This summer, 24 high school students from across Wisconsin came together at UW- La Crosse for a five-day residential freshwater science camp. They deepened their understanding of freshwater ecosystems and made connections between environmental health and human health.
The annual My River Adventures Camp is supported by the Freshwater Collaborative of Wisconsin and open to students in grades 9-12. Through hands-on investigations, field experiences and conversations with faculty, campers explore the Mississippi River from multiple perspectives and gain experience with the tools and approaches scientists use to study water quality.
“The camp provides students with a deeper understanding of the Mississippi River and the scientific processes used to study it,” said Sadie Kuhl, assistant director of College Pathways at UW-La Crosse. “It also gives students a chance to see themselves as scientists and environmental stewards.”
Studying Water Quality Firsthand
This year’s camp began in a biology laboratory on campus. Students stepped into the role of environmental toxicologists during the session, “From Fins to Folks: Using Zebrafish as Biosensors for River Health and Human Toxicology.” Led by biology professor Tisha King-Heiden, campers learned how zebrafish (Danio rerio) can serve as living biosensors to help scientists understand the effects of environmental contaminants. Students explored how pollutants can affect aquatic organisms and human health. Working directly in a laboratory setting allowed students to experience scientific research firsthand and see how model organisms can help researchers investigate complex environmental health questions.
Students continued their exploration of freshwater science through field-based learning on Goose Island. In “Seeing, Tasting, and Smelling Water Quality,” campers considered a question that sounds simple but has important scientific implications: Can our senses tell us whether water is clean and safe?
Students used sight, smell and taste to make observations about water quality. They then compared their observations to water quality measurements taken by professionals using scientific instruments. The activity encouraged students to think critically about the difference between everyday observations and scientific measurements.
Into the Field and Onto the Water
In the “River Connections” session, students used binoculars, a short hike, demonstrations and a biomagnification game to observe species living along the river’s edge and explore how organisms are connected through food webs and their shared environment. They also created visual representations of these ecosystem connections. Importantly, the session introduced students to the idea that environmental studies involves more than collecting scientific data; decision-making, communication, and storytelling are also essential tools for understanding and protecting natural resources.
The campers’ learning continued aboard a research vessel on the Mississippi River. Students conducted activities focused on water quality and measured the movement of water through the river. They applied concepts from earlier sessions in an authentic research environment, collecting observations and data while traveling along the river and stopping at an island to conduct additional activities.
“These experiences gave students a unique opportunity to move from the laboratory to the shoreline to the river itself,” Kuhl said. “Rather than simply learning about environmental science in a classroom, campers worked alongside faculty, asked questions, made observations, collected data, and considered how freshwater ecosystems affect both wildlife and people.”
Located on the Mississippi River near La Crosse, Wisc., Lake Onalaska is a valued place for fishing, boating and bird watching for both residents and visitors. It brings in millions of tourism dollars each year and also provides a habitat for migratory birds and other species.
The lake, which was created by damming the Mississippi River in the 1930s, is experiencing environmental deterioration. Sedimentation, vegetation overgrowth and eutrophic water have begun decreasing its recreational usability and habitat quality.
Identifying the Lake’s Value
Brice Prairie Conservation Association (BPCA), a local conservation organization, focuses on protecting and improving the habitat around Lake Onalaska. To support their fundraising efforts, BPCA wanted to know how Lake Onalaska impacts the region and whether residents and visitors support increased funding and taxes for the lake’s cleanup and maintenance.
BPCA board member and UW-La Crosse Professor Scott Cooper suggested faculty and students at UW-La Crosse could take on the research project. It was an ideal project for Assistant Professor Tanner Knorr’s REC 360: Sustainable Tourism course.
The course was revamped in 2021 with Freshwater Collaborative funding to focus on water-based tourism. It incorporates a high-impact experience in which students collaborate with an organization engaging in water-based tourism activities.
In the spring 2026 semester, 20 undergraduates and one graduate student embarked on a semester-long collaborative project to measure the lake’s economic, societal, cultural and political impacts. Students completed CITI Training for social and behavioral research, developed a survey questionnaire, collected surveys, conducted interviews with key stakeholders and analyzed the collected data.
Those surveyed included La Crosse County residents, duck hunters, fisherman and visitors. In addition, students interviewed representatives from local businesses and nonprofit organizations associated with the lake. Students also reviewed historical documents, funding and spending patterns, and federal and state management documents.
The result was an extensive 77-page report that students presented to BPCA board members on May 13, 2026.
“I’m really proud of the students. They knew basic concepts, and this project put them into practice,” Knorr says.
Listening to the Community’s Voice
Shealyn Struemke, who graduated from UW-La Crosse in May with a degree in Outdoor, Recreation, Tourism and Event Management, had learned how to create and evaluate surveys in a previous course. This course allowed her to add to those skills by working on a real-world problem. She wants a career that serves communities through events, youth and adult programs. The course took her one step further toward that goal.
“I learned the importance of community voice, their willingness to speak on things that are important to them, and the impact being heard can have on their quality of life,” she says.
Caleb Dibble, a sophomore enrolled in a dual-degree program in Statistics and Applied Statistics, says collecting data that gave the community a voice was the best part of the project.
“The upkeep of Lake Onalaska has been an important topic in the community for a long time, so it was nice to gather data and analyze it for the community,” he says.
Key Findings
Although nearly 60 percent of those surveyed stated that they were somewhat or extremely satisfied with the conditions of Lake Onalaska, many have noticed a decrease in the number of fish and natural habitats for wildlife in the lake. They also stated that the conditions of the lake impacted their activities.
The research showed strong support for taking action to restore and improve the lake. Dredging, vegetation removal, and accessibility to the lake were the top three suggested improvements.
79% of residents approve of dredging the lake
73% of residents agree or slightly agree with supporting increased funding for dredging
65% of residents approve of vegetation removal in the lake
65% of residents agree or slight agree with supporting increased taxes to support Lake Onalaska cleanup
“The main takeaway in terms of policy implications was there is need for a coordinated effort between entities and organizations to accomplish these expensive but important conservation projects,” Knorr says.
Broader Impact and Implications
Knorr says response to the report has been overwhelmingly positive. Not only can BPCA now use the data in its grant proposals to request funding for lake conservation projects, but other stakeholders are interested in learning more.
Knorr has received several interview requests. He will be presenting the finding of the report to the Wisconsin Department of Natural Resources’ Upper Mississippi River Restoration Analysis Team on July 30, 2026.
“There’s clearly a need and desire for this research,” Knorr says. He hopes to continue identifying creative ways to increase UW-La Crosse’s engagement with the community and ensure the community knows the university is a resource.
Written by Heidi Jeter, Freshwater Collaborative of Wisconsin
With its bluffs, caves and cold-water trout streams, Wisconsin’s Driftless Area — the only area of the state not covered by glaciers during the last ice age — is uniquely beautiful. The topography also creates unique farming challenges such as erosion and agricultural runoff.
This spring students explored the intersection of water and farming practices in the Driftless area. Two Ag-Water Nexus courses, funded by the Freshwater Collaborative, taught students how farmers in the region are working to carefully balance farming realities with sustainable practices to protect water quality.
Students enrolled at UW-Green Bay, UW-Platteville, UW-River Falls and UW-Stevens Point had the opportunity to take a semester-long online seminar and/or a three-day field experience. The courses will rotate among the four participating universities, allowing students to learn about agricultural practices in different areas of Wisconsin.
“The vision of the courses is to give students a steppingstone into the farming aspect,” says Joseph Sanford, assistant professor in the School of Agriculture at UW-Platteville who led the spring courses. “Students aren’t going into agricultural fields, but they are going into jobs where they need to work with farmers. We wanted to give them a better understanding of agricultural practices.”
Forty-eight students took the online course and 32 took the field course in May; some students took both. The seminar course highlighted current research and applied projects addressing Wisconsin’s agricultural water issues through readings and online lectures.
During the field course, students visited farms to learn about stream restoration techniques, irrigation, rotational crop practices and approaches to working with landowners to improve habitat. They visited two winners of the Leopold Conservation Award and a new digester facility that converts dairy waste into renewable natural gas. They also conducted hands-on activities at UW-Platteville’s Pioneer Farm.
“I wanted them to take away that not one farm is the same,” Sanford says. “As a student you can learn in classes but not understand why practices aren’t implemented. We want students to understand the challenges and economics of the farmers and why they do things or don’t do things.”
Students learned about sustainable practices on dairy and beef farms.Wisconsin is a major producer of potatoes!
A few of the students shared their experiences.
Alex Jourdan, UW-Stevens Point, law conservation major
Adam Klappa, UW-Stevens Point, hydrology major
Claudia Lenz, UW-Stevens Point, conservation and community planning
Jessica Willette, UW-River Falls, crops and soil science major
Why did you enroll in this field experience course? Did you take the online course as well?
Willette: I enrolled in the weekend trip part of this class because I’m very interested in sustainability in agriculture and like to get ideas of implementation through observing others.
Jourdan: The reason why I enrolled in this class is due to the diversity between the universities and experiences. Between the topography and geographical lessons regarding Wisconsin, I was hooked.
Lenz: I took this course along with the online one because I wanted to learn more about the environmental and agricultural relationships, especially in water. I want to help develop policies that benefit rural communities and landscapes in the future, and this perspective seemed like it could benefit those goals.
Klappa: I enrolled in both the online and field components of the class for a couple of reasons. I really enjoy learning about the current research and projects that are going on in Natural Resources [at UW-Stevens Point], and this seemed like a good chance to experience different aspects of agriculture and water resources. In addition, it seemed like a direct way to apply my knowledge in water resources to agricultural systems.
What was your favorite part of the course?
Klappa: I really enjoyed some of the field visits. My favorite was the anaerobic digester. It is a novel and creative way to engineer natural gas from livestock manure.
Jourdan: Hands down the most enjoyable part was the field experience. The opportunity to learn at another university temporarily was a pleasurable experience and provided me with a different outlook on the Driftless Area.
Lenz: My favorite part of the course was learning how this knowledge is being implemented in unique and new ways to better the environment and farmers. I really liked the farm visits and seeing a new part of the state. I have spent very little time in the Driftless region, so it was pretty eye opening.
Willette: My favorite part of the course was stopping at such different sites — dairy and beef operations, grain farms and old mining sites — that all have such varying impacts on the environment. It’s interesting to see what, if anything, producers are doing to counteract these impacts.
What did you learn or how did your perspective change?
Jourdan: I had no clue how fragile this part of Wisconsin was; the push for habitat restoration in agriculture areas was so refreshing. As an avid trout angler, I can appreciate the sustainability practices that farmers implement to better water quality.
Lenz: I learned a lot about how large-scale solutions can be implemented and effective. I grew up believing that large farms and farmers didn’t really care about the environmental impacts of their farming, so it was nice to see how these farms are implementing new changes to protect water and the environment. It was surprising and gratifying to see this in practice. I also really liked learning from the smaller farms and seeing the benefits of those. Lastly, I really liked learning about stream restoration projects. I knew almost nothing about it, so it was fun to hear about.
Klappa: I learned how much perspective matters in natural resources. The best case scenario changes depending on the values and goals of the person behind any project or farm. Understanding not only what someone is doing, but why they decided on that solution, helps provide context for the decision. This is also important in decision making, helping to create a solution that most everyone is at least somewhat happy with.
Willette: I learned about the process of stream restoration. This is a very complex task that I hadn’t learned about before. I can be pessimistic about people implementing conservation practices in their operations, so it was very nice to see some people are making these changes.
Did taking the course support your career path and if so, how?
Jourdan: This class aided me in knowing where I want to go for a job. It made me think about being a conservation officer/warden in southwest Wisconsin to play a part in maintaining one of the most unique parts of the United States.
Klappa: I planned on going into county conservation (and still might in a future job); however, I was hired by the USGS as a GIS mapper. This course and its knowledge will help expand my natural resources background. I will draw on this background to make myself more effective as I work throughout my career.
Lenz: I think this course greatly supports my career path. Having a deep understanding of the impacts of agriculture on water and the environment will help me to make informed, beneficial decisions and recommendations. Lastly, as someone interested in agricultural policy, this course benefits me because it exposed me to more forms of agriculture and more perspectives of those in the field who are actually living these experiences. Regardless of what I end up doing, I will benefit from learning about water and agriculture, and I will benefit from learning from diverse experiences and viewpoints. This class gave me that.
Sarah Baughman never thought of herself as a science person. She attended an arts-based high school and then earned an associate degree in fine arts and philosophy. For 10 years, she worked as a baker in a coffee shop that also did community outreach.
“We learned about the cranes and habitat restoration. I couldn’t believe that was something you could do for work and that there was a strong restoration movement in Wisconsin,” Baughman recalls.
She turned to her friend and said: “I think I want to go to college and become an ecologist.”
By the time they drove out of the parking lot, Baughman had applied to UW-Green Bay from her phone. She began classes a few months later. Soon she was working on environmental research funded through the Freshwater Collaborative.
“Within a year I went from baking full time to being a full-time student and an undergraduate researcher,” she says.
Five years later, Baughman is the bird and peatland research coordinator at UW-Green Bay. Not only does she conduct environmental research and lead community outreach programs, but she also mentors high school students through UW-Green Bay’s High School Summer Scholars Program, also funded through the Freshwater Collaborative.
A New Career Takes Flight
Baughman had a wealth of knowledge from years of birding with her father. She wanted to get hands-on research experience. She emailed Erin Giese, associate director of UW-Green Bay’s Cofrin Center for Biodiversity, about volunteer opportunities. They instantly hit it off, and they submitted a proposal to the Freshwater Collaborative for an undergraduate research award.
She received a $10,000 grant from the collaborative in 2022 to study coastal bird populations along Lake Michigan, from Milwaukee to northern Door County. Soon, she was scouting research sites, recruiting volunteers, writing grant proposals and reports, and coordinating community science efforts to conduct bird surveys.
“Sarah’s Freshwater Collaborative project launched her into project leadership roles with the Cofrin Center for Biodiversity,” Giese says.
Her next step was getting involved in a budding new program: the Oneida Bird Monitoring Program, a partnership among the Cofrin Center for Biodiversity, Oneida Nation of Wisconsin, Northeastern Wisconsin (NEW) Bird Alliance and Audubon Great Lakes. She began leading bird outings for community members and used her art skills to create an illustrated beginner’s field guide to the birds of the Oneida Nation, collaborating on the project with Oneida Tribal Elders and UW-Green Bay students and staff.
“Sarah is one of the best students I have ever had the privilege of working with, and I would be lost without her leadership and dedication to bird conservation,” Giese says.
It’s no wonder that after graduating from UW-Green Bay in 2025, Baughman was hired to coordinate the Oneida Bird Monitoring Program as well as peatland research at the campus herbarium, where she also had worked as a student. Both roles are steeped in community outreach.
Baughman credits her Freshwater Collaborative research grant with preparing her to work in public outreach. Giese encouraged her to present her undergraduate research at Research in the Rotunda twice.
“Those first presentations set a foundation for me to see how research can be shared,” she says. “They built my skills as a student and a communicator. Now I’m leading the way for others and helping them learn.”
From Mentee to Mentor
Baughman works closely with interns in UW-Green Bay’s High School Summer Scholars program. They join her on bird surveys where they learn to identify birds and record data, and she tells them about the importance of conservation and restoration in land management decisions. Students also help plan and participate in events where they talk to community members about birds and wetlands. She also brings art and science together to create educational materials.
This spring, Baughman reviewed applications for the Freshwater@UW Summer Research Opportunities Program, a program coordinated through UW-Madison and funded by Freshwater Collaborative. It gives undergraduates in Wisconsin and beyond mentored research experiences at one of the Universities of Wisconsin campuses. Two students will conduct research with UW-Green Bay faculty this summer.
As for her own career path, Baughman is enrolled in UW-Green Bay’s Biodiversity Conservation and Management program, an online certificate program that builds to a master’s degree. Between the graduate program and full-time work, Baughman is busy but happy.
“I’m solving problems every day that improve our program,” she says. “And I still get to go birding all the time with my dad. I can’t believe this is what I get to do.”
Claire Schoenemann, a 2025 graduate of UW-Eau Claire, says knowing how to communicate scientific research to the broader community helped her land a job as an environmental scientist with Foth Infrastructure & Environment in De Pere, Wisc.
Schoenemann was one of 10 undergraduates who participated in the Freshwater Science Summer Research Experience for Undergraduates (REU), funded by a grant from the Freshwater Collaborative in 2022. The REU introduced students to societal challenges in freshwater and career opportunities in freshwater science that will tackle those issues.
“Working at the intersection of public relations and the science behind groundwater quality was an amazing experience and really allowed me to see how important scientific communication is,” she says.
Identifying Drinking Water Resources
She and Rachel Klinker, a 2024 graduate, conducted an audit of online public information about the quality of drinking water. Neither student had a background in drinking water quality — and that was the point.
UW-Eau Claire faculty Sarah Vitale, a groundwater expert who focuses on water quality, and Mary Worley, a communications expert specializing in crisis communication, wanted to identify how easy it was for the average homeowner to find relevant information.
“The students’ searches did not direct them to the sources that house what I consider to be vital information,” Vitale says. “People have no clue where to look, what to look for, or even that they’re supposed to be looking.”
To address this knowledge gap, the students pitched an idea to the county’s groundwater advisory committee that would help advertise the importance of water quality testing in private wells and direct people to testing resources.
Creating Useful Tools for Homeowners
They produced an ad for a recycler mailing that goes to every home in Eau Claire County and a magnet to hand out at community events. The goal was to create simple yet informative materials that would give homeowners quick references.
The poster Schoenemann and Klinker presented included the designs for the annual mailer and magnet.
Schoenemann says working with the groundwater advisory committee gave her confidence in public speaking about her research. It kickstarted her interest in hydrogeology and the intersection of water resources, geoscience, and scientific communication. And it led to additional hydrogeology research with Vitale and Eau Claire County to detect PFAS in well water. (Freshwater Collaborative provided student salary support to complement funding from Eau Claire County.) All while providing the community with important resources.
“The science is one thing, but without properly communicating about water quality, resources, and solutions for the public, there is a huge gap in moving things forward,” Schoenemann says. ““I could go on about the skills I gained from this project forever, but I think most importantly it opened my eyes to the kind of work I knew I wanted to be involved in.”
When faculty at UW-Milwaukee’s School of Freshwater Sciences sought to redesign one of their core courses, a top goal was getting input and participation from industry and governmental partners. They wanted to ensure their freshwater field course would prepare students for the workforce.
Experimentation and Analysis in Freshwater Sciences 513, a field course for undergraduate and graduate students, reflects the importance of multidisciplinary highly applicable research. Freshwater Collaborative of Wisconsin funding supported course enhancements, which include hands-on training with water professionals.
“The strongest part of the redesigned course is that it focuses on a pipeline to jobs,” says Sandra McLellan, a UWM professor who worked on the course update. “Students are not only learning field and lab methods, but they are participating in real-world applications of those techniques with practitioners.”
Partners from US Geological Society (USGS), the Wisconsin Department of Natural Resources, Stantec and Watertech of America advised on the new curriculum and are co-teaching field work. For example, in fall 2024, USGS collaborators taught students how to take water samples and took students into nearby streams to capture invertebrates for biological indices and to use electrofishing to examine fish diversity.
Throughout the course, students learn a variety of water quality analysis techniques, microbiology techniques, fish sampling and analysis, water and bacterial sampling, and biotic indices. They also gain the skills to conduct and analyze experiments. More students in majors outside of freshwater sciences are taking the course to better understand the basics of monitoring and analyzing water quality.
Students also gain unique insight into how university researchers form long-term partnerships with government agencies and private sector companies to tackle water-related issues.
“This is a field class, but there are ample opportunities for students to have conversations about what a job is like or how joint research projects work,” McLellan says.
For those who want to work in water-related careers, the networking opportunities provide a leg up in the job market. Not only do they have practical skills after taking the course, but they also have a professional network and knowledge of the kinds of jobs that are available.
Engaging with students also benefits employers. Hayley Olds, a graduate of the School of Freshwater Sciences master’s program and a hydrologist with the USGS, was involved in one of the classes. She taught students biological sampling methods and how to calculate metrics that can determine stream health.
“The USGS connects with future scientists through university courses like Freshwater Sciences 513, where we showcase our diverse research initiatives,” Olds says. “These interactions help spread awareness about the wide range of scientific work conducted at USGS, inspiring the next generation of researchers.”
Experimentation and Analysis in Freshwater Sciences 513 is offered every fall. Prerequisites are junior standing with BIO SCI 152 and CHEM 104 or equivalents, or graduate student standing. The next offering will take place Thursdays, 9:30 a.m.-12:10 p.m. beginning Sept. 2, 2025. UWM students register through PAWS. Non-UWM students can enroll as a special student/guest student. Email Mal Kaul, head of Academic Services for School of Freshwater Sciences, for details.
Are you looking to gain hands-on experience in river restoration? Join the two-week summer DAM Crew and learn professional skills for monitoring the impacts of dam removal on the Kinnickinnic River.
UW-River Falls is hiring up to 12 students from any Universities of Wisconsin campus to work on the fourth annual DAM Crew. Students will work alongside experts from Inter-Fluve and Trout Unlimited. One student will be hired as a part-time intern during the academic year to continue data analysis.
The summer DAM Crew is a free, non-credit experience provided through the Freshwater Collaborative. Funds are available for food, travel expenses and campus housing. Apply by May 20 at https://forms.gle/Xfdh1s7GtgWyWasSA
The DAM Crew conducts river monitoring each summer and provides ongoing data and recommendations to the City of River Falls and the Kinni Corridor Collaborative, a nonprofit that is leading fundraising efforts for the dam removal and river restoration work. Students receive hands-on training and networking opportunities — and their research contributes to the community’s 10-year monitoring plan for the dam removal. Read about past DAM Crew experiences
The UW Oshkosh Environmental Research and Innovation Center (ERIC) hosted 18 high school students from Wisconsin and Illinois for its inaugural residential “Freshwater High School Experience” on the UW Oshkosh campus.
Along with the ERIC staff, professors from Biology, Environmental Studies, Engineering, and Geology ran sessions for the students. The goal was to introduce high school students to academic and professional career options related to water resources and technology.
During the three-day camp, students participated in extensive hands-on experiences. Topics included drinking water treatment technology, field sampling techniques, groundwater resources, wastewater treatment, laboratory analysis of E.coli, microorganisms causing dangerous algal blooms, and much more.
Students took advantage of the location by using the Fox River and Lake Winnebago for lake sampling via boats, High Cliff State Park for field experience, and the many lab facilities available at UW Oshkosh.
The program was sponsored through a grant from the Freshwater Collaborative of Wisconsin. The ERIC team hopes this will become an annual event!
Written by Heidi Jeter, Freshwater Collaborative of Wisconsin.
Eva Riveros from Fordham University was excited to embark on environmental research through the Freshwater@UW Summer Research Opportunities Program. She’s learning a new skillset with research into pesticide leaching and how water moves through soil.
Funding for this program is provided by the Freshwater Collaborative of Wisconsin, Wisconsin Sea Grant, the UW Water Resources Institute and Water@UW-Madison.
