Tag: UW-River Falls

Students Explore Water and Farming Practices in Wisconsin’s Driftless Area

Posted on by Heidi Jeter

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 producers 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 much about 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.

UW-Green Bay will host the fall 2026 course offerings.

Student Touts Benefits of Joining Summer DAM Crew; Apply by May 20

Posted on by Heidi Jeter

Robert Boss, a Conservation major at UW-River Falls with an emphasis on restoration management, knows firsthand the opportunities that participating on the DAM Crew opens to students.

The two-week summer DAM Crew offers undergraduates the unique experience of learning from river restoration professionals while monitoring the impacts of dam removal on the Kinnickinnic River. The annual data is provided 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.

As a non-traditional student, Boss knew the benefits of gaining practical hands-on experience as a student. He describes working on the 2024 DAM Crew as a crash course in geomorphology and data collection and analysis. In addition to learning technical skills, he says working with traditional-aged students was a great experience, and he appreciates that the data benefits the River Falls community.

Boss and his team were trained by a former geomorphologist from Inter-Fluve who co-authored the city’s 10-year dam removal monitoring plan. He feels the professional mentoring will give him an advantage as he applies for summer internships and jobs after graduation in 2026.

Robert Boss is confident his experience has prepared him for a career in aquatic restoration.

“Having the DAM Crew on my resume and having already done data collection shows the hiring manager that they won’t have to be as intensive in training me,” Boss says. “They can rely on me to know my stuff.”

He’s already landed a fall internship with the Kinnickinnic River Land Trust, another project partner. Boss also presented his DAM Crew research at the 2025 Wisconsin Lakes and Rivers conference. It was his first time presenting data-driven research in a professional setting, and he appreciated getting feedback from other water professionals.

“All the skills I learned will directly translate to a career in aquatic restoration,” he says. “I would definitely recommend this to any student who’s interested. Go join the DAM Crew because it’s well worth it.”

UW-River Falls faculty are currently recruiting 12 undergraduates from any campus for its 2025 DAM Crew, which will take place July 28 to Aug. 8. Applications are due May 20. Details here.

Written by Heidi Jeter, Freshwater Collaborative.

Applications Due May 20 for Hands-On Summer River Restoration Experience

Posted on by Heidi Jeter

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

Read the full position description

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

Undergrads Explore Freshwater Science in Western Wisconsin

Posted on by Heidi Jeter

Thirteen undergraduates from UW-Eau Claire, UW-River Falls, UW-Stout, and UW-Milwaukee took part in this year’s Freshwater Science Field Studies in Western Wisconsin course. Undergraduates spent two weeks exploring watersheds, contamination and restoration, and groundwater and surface waters throughout western Wisconsin.

Instructors from UW-Eau Claire, UW-River Falls, UW-Stout, and UW Oshkosh taught students field and laboratory skills needed to conduct freshwater research. During the two-week advanced course, students conduct a wide variety of applicable fieldwork to prepare them for the freshwater science workforce.

Highlights this year included:

  • visiting a boiling spring in River Falls
  • measuring water quality impacts from the impoundments on the Kinnickinnic River
  • evaluating groundwater flow conditions on the UW-Eau Claire campus

The data collected in Gilbert Creek in Menomonie will contribute to the Water Action Volunteers (WAV) stream monitoring program, a partnership between the WDNR and the UW–Madison Division of Extension that empowers volunteers to gather and share data to help natural resource managers in Wisconsin make decisions.

Students conduct freshwater research.

UW-River Falls Program Engages Youth in Water Science, Stewardship

Posted on by Heidi Jeter

By Heidi Jeter, Freshwater Collaborative

Offering 22 miles of world-class trout fishing and other recreational activities, the beloved Kinnickinnic River runs through the city of River Falls and the UW-River Falls campus. The community and the campus are invested in its health.

So, it was no surprise the Youth Water Stewards pilot program, funded by the Freshwater Collaborative of Wisconsin, received a positive response from high school participants and community members.

The program was envisioned and led by Tovah Flygare, lecturer and sustainability specialist at UW-Fiver Falls, who is passionate about connecting people to water. Though not a scientist herself, she believes anyone can care for their local watershed.

Flygare worked closely with educators at Renaissance Charter Academy, a partner of the River Falls High School focused on individualized learning with support for student success. Many students express feelings of eco-anxiety and disconnectedness from their community. The goal was to help them to deepen their understanding of water science, future potential professions, and their community.

The pilot program engaged high schoolers in water science through basic water monitoring, data analysis and stewardship. Students also connected with university professors and students, local government and business representatives, and indigenous teachers.

During their coursework, students created or improved rain gardens, assisted in local erosion control projects, completed water monitoring projects, and learned about aspects of healthy water, including learning from indigenous teachers about species of vital importance to regional food and culture, such as wild rice.

Students participated in unique hands-on field trips.

“The outdoors experience for the entire pilot project was framed around field trips, hands-on learning and service-learning opportunities,” she says. “Every field trip seemed to be very positively received.”

In fact, the pilot program received such a positive reaction that the faculty received in-kind donations of time and expertise from the local Trout Unlimited chapter, the Kinnickinnic River Land Trust, and the city of River Falls.

The original funding was for one year, but because of the in-kind donations and the ability to leverage equipment used for another UW-River Falls project — the DAM Crew, which is also funded by the Freshwater Collaborative — Flygare was able to run the pilot for two years. Twenty-five high school students enrolled in the participating courses, and the field trips and speaker events were open to the entire high school and to UW-River Falls students.

The grant also supported two paid undergraduate positions to help with activities. Another four undergraduates volunteered their time.

Amber Rappl, who is majoring in biology and biotechnology at UW-River Falls, was the lead undergraduate mentor and educator. She facilitated educational workshops, organized field trips to local waterways, coordinated hands-on conservation projects, and provided guidance and support to students as they developed their understanding of water issues and implemented solutions in their communities.

As an undergraduate mentor, Amber Rappl enhanced her skills while encouraging others to get excited about science.

“My favorite part of this experience was seeing high school students get visibly excited about doing science,” she says. “Working closely with them, I witnessed their enthusiasm and passion for environmental stewardship grow, and I am proud to have played a role in fostering their commitment to protecting our freshwater resources.”

Another undergraduate helped the students create a rain garden around a city drain, and recent graduates who now work for the city led a service-learning project to address erosion.

Flygare says having undergraduate mentors was powerful. They shared what it was like to be a college student and made connections between the science and how students could use it to address real-world environmental problems.

“It was nice for the students to see a path from high school to college to a professional career working in water,” she says. “There were some ah-ha moments that were pretty special.”