
The educators and scientists stand on the dock in Manitowoc, Wis.
Be sure to follow the educators on twitter at #lakeguardian and on the Teacher Features page on the CGLL website.
They will continue tweeting and blogging until the trip’s conclusion on July 18.
Fifteen educators from six states surrounding the Great Lakes are getting the chance to be scientists in the field – or rather water – during this year’s Shipboard Science Workshop in Lake Michigan on the Lake Guardian, the U.S. EPA Great Lakes National Program Office (GLNPO) research vessel. The annual workshop will take place the week of July 12-18 and is hosted by Illinois-Indiana Sea Grant (IISG).
The teachers, alongside four research scientists from U.S. EPA GLNPO, University of Wisconsin-Milwaukee and Loyola University Chicago, will take part in sampling to evaluate the presence of microplastics and assess the impact of aquatic invasive species, especially zebra and quagga mussels.
And as part of the workshop, teachers will be able to analyze the samples in on-board laboratories. The hope is that the teachers will take their experiences back to the classroom and inspire their own students to want to do scientific exploration of the Great Lakes.
This workshop is IISG community outreach specialist Kristin TePas’ fifth, and she never tires of seeing teachers learning and researching in the field.
“Aside from the concept of educators working side by side with scientists collecting and analyzing data, these cruises have a lot of variation from year to year because the scientists change and thus the focus of research taking place is often different,” TePas said.
“I always look forward to watching how the educators take to the whole experience. They come on rather green and leave at the end of the week looking like they have always lived on the ship and working like a well-oiled machine with the field sampling and then analyzing in the lab.”
Bonnie Sansenbaugher, a teacher from last year’s workshop on Lake Erie, made sure she took advantage of the experience and didn’t return to her classroom empty-handed.
“As we were covering the curriculum portion of the workshop I was making notes of which lessons I will use for which class and which month I will cover that topic,” she wrote on the Center for Great Lakes Literacy blog.
On July 12, the ship will set sail from Milwaukee, with stops in Manitowoc, WI on the 14th, and Frankfort, MI on the 16th. This year, four educators from Illinois and two from Indiana will be making the trip.
Teachers will be tweeting and blogging on this cruise as well. Look for them on twitter at #lakeguardian and on the Teacher Features page on the CGLL website.
Each year a different lake within the world’s largest freshwater system goes under the microscope for this kind of intensive look-see. Next year it’s Lake Superior’s turn.
This workshop is funded through the Great Lakes Restoration Initiative. Wisconsin Sea Grant was a key partner in planning this year’s event.
It may sound cheesy, but it’s always my dream and goal in life to make a difference in the world and to help others. I always thought this would be something I would have to do outside of my career, however, being an outreach intern for Illinois-Indiana Sea Grant allows me to integrate part of this dream into my career.
This coming fall I will be going into my senior year at the University of Illinois. I am majoring in advertising and minoring in both communication and sociology as well as receiving my certification in public relations. In addition, I am part of the James Scholar Program in the College of Media at U of I.
As an intern, I assist with outreach efforts associated with R/V Lake Guardian to increase awareness of the Lake Guardianmission and the research conducted on the ship. My specific duties entail developing a brochure about the ship, assisting with the Lake Guardian Dispatch blog, maintaining and reorganizing the Lake Guardian website, assisting with daily social media efforts, and assisting with a kiosk design for the ship. This past week (June 15-18) I was given the opportunity to climb aboard the Lake Guardian where I was able to develop a full understanding of the vessel along with assist with ongoing sampling, and conduct outreach efforts while on the ship.
Robert Browning once said, “Ah, but a man’s reach should exceed his grasp, or what’s a heaven for?” This past week definitely exceeded my own grasp. My experience on Lake Guardian was a completely new experience for me and I admit that I was a little nervous going into it. After being on board for just a few hours, I was quickly reminded of how rewarding it is to take on a new experience. It truly makes you grow as a person and appreciate new things in life. A typical day for me consisted of photography and videography, live-tweeting, late night blog posting, and assisting with ongoing sampling throughout the day. The work days were long, but seemed to go by quickly. So did my time on the ship, I enjoyed every minute of it.
Our overall trip mission was to collect water, plankton, and benthic invertebrates for organic chemical analysis. This survey is known as the “Great Lakes Fish and Monitoring Surveillance Program: Pushing the Science (Clarkson University)” and assesses how contaminants cycle throughout the food web in Lake Michigan. The vessel consisted of a team of crew members (marine technicians, seamen, engineers, the captain and mates) as well as members from Clarkson University, SUNY Fredonia, SUNY Oswego, NOAA, U.S. EPA GLNPO, and IISG.
The trip was most definitely the experience of a lifetime. I am extremely grateful to have been given the opportunity to experience the Lake Guardian hands-on and to help keep the Great Lakes clean for all through this internship.
and understanding of how and why we were doing this work. Another used video editing skills and a Go-Pro camera on the sampling equipment to put together fantastic videos of the devices we sent to the bottom of the lakes. This reinforced to me that teachers are at their best when they are using their talents, enthusiasm, and dedication to convey information in creative ways. I try to carry that spirit with me in my role as a teacher in the college classroom.
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