Monitoring Projects with Students
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This presentation was given by Laura Kelm of the Great Swamp Watershed Association during the 2015 NJ Confluence Conference on 11/13/15.
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Monitoring Projects with Students
- 1. WORKING WITH STUDENTS ON MONITORING PROJECTS Laura Kelm Director of Water Quality Programs NJ Confluence November 13, 2015
- 2. Why Work with Students? • Many hands make light work • Field trips can meet two goals at once - education, data collection • Connections to school - location, relationship with educator/school • Foster environmental stewards • And more!
- 3. • Environmental interest • Varies from casual to potential future career • Learn about local environment/community • Looks good on college applications/resume • Community service hours • Field trip • Fun! Why Students Work With Us
- 4. How GSWA Works with Students • Interns – high school, college students • Educational programs • K - 8th grade: strictly educational • 9th grade – college: SWaMP • School Water Monitoring on the Passaic
- 5. SWaMP Program Basics • Involves students in hands-on water monitoring along the Passaic River and its tributaries • Chemical, visual, biological monitoring • Data entered into mapping website – goal: data use!
- 6. • Data accuracy • Depends on student motivations, training, attention to detail • 8th graders vs. college students • Safety concerns • Field work – walking in streams, ticks, etc. • Test materials • Protective equipment • Site Access • Others? Some Challenges of Working with Students
- 7. • Preventative action depends on situation, including age and ability of students • Site access • Wadable or unwadable • Appropriate test methods Addressing Safety Concerns
- 8. Addressing Accuracy Concerns • Have written procedures! – Project leaders should read and supervise students to ensure adherence • Include info on what, how, when – Make sure students read and follow any included directions • Supervision or auditing
- 9. Data Use Matters! • What are you using the data for? • What level of data accuracy is needed? • Submitting to DEP vs. screening for problem vs. educational use • Parameters, methods, training depend on this • Study design - session later today!
- 10. • Kits with tablets • Safe, easy to use • Multi-step kits • More complex – many steps to mess up • More accurate • pH paper • Tricky to read • Meters/probes • Need calibration? • Durable for student use? Water Chemistry Methods
- 11. • Basic scientific skills • Reading a liquid measurement from the bottom of the meniscus • How many decimal places to record • Appropriate estimating Training: Water Chemistry
- 12. Training: Macroinvertebrates • How long to disturb bottom? • Sample size • Mayfly or stonefly? • Increase accuracy by verifying identification
- 13. • Working with students is not about getting free, skilled labor • Students should also benefit • How? • How do we make it stick long-term? Then What?
- 14. In Review • Rewarding working with students • Be aware of potential challenges • Plan to deal with challenges before they arise
- 15. Questions? Laura Kelm Director of Water Quality Programs Great Swamp Watershed Association lkelm@greatswamp.org 973-538-3500, ext. 16