Author: Heidi Jeter

If you’ve seen blue-green algae on local lakes and rivers, you’ve seen the effects of agricultural runoff — particularly phosphorus pollution. This nutrient contaminates Wisconsin’s freshwater lakes and negatively impacts water quality and safety for human consumption and aquatic life.

A Freshwater Collaborative–funded project led by researchers at UW-Green Bay and UW-Madison is tackling phosphorus pollution head-on. They are combining cutting-edge research with hands-on learning experiences for students of all ages.

“We wanted to lean into using our expertise to think about phosphorus transport because it’s such a big issue in the state,” says Erin Berns-Herrboldt, Assistant Professor of Water Science at UW-Green Bay.

She and Christopher Zahasky, Assistant Professor of Geosciences at UW-Madison, are using the three-year grant funding to analyze controls on phosphorus level fluctuations and how those fluctuations impact surface waters and groundwater. For example, if the Wisconsin River rises rapidly due to heavy rain and flooding, river water with excess nutrients can flow into the streambank groundwater system. Those nutrients, like phosphorus, can then get stored on sediments and potentially re-released at later times. Their work builds upon research previously funded by the Freshwater Collaborative at other universities that has looked at other aspects of phosphorus transport and removal.

The researchers anticipate their results will inform land, nutrient, and water management decisions.

A Collaborative Research Effort

A key partner in this effort is the Upham Woods Outdoor Learning Center, which provides an ideal setting for field research and educational outreach.

“Upham Woods is an amazing site,” Zahasky says. “Infrastructure and lack of resources are often barriers to entry for research. Upham Woods has so many resources and trained staff to support us.”

The center is located on the Wisconsin River just north of Wisconsin Dells in an area of the river known for rapid changes. To monitor and collect data about these fluctuations, the research team set up two sampling locations on Blackhawk Island. Dave Hart, a hydrogeologist with the Wisconsin Geological and Natural History Survey, advised on the field locations, trained students to use the equipment and provides ongoing mentorship.

The project requires a lot of field and lab work, so students learn a diverse set of skills. Six undergraduates enrolled at UW-Madison and UW-Green Bay have conducted research so far. In addition, Henry Barron, a junior at the University of Michigan at Ann Arbor, participated as a 2024 Freshwater@UW Summer Scholar, a statewide program coordinated by UW-Madison and funded by the Freshwater Collaborative. Berns-Herrboldt and Zahasky hope to host another Freshwater@UW Summer Scholar in 2025.

Vy Le, a PhD student at UW-Madison, led the early fieldwork and is developing protocols for the data sets. She now leads the data analysis and helps train the undergraduates.

The students learn how to take water samples and conduct chemical analyses. They also become proficient in using advanced laboratory equipment to measure specific water quality parameters, such as nutrient concentrations and pH levels.

These are key skills for understanding water chemistry, identifying contaminants, and evaluating the health of aquatic ecosystems. These skills will also help students get jobs. One of the first students to work on the project landed a job with an environmental consulting firm upon graduation. She is now working on contaminated groundwater sites throughout the United States.

UW-Green Bay student Jessie Kreiling plans to graduate in May. She is returning to the workforce after a decade-long hiatus and appreciates gaining work experience while earning her degree.

“The opportunity to be a mature student but engage in such interesting work has been fulfilling,” she says. “I am certain that my time spent on this project will make me more marketable to potential employers. This experience has provided me with practical knowledge that will be useful in any career.”

Outreach to Inspire Teens

The grant goes beyond research. The project also engages middle and high school students and ideally inspires them to consider degree programs and careers in water-related professions.

Maddie Mueller, a student at Oshkosh High School, worked on the project as one of 10 students in UW-Green Bay’s High School Summer Scholars Program, which was developed with funding from the Freshwater Collaborative of Wisconsin. She now intends to attend UW-Milwaukee’s School of Freshwater Sciences.

The partnership with Upham Woods connects university faculty and students with middle school students throughout the state. In 2024, they provided introductory field work for middle students who participated in two camps at Upham Woods. They also presented research objectives to K-12 science teachers during a one-day workshop.

“We hope to create a generation of individuals who are aware of and equipped to tackle the state’s specific water challenges,” Zahasky says. “Cultivating these skills early helps ensure a pipeline of skilled workers who can manage and protect Wisconsin’s water resources.”

The collaboration will expand in 2025 and 2026. A portion of the grant funds will be used to bring high school students to Uphams Woods for a day. The graduate and undergraduate students involved in the grant will run activities at the field sites. They hope to educate the younger students about water quality and give them a taste of what it’s like to conduct research.

“It is critical that youth understand that the activities they enjoy are only possible if nonpoint source pollutants, like phosphorus, are monitored and mitigated so that water quality remains high,” says Amy Workman, director of Upham Woods. “Phosphorus is a key component of nonpoint source pollution. Monitoring the amount of phosphorus that enters the Wisconsin River connects directly to monitoring the health of the river ecosystem.”

Sharing with Stakeholders

Research findings are being shared at professional conferences and have been submitted for publication.

Kreiling along with UW-Green Bay undergraduate Claire Igielski and UW-Madison undergraduate Callie Karsten were selected as Freshwater Collaborative Research Fellows to present their work at Research in the Rotunda April 2 at the State Capitol. Students share their research findings with state legislators, state business and nonprofit leaders, UW alumni, and other supporters.

Le presented the preliminary findings at two American Geophysical Union annual meetings, which attract more than 25,000 attendees from around the world.

She also was one of four students to win a presentation award at the Wisconsin chapter of the American Water Resources Association. She connected with researchers, regulators and policymakers, and community stakeholders from across the state.

“Knowing others who are doing similar research in Wisconsin makes me feel like my research has a tangible outcome,” Le says. “I can see the reason why I’m doing this. It will directly benefit the community.”

Read more about the students’ experience.

Written by Heidi Jeter, Freshwater Collaborative of Wisconsin.

Riverbed sediments can be an important source of phosphorus to Wisconsin waterways, increasing blue-green algae and negatively impacting aquatic health, human health, and local economies.

With a three-year grant from the Freshwater Collaborative, faculty and students at UW-Green Bay and UW-Madison are evaluating which conditions lead to the storage or release of phosphorus in the Wisconsin River. Read more about the project. 

Here’s what students say about their phosphorus transport research.

• Claire Igielski, UW-Green Bay undergraduate majoring in environmental science, geosience and water science
• Callie Karsten, UW-Madison undergraduate majoring in geology and geophysics
• Jessie Kreiling, UW-Green Bay undergraduate majoring in water science, minoring in geoscience
• Vy Le, UW-Madison PhD student in hydrology

What have been the most important professional/technical skills you’ve learned? 

Igielski: During this project, I have been able to gain skills in group work in a field setting, such as putting in multilevel samplers along the stream bank, taking pore water samples and taking the appropriate field measurements, and also being able to problem solve in real-time.

Karsten: One of the most valuable skills I’ve developed through this project is problem solving. It has taught me how to approach challenges independently while also recognizing when it’s okay to ask for help.

Kreiling: While working on this project, I have learned various professional and technical skills. I have been exposed to several technologies and tools, such as the AQ300. As far as professional skills go, this opportunity has allowed me to foster interpersonal skills between my peers and professors.

Le: This is my first time doing collaborative research at this level. The first skill I learned was how to install equipment in the field. I learned techniques for water sampling and how to get meaningful data. I’ve used multiple instruments at three labs across UW-Madison. Now I am mentoring the undergraduates from Madison and Green Bay. I help lead them in terms of field sampling and teaching techniques in the field. In the future, when they have research that they want to present, I will be supporting them in terms of data analysis. I’m also learning how to manage a large dataset and analyze the data in a collaborative environment so information can be extracted easily.

What are the benefits to collaborating with students and faculty at another university and with external groups, such as Upham Woods?

Igielski: Getting the opportunity to collaborate with students and faculty at another university and other external groups has been a great way to connect with more people in the same field of interest. This has given me the opportunity to make connections with people that otherwise I would have never met, which has allowed me to gain new knowledge and insight on the project.

Karsten: Collaborating with other students and faculty has given me the opportunity to observe different ways that people approach their work. It has helped me to better understand the importance of teamwork and collaboration in different environments. 

Kreiling: I have enjoyed working alongside my peers and collaborating with various faculty members as well as the staff at Upham Woods. This has helped me become a bit more comfortable engaging with new people regularly and has improved my confidence.

Le: Chris [Zahasky] and Erin [Berns-Herrboldt] have very different background knowledge, which is important. If I identify a problem related to flow and hydrogeologic processes, Chris can guide me, whereas Erin can give insight on where we would focus for data collection. A benefit of collaboration is that we can discuss the objectives and divide tasks based on expertise and interest. Each student can focus on one area and come back to connect it to the others. Our team in Madison couldn’t do this research alone.

What opportunities has this project opened for you?

Igielski: My favorite part of this experience was being able to be in the field and learning new skills as well as getting the chance to run analytical equipment back in the lab at UW-Green Bay. Every sampling trip was an amazing time. Working alongside a group of talented women has been an experience I will take with me throughout my career. Working on this project has also helped me during my search and applications for a master’s program. The experience that I gained on this project is something that will aid me greatly during the next step in my academic career at graduate school.

Karsten: My favorite part of this experience has been the opportunity to do fieldwork. I am incredibly grateful for the opportunity to work outdoors while learning valuable skills.

Kreiling: Some of the opportunities that this has provided me with is giving me some work experience prior to graduation and reentering the workforce after a decade-long hiatus. The opportunity to be a mature student but engage in such interesting work has been fulfilling.

Le: The opportunity to expand my network of scientific collaborators is tremendously helpful. I get to connect with different people. Not everyone at Madison has research similar to mine. When I presented my research at the AGU (American Geophysical Union) annual meetings, I met people from USGS who are studying phosphorus in the East River. From presenting at AWRA, I learned about other folks doing different research and their methods. Knowing people doing similar things in Wisconsin makes me feel like my research has a tangible outcome. I can see the reason why I’m doing this. It will directly benefit the community.

How will this experience help you attain your career goals?

Igielski: It is my goal to work at a research institute. The skills and experience that I gained during this project are the solid foundations of skills that I can expand in the future.

Karsten: This experience has not only provided me with valuable problem solving and field skills that will be useful in the future, but it has also helped me narrow down my interests. It’s a big reason why I’m now considering pursuing hydrogeology.

Kreiling: I am certain that my time spent on this project will make me more marketable to potential employers. This experience has provided me with practical knowledge that will be useful in any career.

Le: After I graduate, I really want to continue doing research, probably at a national laboratory or research institution. This research has really equipped me with interdisciplinary research skills. I know now how to do geochemical analysis, and I know a little bit of field work, and I feel like there are a lot of things I can teach myself.

UW-Eau Claire’s Environmental Science Day brings together high school students, teachers, and university faculty and students for a day of freshwater exploration and discovery.

“Our first Environmental Science Day [in May 2024] was a huge success,” says Sarah Vitale, an associate professor who organized the event. “One of our goals was to have broad representation in environmental and water science so the students could envision a variety of pathways, including STEM fields, humanities, and social sciences.”

The second annual event will take place May 2. Vitale plans to build upon last year’s success. The inaugural event drew 40 high school students and four teachers from Elk Mound and Memorial High Schools.

Students saw the university’s lab, classroom, and field facilities and interacted with UW-Eau Claire faculty, staff and undergraduate students. Alaina Steinmetz, who graduated from UW-Eau Claire in May 2024, was an integral part of planning the event. She helped lead a team of undergraduates who determined how to create a positive flow of fun activities while also teaching attendees important skills.

“Showing the attendees how the environment and science is a broad world that has a variety of paths was the main goal we all strived to achieve,” Steinmetz says.

A program fair featured information from multiple departments to demonstrate the interdisciplinary nature of environmental work. Eight undergraduate students showcased their research posters, providing a glimpse into undergraduate research opportunities.

Participants attended classes in oceanography, radiation pollution and health, and environmental conservation, giving them insight into what university-level coursework entails. Interactive experiences brought scientific concepts to life. They included a liquid nitrogen demonstration, a greenhouse tour, a drone demonstration, a radiation Geiger counter activity, and a planetarium show.

High school students also learned about freshwater summer program options, including the Freshwater Science Summer Field Experience for high school juniors. They received information about the Freshwater Collaborative of Wisconsin, which provides funding for the summer field experience and the Environmental Science Day.

For Steinmetz, helping to organize the science fair provided an opportunity to work with a variety of clubs and students. She gained skills she now uses as an environmental scientist with the consulting firm Foth.

“I work across various business units and markets for my company. Being able to collaborate and make sure we are all on the same page makes the work flow much easier,” she says. “Communication and collaboration are a huge part of the workforce, and working events helped prepare me for a variety of real-life situations.”

Beyond benefiting students, the Environmental Science Day strengthened connections among high school teachers and UW-Eau Claire faculty. The participating teachers gained new ideas for implementing environmental science activities in their classrooms. And the connections laid the groundwork for future collaborations and potential curriculum development.

“The students loved being on campus and learning about environmental science programs,” Vitale says. “We hope these experiences will encourage the participating students to consider going into the freshwater/environmental science workforce.”

If you are an educator interested in participating in the 2025 Environmental Science Day, contact Sarah Vitale at VITALESA@uwec.edu.

Written by Heidi Jeter, Freshwater Collaborative of Wisconsin.

Gaining hands-on experiences helped Sam, a biology major at UW-Green Bay, determine her career path. During her freshwater science internship with the Stream Team, Sam participated in water monitoring and lab analysis, and learned how she could play a role in improving the environment.

Another one of Sam’s hands-on experiences at UW-Green Bay involved serving as the coordinator for the High School Freshwater Summer Scholars Program, which gave her a leadership role working with high school students. The program is one of the K-12 outreach efforts supported by Educators and Students Rise to Freshwater Challenges, which UW-Green Bay developed with funding from the Freshwater Collaborative of Wisconsin.