WaterWired

CRS Report: 'TEACH Grants: A Primer'

This 12 December 2019 CRS report was authored by Rita R. Zota: 'TEACH Grants: A Primer'. 

You can even get a Master's degree.

Download CRS_Report_TEACH_Grants_Primer_12Dec2019

Summary
The Teacher Education Assistance for College and Higher Education (TEACH) Grant program is intended to encourage individuals to enter the teaching profession by providing recipients with grants of up to $4,000 annually to pursue coursework that leads to a certification in teaching. Congress authorized the TEACH Grant program in the College Cost Reduction and Access Act of 2007 (P.L. 110-84) to address concerns about growing demand for high-quality teachers, especially in low-income schools.

To be eligible for a TEACH Grant, among other requirements, a postsecondary student has to meet certain academic achievement requirements and be enrolled in a TEACH-Grant eligible program of study. The TEACH Grant program is the only HEA Title IV program with an academic merit requirement.

As a condition of receiving a TEACH Grant, a recipient must complete four years of teaching in a high-need field and in a school that serves low-income students, within eight years of completing his or her program of study. If a recipient fails to complete the required teaching service, his or her TEACH Grant is converted into a Federal Unsubsidized Direct Loan, which must be repaid in full including interest that accrued since grant disbursement.

To be eligible to disburse TEACH Grants, among other requirements, an institution of higher education (IHE) must provide a high-quality teacher preparation program that is either accredited by a Department of Education (ED)-recognized accrediting agency of teacher education programs; or is approved by a state, includes a minimum of 10 weeks of full-time pre-service clinical experience, and provides or assists in providing pedagogical coursework. Additionally, such teacher preparation programs must provide or assist in providing supervision and support services to program completers when they are working as teachers.

Program administration tasks are divided among IHEs, ED, and the loan servicer with which ED contracts. IHEs award and disburse TEACH Grants to recipients, while the loan servicer performs day-to-day administrative tasks after a grant has beendisbursed. ED oversees both the IHE’s and the loan servicer’s functions.

Since the inception of the program, over 300,000 TEACH Grants, totaling nearly $938 million, have been disbursed. Based on a Government Accountability Office (GAO) analysis, the estimated take-up rate of TEACH Grants by the potentially eligible population in the 2013-2014 academic year was 19%. According to an American Institutes for Research (AIR) study, among TEACH Grant recipients who began their eight-year service period prior to July 2014, 63% saw their grants converted to loans as of July 2016.

Several issues related to TEACH Grants may garner congressional attention. The bulk of these issues pertain to program design, including the extent to which the program successfully identifies individuals who commit to teaching, the size of the TEACH Grant benefit, challenges associated with finding and sustaining a qualifying teaching placement, teacher preparation program quality at IHEs that disburse TEACH Grants, and the continued application of the “highly qualified teacher”definition to the TEACH Grant program. Other issues are related to program implementation, such as challenges associated with certification of teaching service and the absence of an appeals process. Lawmakers may also wish to consider other changes that have been proposed since the TEACH Grant program was authorized. Some of these include permitting partial payback of TEACH Grants converted into loans that is prorated based on the length of service fulfilled for recipients who do not complete the service requirement, allowing teachers whose roles or duties change to continue to fulfill their required teaching service with such new roles or duties, or replacing or sunsetting the program altogether.

Good deal!

Enjoy!

“Those who can, do; those who understand, teach.” - Aristotle

CRS InFocus Report: 'Foreign STEM Students in the United States'

Boris Granovski and Jill H. Wilson penned this CRS InFocus two-pager with lots of graphics: 'Foreign STEM Students in the United States'.

Who knew?

Download CRS_InFocus_Foreign_STEM_Students_USA_1Nov2019

Introduction

The number of foreign students in the United States pursuing postsecondary degrees in science, technology, engineering, and mathematics (STEM) disciplines has increased steadily in recent years. This increase has drawn attention from lawmakers interested in potential effects on institutions of higher education (IHEs), the U.S. workforce, economic competitiveness, immigration, and national security.

The global economy increasingly relies on the skills learned in the STEM disciplines. U.S. IHEs play an important role in training U.S. citizens and foreign nationals in these disciplines. Foreign students are attracted to U.S. IHEs for their quality of education and the prestige that comes with a U.S. degree. American colleges and universities strive to attract top international students to pursue and obtain STEM degrees at the undergraduate and graduate levels in order to remain globally competitive and draw additional tuition revenue, as foreign students typically pay full cost of tuition and do not receive financial aid.

This In Focus provides an overview of the trends in foreign student enrollment in STEM programs at U.S. IHEs, as well as the pathways that students may take to remain in the United States legally after graduation. There is no singledefinition of “STEM” used by the federal government. For the purposes of this In Focus, STEM disciplines include mathematics and computer science, physical and life sciences, and engineering. For more information on STEM education, see CRS Report R45223, Science, Technology, Engineering, and Mathematics (STEM) Education: An Overview.(See downloadable copy below)

Download CRS_Report_STEM_Education_Overvoew_18June2018

How about information on getting into the USA? 

Enjoy!

"It is a lot of little lies that add up to one big lie." - Marc Edwards of Virginia Tech University, commenting on the Flint water crisis (quoted in Seth Siegel's Troubled Water

My Ten Cents - Paper: 'Human Domination of the Global Water Cycle Absent from Depictions and Perceptions'

The Paper
I have been meaning to post this paper for over a month. I saw Jay Zarnetske mention this work during a talk on another topic. Here it is: Human Domination of the Global Water Cycle Absent from Depictions and Perceptions, Nature Geoscience, volume12, pages 533–540 (2019).

The author list is reminiscent of those particle physics papers: Benjamin W. Abbott, Kevin Bishop, Jay P. Zarnetske, Camille Minaudo, F. S. Chapin III, Stefan Krause, David M. Hannah, Lafe Conner, David Ellison, Sarah E. Godsey, Stephen Plont, Jean Marçais, Tamara Kolbe, Amanda Huebner, Rebecca J. Frei, Tyler Hampton, Sen Gu, Madeline Buhman, Sayedeh Sara Sayedi, Ovidiu Ursache, Melissa Chapin, Kathryn D. Henderson & Gilles Pinay 

Download Human_Domination_Absent_Global_Water_Cycle

Here is a very good online copy of the article: click here.

Abstract
Human water use, climate change and land conversion have created a water crisis for billions of individuals and many ecosystems worldwide. Global water stocks and fluxes are estimated empirically and with computer models, but this information is conveyed to policymakers and researchers through water cycle diagrams. Here we compiled a synthesis of the global water cycle, which we compared with 464 water cycle diagrams from around the world. Although human freshwater appropriation now equals half of global river discharge, only 15% of the water cycle diagrams depicted human interaction with water. Only 2% of the diagrams showed climate change or water pollution—two of the central causes of the global water crisis—which effectively conveys a false sense of water security. A single catchment was depicted in 95% of the diagrams, which precludes the representation of teleconnections such as ocean–land interactions and continental moisture recycling. These inaccuracies correspond with specific dimensions of water mismanagement, which suggest that flaws in water diagrams reflect and reinforce the misunderstanding of global hydrology by policymakers, researchers and the public. Correct depictions of the water cycle will not solve the global water crisis, but reconceiving this symbol is an important step towards equitable water governance, sustainable development and planetary thinking in the Anthropocene.

Below are some figures of what the authors would (presumably) love to see. Click on them to enlarge them or view them online. Note that pools (stocks) of water as well as fluxes are shown with uncertainties.

This figure shows some of the effects of human interference with the water cycle.

Here is another such diagram.

You get the picture.

My Approach
The authors make some excellent points. One thing that I dislike about many hydrologic cycle (I don't often say 'water cycle') is that they give little consideration to groundwater. Maybe they show an arrow buried somewhere. This negligence is understandable; most diagrams focus on flows, not stocks (or pools), and so surface and atmospheric waters dominate. My cryologist/glaciologist friends could also make the same case about glaciers and icecaps.

Here are two global hydrological cycle diagrams from my favorite physical hydrology textbook, Elements of Physical Hydrology, 2/e by G. Hornberger et al.

Pretty simple, right? No houses, factories or shopping centers, though.

Here's the companion figure, showing annual volumetric fluxes in relative units (100 units = 119,000 cubic kilometers per year). 

Groundwater is pretty visible even though its flux is pretty small. These two figures are accompanied by a table with stocks and residence times. It's best to use this table in conjunction with these diagrams.

Here is a 'local' hydrologic cycle I use, created by a friend - the 'Post-Modern Hydrologic Cycle'. It shows that water flows to money - so you know humans are involved. I always explain this when I use it... Students seem to enjoy it. 

The USGS has a bunch of diagrams - click here.

MyTen Cents
Do I think my approach is wrong? You'd think that after 47 years of teaching this stuff I'd get it right!

The authors have done us a great service by pointing out the problems with most depictions of the hydrologic cycle. Sure, humans and their activities (climate change and others) are affecting the cycle at all spatiotemporal scales and will continue to do so. But the cycle has been around for billions of years and will be around long after we leave. I like to point that out. Must be the geologist inside me.

I will likely continue to use the versions I have been using. They are simple to explain and very helpful in elucidating the basic hydrologic processes. I can describe the difficulty in estimating stocks, flows and residence times. I can show how climate change will likely alter things. I can ask the students about the diagrams' shortcomings and what the cycle might look like at a regional or local level. And what about water quality? Where is that? Is it important? How could we insert water quality into the picture?

One thing I've started  doing on exams (take-home as well as in-class): asking students to draw and label their own hydrologic cycles. Sometimes I ask them to do a region-specific one. Maybe where they grew up. Or maybe I'll ask them what's wrong with the ones I use.

One thing I will continue to do (with some exceptions): keep the ocean in the picture of most cycle diagrams I use. I thought about this when an audience member in New Mexico asked me sarcastically, "Why do you have an ocean in your diagram? We're hundreds of miles from the nearest shore!". My reply silenced him: "Where do you think your precipitation originates?" No matter where you are on Earth the oceans matter. 

But this paper made me think and examine my own shortcomings. So you should all read it. Teachable moment for sure!

Enjoy!

"Inside every silver lining there's a dark cloud." - George Carlin (as Al Sleet, the Hippy Dippy Weatherman, 1960s)

Lane Community College's Online Water Conservation Technician Program - Fall 2019 Apps Accepted

Brenda Cervantes of Lane Community College in Eugene, OR, sent me this information on LCC's new online Water Conservation Technician program. It's funded by the National Science Foundation.

Here is the blurb from the website:

The Water Conservation Technician program consists of an inspiring community of students and faculty dedicated to improving community water security and quality using ecologically sustainable practices. Through the two-year Water Conservation Technician online program, you will be prepared for the growing field of Water Conservation and the challenges a shortage of water will bring. 

The Program trains individuals to evaluate water use patterns; develop, implement, market and maintain conservation programs; perform public outreach; recommend water efficiency techniques; integrate alternative water sources, and perform systems analysis to solve problems.

As water-related issues continue to increase, more voluntary and mandatory water conservation opportunities are being created that require a technical skill set like that which is offered within this program. Employment opportunities in Water Conservation are excellent. Students must consider the Western United States when seeking employment as those willing to relocate will have greater employment opportunities. 

What's the starting pay?

• Oregon state wages range from $32,000 to $48,500  annually plus benefits. Wages will vary in other states.

Prepare for a career in the water field as water efficiency technicians, coordinators, or specialists, or as water management specialists and technicians. The program prepares students to design, implement and evaluate water conservation programs.

For more information on the two-year degree programs and training for water professionals contact Roger Ebbage, ebbager@lanecc.edu or (541) 463-6160. 

The fall term starts on 30 September 2019. Admissions close one week before that date. The program does have requirements that must be satisfied before admission so check with Roger. 

Here is a video:

Information from an alternate site - the Northwest Water and Energy Institute at LCC:

Graduates Of The Program Are Able To

• Design, implement, evaluate, and market water conservation programs to a broad audience
• Evaluate water usage patterns for rural, urban, residential, and commercial sites; recommend efficiency measures as well as alternate water sources.
• Understand water distribution, flow, and elimination systems; basic hydraulics; quality issues; balance and time of use.
• Understand the many stressors to water accessibility and how they interact to affect supply and demand along with other issues.
• Monitor, collect, interpret and analyze data to evaluate effectiveness of programs and modify them over time.
• Calculate water and cost savings and produce comprehensive cost/benefit analysis reports.

Some relevant job titles are:

• Water Conservation - Program Specialist, Manager

• Water Resource - Analyst, Specialist

• Rainwater Harvesting Tech

• Stormwater - Coordinator, Technician

• Wastewater - Manager, Stores Supervisor, Program Analyst

• Conservation Warden

• Stewardship Coordinator

Looks awfully good. Glad to see such a broad approach. Apply for Fall 2019 now!

Enjoy!

"The purpose of education is not to make men carpenters, but to make carpenters men." -- W.E.B. Du Bois

Oregon State University GEM Seminar (GEOG 407/507/607) - Winter 2019

Geography, Environmental Science & Marine Resource Management (GEM)

https://tinyurl.com/GEMSEM2019

    SEMINAR – WINTER 2019                       

Friday 3 – 4  PM   Burt Hall 193

18 January through 15 March

Public is welcome! Light refreshments will be served at 2:30.

NOTE: Much of Burt Hall is closed because of the recent fire in Burt 2. Burt 4, the part of Burt Hall containing Burt 193 is open but you must enter it directly from the outside - the East Entrance, behind Gilfillan Hall. See PDF here or Download CEOAS_complex. Burt 193 is the large green area in Burt 4. Look for the tiny arrows on the diagram. 

For an interactive map of the Burt Hall location and the OSU campus (including parking areas), click here 

PPTs/PDFs, if available, will be posted.

Student information - requirements: Download GEM_Seminar_Req_Winter_2019_v1

Questions? Contact Michael E. Campana 541-602-4085; aquadoc@oregonstate.edu

Seminar Schedule
January 18       John H. Matthews
                          Alliance for Global Water Adaptation

Climate Change and Water Management: Catalyzing Change for the Good

Download 2019_i_18_OSU_Matthews_climate

Abstract
Climate impacts are triggering increasing levels of alarm among decision makers and citizens globally but particularly in the US, which lags behind many of our peer nations in climate adaptation. In contrast, the water community has been developing innovative responses to uncertainty, increasingly extreme events, and governance challenges in a non-stationary context. Matthews will describe a variety of approaches that integrate progressive approaches within water science and governance with finance, global policy, and infrastructure design and operations.

January 25    Fatima A. M. Taha
                       Oregon State University

Serious Gaming in Water Resources Management

Download GEM_Seminar_Taha   (c. 30 MB)

Abstract
Games that incorporate realistic simulations for purposes other than pure entertainment are increasingly utilized as conflict resolution tools. It is believed they provide a shared platform for training and learning in negotiations to help broaden the scope of understanding. As such, water users and managers are encouraged to discuss their conflicting positions to come up with a mutual agreement by role-playing as different stakeholders for a shared resource.

February  1       Steven Sobieszczyk,
                           U.S. Geological Survey

The Art of Good Science Communication

Download SobiePresentation

Abstract
Learning about effective communication is easy. Actually following through and communicating effectively...well, not so much. Scientists are brilliant and attentive people but they seem to stumble on the simple nuances of how most people talk day-to-day. Talking science to others doesn't need to be discouraging or devolve to "dumbing down your research." It's about being wise. Being selective. It's about putting yourself in their shoes. Be clear, concise, and a bit irreverent. Now sit back and enjoy, here's some simple advice for talking science clearly. 

February 8       David G. Lewis
                          Ethnohistory Research, LLC

Territories and Lifeways of the Lower Chinookan Tribes

I will address the cultural and lifeways of the Chinookans, show they territories and present new information about the claimed territories of the Lower Chinook in 1851.  I will address anthropological perspectives about tribal territories and offer a challenge to some long-held assumptions about the Chinookan peoples. Much of this information can be found on my blog site ndnhistoryresearch.

Dinhubna, Qa'pai!

{din-hub-na, ka-pi}

(I feel good in my heart/ thank you, Goodbye)

 (Kalapuyan Greeting)

Camas (Ti'p) is noted to be the iconic symbol of the Kalapuyans, but they also had words for Caterpillar (Antca′yε t) and Cooked caterpillar (Guc-antca′yε t), suggesting that this was a common food as well. 

February 15    Kerry Griffin
                        Pacific Fishery Management Council                   

Fisheries Management: What I Thought it was Going to be Like when I was in Graduate School, and What it’s Really Like in a Time of Climate Change and Global Markets   

February 22   Lindsey Aldaco-Manner, President
                        World Youth Parliament for Water

Water, Youth and the Global Water Agenda

Youth, women, refugees, and indigenous communities are among the most vulnerable populations when it comes to access to clean water, sanitation and health (WASH). As the UN-Water theme this year has been set to “Leave No One Behind” the World Youth Parliament for Water (WYPW) will continue to work vigorously to ensure that the voices of youth are heard and not left behind in influencing water policy. To support youth access to clean water, WYPW supports “youth-led innovations, especially nature-based ones that solve local WASH challenges.” Lindsey will discuss the activities of WYPW to influence the global water agenda, youth-led water initiatives, her encounter with Palestinian refugees and their water situation, as well as draw upon her recent research on water governance in Lebanon.

March 1          Jackie Dingfelder, PhD
                        Hatfield School of Government
                        Portland State University

Wicked Water Problems: Can Network Governance Deliver? Integrated Water Management Case Studies from New Zealand and Oregon, USA

PPT: Download JackieD_OSU_Water

PDF: Download JackieD_OSU_Water  

Abstract
Integrated water management is a wicked public policy problem with no clear path to resolution. This presentation is based on an in-depth qualitative comparative analysis of two collaborative governance processes created to tackle complex water problems in New Zealand and Oregon, U.S.A. Both cases convened a wide range of state and non-state actors in efforts to find common ground, build consensus for change, and develop innovative water policy solutions.

 

March 8           Lisa Beutler
                         Executive Facilitator, Stantec
                         Consulting
                         President, American Water Reso. Association 

What in the Heck is Going on Here?

PPT: Download Beutler_What_Heck_8March2019

PDF: Download Beutler_What_Heck_8March2019

Abstract
Climate change, changes in demographics and land use, and social stratification continue to drive a need for new natural resource management approaches.  Yet the challenges of asking a community to make changes in how things are done, or forging an agreement among multiple parties are often large.  While academics and managers may have a strong understanding of what “should” occur, stakeholders may have entirely different ideas or even be working from a completely different set of facts. During this session we will consider how to reassess a situation to better understand the community and decision making environment to determine what the heck is actually going on.  We will then discuss how the results of the assessment can be used to formulate change, project approaches, and community relations.  This will include considering how a failure to address these factors increases project management risks.  Case studies across several natural resource disciplines will be provided to illustrate concepts.

March 15        L. Nicole (Nicky) Arellano 
                        Oregon State University

What I Learned Supporting Community-Based WASH Projects in Rural Panama

From 2016 to 2018, Lisabeth 'Nicky' Arellano served with the Peace Corps as a health volunteer in rural Panama. Her work involved training committees in the construction and maintenance of water and sanitation systems and in the design and implementation of behavior change strategies targeting hygiene practices. She will share her experiences and discuss challenges, failures, and successes, and what they taught her.

PDF: Download Nicky_PCMI  (156 MB)